DAILY LESSON LOG OF M10SP-IIIg-h-1 (Week Seven-Day Three)

School Grade Level Grade 10

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Third
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of probability.
B. Performance Standards The learner is able to formulate and solve the probability of a given union.
Learning Competency: Finds the probability of (A U B) (M10SP-IIIg-h-1)
Learning Objectives:
C. Learning Competencies/ 1. Solve for the probability of simple events;
Objectives 2. Find the probability of a given union; and
3. Demonstrate appreciation of generating and recognizing unions and its
probability.
II. CONTENT Probability
III. LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages 328
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning https://www.deped-tambayan.com/2023/03/mathematics-7-10-dll-compilation-
Resources 3rd.html?fbclid=IwAR0Gg3Bqkn9pcaa1FVcqOY1lfKsnN3ToiSq83mLMHiNSX36sb-
zO04x8OiI
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Review previous lesson by letting the students answer the exercise in Activity 1
number 1 on page 328 of the Learner’s Manual.

A. Review previous lesson

or presenting the new
lesson

B. Establishing a purpose The teacher lets the students realize that recognizing and identifying probability
for the lesson of simple events are important skills needed to understand the concepts of
finding the probability of a union.
 The teacher lets the students, in pairs, do Activity 1 number 2 on page 289 of the
Learner’s Module.

Answer Key
C. Presenting examples/
instances of the new
lesson

The teacher discusses with the students the process of arriving at the answer of
each exercise in Activity 1. The teacher will asks students to list the sample space
for each and explain their answer.

When the sample space is finite, any subset of the sample space is an event. An
event is any collection of outcomes of an experiment Any subset of the sample
space is an event. Since all events are sets, they are usually written as sets
( e . g . , { 1 ,2 , 3 } ) .
Probability of Simple Events: An event E, in general, consists of one or more
D. Discussing new concepts outcomes. If each of these outcomes is equally likely to occur, then
and practicing new skills
#1 number of ways the event can occur
Probability of event E=P E=
number of possible outcomes

When you roll a die, you get anyone of these outcomes: 1, 2, 3, 4, 5, or 6. This is
the sample space, the set of all outcomes of an experiment. Thus, we say that an
event is a subset of the sample space. And so the propability of an event E can
also be defined as

number of outcomes∈the event

E=P E=
number of outcomes∈the sample space

E. Discussing new concepts The teacher lets the student answer Activity 2: Understanding Compound Events.
and practicing new skills The students answer the guide question nunbers 1 to 5.
#2
Answer Key
 The teacher continues to let students answer Activity 2: Understanding
Compound Events number 6 to 10 on page 330 of the Learner’s Manual and
answer the Guide questions that follows.

Answer Key
6. There are 2 events for selecting a lunch with chicken adobo and
pineapple juice.
4 1
7. ∨
8 2
2 1
8. ∨
F. Developing mastery 8 4
(leads to formative 2 1
assessment 3) 9. ∨
8 4
2 1
10. ∨
8 4

Possible answer
1. The tree diagram shows the total number of outcomes.
2. The sample space is obtained by listing all the outcomes that are
obtained using the tree diagram.
3. An outcome id an element of a sample space.
4. The total number of possible outcomes can also be found using the
fundamental counting principle.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations Tree diagram is very helpful in listing all the possible outcomes in a sample space.
and abstractions about This helps them recall counting techniques using a tree diagram. Simple and
the lesson compound events are two different events.
I. Evaluating Learning The teacher lets student answer the given exercise.

One of these names is to be drawn from a hat. Determine each probability.

Mary Jenny Bob Marilyn Bill Jack Jerry

Tina Connie Joe

1. What is the probability of drawing a 3-letter name?

2. What is the probability of drawing a 4-letter name?
3. What is the probability of drawing a name starting with T?
4. What is the probability of drawing a name starting with B?
5. What is the probability of drawing a name ending in Y?

Answer Key

2 1
1. ∨
10 5
 4 2
2. ∨
10 5
0
3. ∨0
10
2 1
4. ∨
10 5
3
5.
10

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers
Prepared by:

VINCENT R. PASTORES
Maguikay NHS