School: TABUK CITY NATIONAL Grade level G10
DAILY
HIGH SCHOOL
LESSON Teacher: ANGELINE C. BINSIN Learning Area MATHEMATICS
LOG Teaching Dates and Time: Quarter
I. OBJECTIVES The learner demonstrates understanding of key concepts of combinatorics and probability
A. Content Standard The learner is able to use precise counting technique and probability in formulating conclusions and making decisions.
B. Performance Standard Illustrates events, and union and intersection of events M10SP-IIIf-1
C. Learning Illustrates the probability of a union/intersection of two events M10SP-IIIg-1
Competency/Objectives Finds the probability of a union/intersection of two events M10SP-IIIg-h-1
Write The LC Code For each
Define and illustrate probability.
Specific Objectives Define and illustrate important terms associated with probabilities.
Classify events as a simple probability or a compound probability.
Find the probability of a compound events.
Solve word problems that involve compound probability.
Appreciate how probability help solve real-life problems.
II. CONTENT Probability of a simple event Compound probability Venn Diagram Assessment on compound
probability
III. LEARNING RESOURCES Mathematics Teacher's Guide
Teacher's References
Teacher's Guide/Manuals
Learner's References
Mathematics Learner's Module
Textbook pages
IV. ROCEDURES -Review the basic concepts on -Introduce compound probability by -Set students’ mind through a -Check given assignment.
Other Activities probability and allow students reviewing their grade 7 lessons on simple recall activity. -Clarifying questions and
to cite instances that illustrate sets. (elements, cardinality, union
Intervention/Remediation -Continue with the lesson by giving queries
the idea of probabilty. and intersection of sets.)
Reinforcement/ (Probability is the chance that *What is a set? What comprises a a problem on compound probability -Giving of instructions and
Enrichment an event will occur.) set? What is cardinality of a set. that can be best solved by using a directions for the post
-draw out from students what *show the relationship among sets Venn diagram. assessment.
they already know about through a venn diagram.
-Show and illustrate how to -15-item teacher made
probality,such as:
* terms associated with -Use 3 illustrative examples to establish a Venn diagram through Assessment proper.
probability, properties of deepen their understandings on some examples so that students are
probability, etc. union and intersection of sets. able to visualize the probabilities
a. Each probability of simple 1. If R is the set of colors in a
easier.
events must be lying between 0 rainbow and F is the set
and 1. 1. The Venn Diagram below
of colors in the Philippine flag,
b. The sum of the probabilities shows the probabilities of
name the elements of each set and
for all simple events in S equal to Grade 10 students who joined
their
1. either Mathematics Club (M)
cardinality. Find the union and
-Discuss simple probability or
through some illustrative intersection of these two sets.
examples, a) elements
1. A standard die is rolled, find R = {red, orange, yellow, green, blue,
the following indigo, violet}
a. P(3) F = {blue, red, white, yellow}
b. P(even number) b) cardinality
c. P( number less than 5) n(R) = 7
2. If a coin is tossed, what is the n(F) = 4
Science Club (S).
R ∪ F = { red, orange, yellow, green,
probability of getting a Head? c) union
a) Find the probability of selecting
-Think -Pair- Share (give at least a student who joined Mathematics
two problems blue, indigo, violet, white}
or Science Club.
1.Linda has 6 roses, 5 d) intersection
R ∩ F = { red, yellow, blue} b) Find the probability of selecting
anthuriums, 9 daisies, and 10
a student who joined Mathematics
dahlias in her flower vase. If she
-Encourage students to differentiate a and Science Club.
picks one flower at random, what
is the probability that she will Simple probability from a compound 2. A poll conducted by the
pick a probability after doing an activity on school canteen showed that
i) rose? ____ classifying if the event is a simple 45 students liked hamburger
j) daisy? ____ probability or a compound probability. (H), 60 students liked egg
sandwich (E), 27 like both
Generalization through a - The probability of simple hamburger and egg sandwich
Speaking Frame event involves a single event and, 12 liked neither snack.
Content: occurring and the probability What is the probability of
Probability, other terms of compound events involves
selecting a student who likes
associated with probability, more than one event
happening together. Compound hamburger or egg sandwich?
finding the probability of a simple
events are usually -Deepen students’ understanding by
event.
connected by the word “and” allowing them to engage themselves
or “or”.
through cooperative learning by
-Emphasize that in Solving the giving them more problems to work
probability of compound events, it can on. (Teacher as a facilitator)
be illustrated using the concepts of -Process students’ outputs.
-
union and intersection of events and
the Venn diagram. -Make a Summary of the lesson
by A ∪ B, is the set of all
The union of events A and B, denoted
-Assignment.
What do you call the
division slash (/)?
outcomes for either A or B .
The intersection of events A and B,
denoted by A ∩ B, is the set of all
outcomes shared by A and B.
-Facilitate the class in solving problems
on compound probability after solving
Direction: To answer the
with them some problems that serves question above, solve the
as spring board. following problem. Then,
-Problems. match your answer to the
Example 1. A six-face die decoder.
which contains number of dots Problem. Out of 500
from 1 to 6 was rolled. Find the students, 225 liked pop music,
probability of: 215 liked rock music,175 liked
a) rolling an even number or a country music, 90 liked pop
multiple of 3. and country music, 125 liked
b) rolling an even number and pop and rock music, 110 liked
a multiple of 3. rock and country music and 50
Example 2. Two fair dice are liked pop, rock, and country
rolled. Find the probability that music.
both dice a) Draw a Venn diagram
a) turn up the same number or illustrating this problem.
that the sum of the numbers is
less than 7. b) If a student is selected
b) turn up the same number at random from this group,
and that the sum of the what is the probability of
numbers is less than 7. choosing a student who
-Summarize the day’s lesson likes
through Q and A. I) country music?
E) rock music only?
V) pop and country music?
U) pop or rock music?
R) rock but not country?
G) pop or rock or country
music?
L) pop and rock and country
music?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons 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 they 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: Checked:
ANGELINE C. BINSIN JASMIN S. BOG-ACON
Subject Teacher Master Teacher II
