DAILY School Bulan National High Grade Level 10

LESSON School
PLAN Teacher Geraldine, Balana M. Learning Area MATHMATICS
Teaching Day Quarter 1

TIME/ GRADE LEVEL

I. OBJECTIVES The learner …
A. Content Standards The learner demonstrates understanding of key
concepts of combinatory and probability.
B. Performance The learner is able to use precise counting
Standards technique and probability in formulating
conclusions and making decisions.
C. Most Essential The students are expected to:
Learning  Identify events as simple and compound
Competencies/ events
Objectives  List the possible outcomes (set of events)
 Recognize the importance of probability
in real-life decision making.
II. CONTENT Illustrates events, and union and intersection of
events. (M10SP-III-f-1)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 10 Mathematics Teachers Guide pages
Pages 280-298
2. Learner’s Material Grade 10 Mathematics Learners Module pages
Pages 320 - 335
3. Textbook Pages
4. Additional
Materials from
Learning
Resources
5. Other Learning Cartolina, marker, manila paper, chalk and board
Materials
6. Strategies Manipulative Strategy, Inquiry-Based Approach,
Collaborative Approach
IV.
PROCEDURES
ENGAGE
Teacher’s Activity Student’s Activity
A. Reviewing previous Good Evening class. Good Evening ma'am!
lesson
or presenting the new Before we start, let us pray. Ms.__, please lead (One student leads the prayer)
lesson the prayer.

Before taking your seats, kindly pick up the mess (The students do as what is being
you see and arrange your chairs. asked)

Let 's have your attendance. Is there any

absentee/s?
None, teacher!
Very good!

What we have discuss last meeting?

About the permutation and
As you can remember, what is the difference combination.
between permutation and combination?

Permutation and combination are both

 Very good! the arrangements of object, but in
So, the permutation is an arrangement of objects permutation the order of objects does
where the order is important while the matter while in combination the order
combination is a random arrangement of objects. does not matter.

Now, as you can see, I have a die here and a coin

what do you think the number possible outcome
we will have if I roll the die once?
What about if I toss a coin?

Very good! So, we have 6 possible outcomes in 1, 2, 3, 4, 5, 6 are the possible outcomes
rolling a die and 2 results for tossing a coin. of rolling a die and h and tail are the
results of tossing a coin

B. Establishing the At the end of the lesson the learners are

purpose of the expected to:
lesson  Identify events as simple and compound
events
 List the possible outcomes (set of events)
 Recognize the importance of probability
in real-life decision making.
EXPLORE
C. Presenting Going back to our example, what do you call such
examples/ instances activities like rolling a die or tossing a coin? Experiment.
of the new lesson
How are you going to define experiment from the It is the test we do when we want to
examples I’ve given? know the possible result

Okay!
So, the process that produces an outcome
which can be random or not is what we
called an experiment. You are correct. It is an
activity that has possible outcome or result.

What is the possible outcome of our

experiment a while ago? In rolling a die once, we have 1, 2, 3, 4,
5, and 6.

In tossing a coin the result is head or

tail.

In experiment, what do you call the result of

an experiment? Possible outcome

Very good!

EXPLAIN
That possible results of an experiment is
D. Discussing new what we called the sample outcomes.
concepts and As you said a while ago, we have 6 and each
practicing new skills
#1 Simple and of that is the possible outcome or sample
Compound Event outcome. Now, we have what we called the
sample space. It is the set of all possible
outcome.
The set of sample space is should be written
inside the open and close braces S={}. The
notation for sample space is written as
capital letter. Set is any well-defined collection

called elements. The notation a ∈ A is used to

of objects. The objects comprising the set are
 denote that a is an element of set A. The number
of distinct elements in a set is called the
cardinality of the set. The symbol n(A) represents
the number of elements of set A. It is read as A”.

A. Continuation of the Now, we have what we called an event. From the

discussion of the sample space of an experiment rolling a die, we
new skill can have different events.
A. The outcome is odd
B. The outcome is greater than 4
C. Getting a number 2

For event A, how many outcomes do we have?

There are 3 possible outcomes.
What are those? A={1,3,5}
Okay, very good!
How about for event B?

What are those? There are two possible outcomes.

Alright, very good! B= {5,6}

What about the event C?

And what it is? There is only one possible account.

C= { 2}

From what you have answered, what did you

observe about each set of events?
Each set is made up from the sample
Very good! space.

So, how are we going to define events?

It is a set from the sample space.
Alright! very good!
Event is a subset from the sample space.

We have two types of events, the simple event

and compound event

Now, from event A and event B, they are what

we called a compound event while the event C is
an example of simple event.
From the given example of two events, how are
you going to define the simple and compound
event?

Simple event has only one outcome

while the compound event has multiple
outcomes.

Very good!
Event C is the simple event as it has only one
outcome and event B and C are the compound
events because it has two or more outcome.
 ELABORATE
B. Developing Mastery Identify whether the given event is simple or
Or Compound. Justify your answer.
1. The event of picking a ball and getting Answers:
a blue one in a box having 5 yellow, 7 1. Simple event. This
blue and 6 violet balls. involves selecting one
2. Getting at least one head in tossing 2 ball and checking its
coins. color which is a single
3. Getting an odd number in rolling a die. outcome.
4. Getting a head in tossing a coin 2. Compound event. There
5. Choosing a male representative for a are 4 multiple possible
debate in a class of 16 males and 19 outcomes, and the
females. event consists of more
than one outcome.
3. Compound event. Since
rolling a die can result
in multiple odd
numbers, this event
involves more than one
outcome.
4. Simple event. There are
only two possible
outcome and we
consider only one
occurrence.
5. Compound event. Since
there are multiple
possible male
representatives to
choose from, this event
consists of more than
one possible outcome.

1. Finding Give some examples of simple events and

practica compound events that you had encounter in your
l life.
applicati Answers:
ons of 1. Picking a red pen from a pencil
the case.
concept 2. Getting a correct answer on a
s and
quiz question.
skills in
3. Choosing your group mates
daily
living from your classmates.
4. Passing both Math and Science
tests.

2. Making So, based from our discussion, how are you going
generali to identify if the given event is a simple or
zations compound events? If the event has only one outcome then
& it is a simple event but if the event has a
abstract multiple outcome or combination of
ions multiple event, then it is a compound
about event.
the
lesson
EVALUATE
3. Evaluati Answer the following problems. Answers:
 ng Identify whether the given event is simple or
Learnin compound. Justify your answer by listing the set 1. a. Simple Event. There’s only
g of events. one outcome for getting a 5.
1. Ten strips of paper are numbered from 1 A={5}
to 10, the event of getting: b. Compound event. There
A. a 5. could be many outcomes.
B. multiples of 2 B={2,4,6}.
C. a number less than 6 c. Compound event. The
D. a 3 outcomes are many.
2. Tossing 2 coins simultaneously and C= {1,2,3,4,5}
getting {𝑇𝐻} d. Simple Event. There’s only 1
3. Getting an odd number in the set of outcome for getting a 3.
Natural Numbers D= {3}
2. Simple Event. There’s only
one outcome for getting.
E= {TH}.
4. Compound event. There are
many possible outcomes.
G= {1, 3, 5, 7, 9, 11, 13, 15,
17….}.
A. Additional
activities for
application or
remediation

V. REMARKS
VI. REFLECTION
GRADE & SECTION
A. No. of learners who
earned 80% in
evaluation
B. No. of learners who
require additional
activities for
remediation
C. 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 used/discover
which I wish to
share with other
teachers?

Checked By:

Dante Gleabo
MT-1