School Grade Level Grade 10

Teacher Learning Area Mathematics

Teaching Date and

Time
Quarter 3rd Quarter
DAILY
LESSON
LOG
Day 1 Day 2 Day 3 Day 4 Day 5
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
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are 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 lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards The learner demonstrates understanding of key concepts of combinatorics and probability.
The learner is able to use precise technique and probability in formulating conclusions and in making decisions.
B. Performance Standards
C. Learning Competencies / Illustrates the Illustrates the probability Finds the probability of Finds the probability of
Objectives probability of a union of a union of two events (A U B) (M10SP-IIIg-h-1) (A U B) (M10SP-IIIg-h-1)
Write the LC code for each
and intersection of (M10SP-IIIg-1) Learning Objectives: Learning Objectives:
two events (M10SP- Learning Objectives: 1. Solve for the 4. Differentiate
IIIg-1) 1. Determine whether probability of Intersection
Learning Objectives: the two events are simple events; from Union
1. Illustrate the mutually exclusive or not; 2. Find the Events;
probability of a union 2. Draw a Venn Diagram probability of a 5. Find the
of two events; illustrating not mutually given union; probability of
2. Draw a Venn exclusive events ; and and an Intersection
Diagram illustrating 3. Demonstrate 3. Demonstrate and a union of
mutually exclusive appreciation of showing appreciation events; and
events ; and Venn Diagram of two of generating 3. Demonstrate
3. Demonstrate events to understand and patience of generating
appreciation of concepts of union recognizing and recognizing
showing Venn and intersection of unions and its unions of events.
Diagram to events. probability.
understand
concepts of union
and intersection of

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DLL_Mathematics_Grade10_SY2022-23/LGQ
 events.
Union and Union and Intersection of Probability Probability 3rd periodical
II. CONTENT Intersection of events examination
events
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References Learners Module, Teachers Guide, Phoenix k-12 book

1. Teacher’s Guide pages Pages 289-292
2. Learner’s Materials Pages 334-335 Pages 328
pages
Pages 329-337 Pages 332-
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
IV. PROCEDURES 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.
The teacher asks the The teacher lets the Review previous lesson The teacher lets the N/A
students: What comes students recall previous by letting the students student answer
to your mind with lesson regarding answer the exercise in Activity 3 on page 332.
union of sets from intersection of sets. Activity 1 number 1 on The students will
previous topic? Are Find the intersection of page 328 of the answer the Guide
you familiar of Venn sets. Learner’s Manual. questions that follow.
A. Reviewing previous lesson Diagram? Let U =
or presenting the new Possible response: {1,2,3,4,5,6,7,8,9,10}
lesson Combining, adding 1. A={1,2,3,4,5} and B=
Yes. {3,4,5,6}
2. A={1,3,6} and
B={3,6,7,8,9}
3. A={2,4,6,8,10} and
B={2,3,4,5,6}

B. Establishing a purpose The teacher lets the The teacher lets the The teacher lets the The teacher lets the N/A
for the lesson students know the students realize that students realize that students realize that
union of two sets and recalling intersection of recognizing and recognizing and
recalling Venn two sets are important identifying probability of identifying probability
diagram are skills to understand more simple events are of events are

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DLL_Mathematics_Grade10_SY2022-23/LGQ
 important skills about union of two important skills needed important skills
needed to understand events. to understand the needed to understand
the concept of union concepts of finding the the concepts of finding
and intersection of probability of a union. the probability of a
two events. union.

The teacher lets the The teacher lets the The teacher lets the The teacher lets the N/A
students, in pairs, do students, in pairs, do
students, in group students, in group of Activity 1 number 2
of three do Activity three to draw a Venn Activity 4 number 1-3
on page 289 of the
diagram from the Learner’s Module. of page 334 of the
Learner’s Module, and
previous activity.
answer the guide
questions that follows.

Answer Key

C. Presenting examples/
instances of the new
lesson 3 numbers 1-3
found on page 232
of the Learner’
Module for 10
minutes only.

Answer Key:
1. 345
2. 159/345
3. 227/345
D. Discussing new concepts The teacher discusses The teacher discusses The teacher discusses Present the Venn N/A
and practicing new skills with the students the with the students the with the students the diagram and ask them
#1
process of arriving the process of making a Venn process of arriving at the to observe events A
answers of each diagram through answer of each exercise and B. Guide them so
question in Activity 3 questions like: in Activity 1. The teacher they could tell that
through questions 1. How many circles do will asks students to list these two events

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 like: you need to draw? 2 the sample space for illustrated are mutually
2. What have you notice each and explain their exclusive. In Activity 4,
1. How were you to the circles? Intersect answer. you may point out the
able to find the total or meet event, getting 5 or a
number of students 3. Why do you need to When the sample space number divisible by 3
in the senior class? intersect the circles? is finite, any subset of in the set {1, 2, 3, 4, 5,
Because there is a the sample space is an 6, 7, 8, 9, 10, 11, 12,
2. How does the
common outcomes event. An event is any 13, 14, 15} as an
concept of Venn
4. Where did you write collection of outcomes example of mutually
diagram help you in
the common outcome? of an experiment Any exclusive events.
finding the union and
At the center subset of the sample
intersection of two or
space is an event. Since If two events, A and B,
more events?
all events are sets, they are mutually exclusive,
Response:
are usually written as then the probability
1. by adding all the
numbers sets ( e . g . , { 1 ,2 , 3 } ) . that either A or B
occurs is the sum of
2. By identifying the
Probability of Simple their probabilities. In
number of students
Events: An event E, in symbols, P(A or B) =
from each set.
general, consists of one P(A) + P(B).
or more outcomes. If
each of these outcomes Consider the set {1, 2,
3, 4, 5, 6, 7, 8, 9, 10,
is equally likely to occur,
then 11, 12, 13, 14, 15}. The
numbers divisible by 3
in the given set are
number of3,ways the event can occur
Probability of event E=P 6, 9,E=
12, and 15. Thus,
{3, 6, 9, 12, number
15} is a of possible outcomes
subset of the given set.
When you roll a die, you Also, the numbers
get anyone of these divisible by 4 in the
outcomes: 1, 2, 3, 4, 5, same set are 4, 8, and
or 6. This is the sample 12. So, {4, 8,12} is also
space, the set of all a subset of the given
outcomes of an set {1, 2, 3, 4, 5, 6, 7, 8,
experiment. Thus, we 9, 10, 11, 12, 13, 14,
say that an event is a 15}. Notice that both
subset of the sample

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DLL_Mathematics_Grade10_SY2022-23/LGQ
 space. And so the subsets contain a
propability of an event E
common element, 12.
can also be defined as
Thus, the event of
getting a number
number ofdivisible
outcomes∈the
by 3 or theevent
E=P E= event of getting a
number of outcomes∈the sample space
number divisible by 4
in the set {1, 2, 3, 4, 5,
6, 7, 8, 9, 10, 11, 12,
13, 14, 15} are not
mutually exclusive.
The Venn diagram
below shows events A
and B which are not
mutually exclusive
because A and B
intersect. Note that
there are outcomes
that are common to A
and B, which is the
intersection of A and
B.

E. Discussing new concepts The teacher discusses The teacher The teacher lets the N/A
and practicing new skills the illustrative emphasizes that the
#2 Venn diagram
student answer
examples to help Activity 2:
illustrates still a union
them understand the of two events Understanding
concept of Venn describing not mutually Compound Events.
diagram. exclusive events.
Events that occur at The students answer
Use the Venn diagram the same time are the guide question
to find the called not mutually nunbers 1 to 5.
exclusive events.

The teacher illustrates

another example:
A bowl contains 15
chips numbered 1 to

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 probabilities. 15. If a chip is drawn
a. P(B) randomly from the
bowl.
b. P(S)
Draw the Venn
c. P(B U S) diagram that illustrates
the probability of union
Answer Key: of two events:
a. P(B)= 0.4 + 0.3 = 0.7 a. even or divisible
b. P(S) = 0.2 + 0.3 = by 3
0.5 b. a number
divisible by 3 or
c. P(B U S) = 0.4 + 0.3 divisible by 4
+ 0.2 = 0.9

Working in pairs, the Working in pairs, let The teacher continues Working in pairs, the N/A
teacher lets the them try to illustrate a to let students answer teacher lets the
Venn diagram with the Activity 2: students answer
students draw a Venn
following problem. Understanding number 1 of Activity
Diagram to illustrates 1. A die is rolled , what Compound Events 5 found on page 336
the probability of the is the probability of number 6 to 10 on of the Learner’s
given situation: getting an even page 330 of the Module.
number or a factor of Learner’s Manual and
“A bowl contains 15 2? answer the Guide
chips numbered 1 to 2. A fair die is rolled . questions that
15. If a chip is drawn What is the probability follows.
of getting a number
randomly from the less than 4 and a
F. Developing mastery
(Leads to Formative bowl.”1. Let A= be the multiple of 2.
Assessment 3) event that 7 will occur
B = be the event that
15 will occur

2. Let A = be the event

that 5 will occur

B= be the event
a number divisible by
3

G. Finding practical The teacher will From the weather N/A

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 provide real-life forecast, while there is
situations where 30% chance of rain on
the concept learned
Saturday and 70% chance
can be applied.
Here the teacher of rain on Sunday, the
applications of concepts enumerates the events are Not mutually
and skills in daily living real-life situations. exclusive. It is possible
“ To survey the that it might rain on both
most watch tv Saturday and Sunday
network (ABS-CBN
or GMA) of 20
students.”
The teacher The teacher summarizes Tree diagram is very The students should be N/A
emphasizes that it is the concept of identifying helpful in listing all able to recognize
the possible outcomes
problem/ events that is problems on
in a sample space.
not mutually exclusive. This helps them recall probability which
He/ She emphasizes that counting techniques involve mutually
that when there’s a using a tree diagram. exclusive and not
common outcome it is not Simple and compound mutually exclusive
mutually exclusive events. events are two events. They should be
The teacher illustrates the different events. able to tell that events
often useful to use a Venn diagram of not that cannot occur at
H. Making generalizations mutually exclusive events the same time are
and abstractions about the Venn Diagram to
visualize the called mutually
lesson
probabilities of union exclusive events.
of two events. The
events in the above
activity illustrates
mutually exclusive
events. Events that
cannot occur at the
same time are called
mutually exclusive
events.
I. Evaluating learning The teacher lets the The teacher lets the The teacher lets student Working in pairs, the N/A
students answer students answer answer the given teacher lets the
individually the
individually the formative exercise. students answer
formative
assessment. number 2-4 of Activity

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 assessment. Determine whether or not One of these names is to 5 found on page 336 of
Draw the Venn the two events are be drawn from a hat. the Learner’s Module.
diagram:
mutually exclusive. Determine each
1. A box contains 3
red balls, 5 yellow 1. A={4,5,6,7,8} and B = probability. Answer Key
balls and 2 blue {9,10,11,12,13}
balls. If a ball is 2. A= {1,3,5} and {2,4,6}
picked at random 3. A = {a,b,c,d} and B =
from the {c,d,e,f}
box, what is the 4. A= {1,2,3,4,5} and B=
probability that a
ball picked is a {6,7,8,9} 1. What is the
yellow ball or a red 5. A = {a,b,c,d} and B = probability of
ball? {c,d,e,f} drawing a 3-
2. Suppose a die is 6. rolling a die and tossing letter name?
rolled. Let A be the a coin 2. What is the
event that an event 7. selecting an even probability of
number turns up
and let B be the
number or a prime from a drawing a 4-
event set of numbers letter name?
that an odd 8. getting a red or a heart 3. What is the
numbers appears. from a deck of 52 cards probability of
9. selecting a female drawing a name
students and a Grade 10 starting with T?
students 4. What is the
10. when rolling a die, an probability of
event that an odd number drawing a name
occurs or a number starting with B?
greater than 4 occurs 5. What is the
probability of
Answer Key: drawing a name
1. mutually ending in Y?
2. mutually
3. not mutually Answer Key
4. mutually
5. not mutually 2 1
6. mutually 1. ∨
10 5
7. mutually 4 2
8. not mutually 2. ∨
10 5

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 9. not mutually 0
10. not mutually 3. ∨0
10
2 1
4. ∨
10 5
3
5.
10
J. Additional activities for
application or remediation
V. REMARKS
Reflect on your teaching and asses yourself as a teacher. Think about your students’ progress this
week. What works? What else needs to be done to help the 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.
silver_____ silver_____ silver_____ silver_____ silver_____
titaniumr_____ titaniumr_____ titaniumr_____ titaniumr_____ titaniumr_____
A. No. of learners who earned
nickel _____ nickel _____ nickel _____ nickel _____ nickel _____
80% in the evaluation
Platinum:___ Platinum:___ Platinum:___ Platinum:___ Platinum:___
tungsten:_____ tungsten:_____ tungsten:_____ tungsten:_____ tungsten:_____
silver_____ silver_____ silver_____ silver_____ silver_____
B. No. of learners who require
titaniumr_____ titaniumr_____ titaniumr_____ titaniumr_____ titaniumr_____
additional activities for
nickel _____ nickel _____ nickel _____ nickel _____ nickel _____
remediation who scored
Platinum:___ Platinum:___ Platinum:___ Platinum:___ Platinum:___
below 80%
tungsten:_____ tungsten:_____ tungsten:_____ tungsten:_____ tungsten:_____
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson
silver_____
titaniumr_____ silver_____ silver_____ silver_____ silver_____
nickel _____ titaniumr_____ titaniumr_____ titaniumr_____ titaniumr_____
D. No. of learners who continue
Platinum:___ nickel _____ nickel _____ nickel _____ nickel _____
to require remediation
tungsten:_____ Platinum:___ Platinum:___ Platinum:___ Platinum:___
tungsten:_____ tungsten:_____ tungsten:_____ tungsten:_____

E. Which of my teaching Strategies used that work well:

strategies worked well? Why __Group collaboration
did these work? __Games
__Powerpoint Presentation
__Answering preliminary activies/exercises

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DLL_Mathematics_Grade10_SY2022-23/LGQ
 __Discussion
__Case Method
__Think-Pair-Share (TPS)
__Rereading of Paragraphs/Poems/Stories
__Differentiated Instruction
__Role Playing/Drama
__Discovery Method
__Lecture Method
Why?
__Complete Ims
__Availability of Materials
__Pupil’s eagerness to learn
__Group member’s Cooperation in doing their tasks
Bullying among pupils
__Pupil’s behavior/attitude
F. What difficulties did I encounter __Colorful IM’s
which my principal or supervisor __Unavailable Technology Equipment (AVR/LCD)
can help me solve? __Science Computer/Internet Lab
__Additional Clerical works
__Reading Readiness
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

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