DAILY School: SIBALOM NATIONAL HIGH SCHOOL Grade Level: 10

LESSON Teacher: Cheyserr-Mae-Libb C. Alabata Learning Area: MATHEMATICS

PLAN Teaching Date Quarter: 3rd
and Time:
(Modified from DLL-detailed)
DAY:________________
I. OBJECTIVE:
The learners demonstrate understanding of key concepts of combinatorics and
A. Content Standard
probability.
The learners are able to use precise counting technique and probability in
B. Performance Standard
formulating conclusions and making decisions.
Illustrates mutually exclusive events
Solves problems involving probability
M10SP-IIIi-1 and M10SP-IIIi-j-1

C. Learning Competencies At the end of the lesson, the students will be able to:
1. illustrate mutually exclusive events, differentiating from not mutually exclusive events
2. find probabilities of mutually and not mutually exclusive events; and
3. solve problems involving probabilities of mutually and not mutually exclusive events

Statistics and Probability

II. CONTENT
Probability of Compound Events: Mutually Exclusive and Not Mutually Exclusive Events
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide 291-292
pages
2.Learners’ Materials 334-340

3. Textbook Pages E-Math: Advance Algebra and Trigonometry. Worktext in Mathematics. pp. 477—778
4. Additional Materials https://lrmds.deped.gov.ph/detail/15430
from LR
B. Other Learning Resources Smith, Charles, Dossey, Bittinger. Algebra 2 with Trigonometry. pp. 672—675

https://www.youtube.com/watch?v=X6usGgwXFyU
V.PROCEDURES
Annotation
CO Indicator 4, 5 and 6
Initiate a delightful welcome to everyone. This is teacher’s way of implementing
Politely ask a student to lead the prayer. safety policies, guidelines and
Remind them of the safety health protocols procedure to establish safe and secure
during the class and in every task, they are learning environment. We also need to
going to perform or do. make sure that students are following
Preliminaries by reminding them time to time as
Remind them to be polite at all times and situation needs.
follow the Classroom Rules.
Teacher should interact well with the
Don’t hesitate to ask questions and students supporting respect and care.
participate in class discussions.

A. Reviewing Previous Review on probability of union and intersection

Lesson or Presenting of events.
the new lesson
 Require students to utilize Venn Diagram to
answer related questions.

1. How many students are in the senior

class?
2. How many students participate in CO Indicator 1
athletics? The teacher relates the concept taught
3. If a student is randomly chosen, what is to idea of how conjunctions “and” and
“or” are used.
the probability that the student
participates in athletics or drama?
4. If a student is randomly chosen, what is
the probability that the student
participates only in drama and band?

Emphasize terms used such as “and” and

“or”.

“Ang union parang kayo, Ikaw si A at siya si

C, pinagtagpo at itinadhana.”

“Ang intersection parang tayo, ikaw si A at

ako si B, pinagtagpo ngunit di tinadhana.”
Present situations with events that are either
mutually exclusive or not mutually exclusive. Let
the students consider the situations presented
to understand underlying concepts.
State the purpose of the task:
To figure out events that can happen at the
same time and events that cannot happen at the
same time. CO Indicator 1
(Do not reveal yet the topic)
The teacher relates the concept taught
Physical Exercises to idea of some locomotor and non-
B. Establishing a purpose *March forward (3 stepcounts) locomotor movements and will justify
for the lesson *March backward (3 stepcounts) reasons of identifying.
* Can you move forward and backward at the same
time? Also, the teacher relates the concept
taught to Body System Coordination.
*Let’s bow our heads. (3 seconds)
*Then look up (3 seconds)
* can you bow your heads and do look up at the
same time?

*Let’s clap our hands (3 claps)

* Stamp our feet (3 stamps)
*Can you do them together?

We have just performed events that could

be done or happen at the same time and
events which couldn’t be done at the same
time

C. Presenting examples/ Present the specific objectives.

instances of the new 1. illustrate mutually exclusive events,
lesson differentiating from not mutually exclusive
events
2. find probabilities of mutually and not
mutually exclusive events; and
3. solve problems involving probabilities of
mutually and not mutually exclusive events

D. Discussing new Discuss that events presented may be either

concepts and practicing mutually exclusive or not mutually exclusive.
new skills #1 Define mutually exclusive events.
Present events as examples

1. Day and night

2. Red and Black Cards
3. Rain and shine
4. Getting a Head and a Tail
 5. Black card and ace

Consider the situations below and answer

the questions that follow. RPMS indicator 2 and 16
1. A bowl contains 15 chips numbered 1 Starting on this part down to
to 15. If a chip is drawn randomly from evaluation, the whole process is
the bowl, what is the probability that it is guided by the instructional design
a. 7 or 15? “Bloom’s Taxonomy” that gives
b. 5 or a number divisible by 3? emphasis on Critical Thinking as the
c. even or divisible by 3? strongest foundation of education.
d. a number divisible by 3 or divisible by
4? Paul and Elder (2007) give at least two
2. Dario puts 44 marbles in a box in which fundamental purposes to Socratic
14 are red, 12 are blue, and 18 are yellow.
questioning:
If Dario picks one marble at random, what
is the probability that he selects a red
One is to deeply explore student
marble or a yellow marble?
thinking, helping students begin to
3. Out of 5200 households surveyed, 2107 distinguish what they do and do not
had a dog, 807 had a cat, and 303 had know or understand, and to develop
both a dog and a cat. What is the intellectual humility in the process.
probability that a randomly selected
household has a dog or a cat? In the lesson design, it allows students
to know things, make analysis and
Reflect: reflect. Problems posed are of different
a. How did you answer each question? levels also starting from a simple to
b. What do you notice about the events in more complex problems.
each question? (e.g., 1.c as compared to
1. d, question 2 as compared to question
3).
c. Draw a Venn diagram showing the
sample space for numbers 3 and 4.
What do you notice about the Venn
diagrams?

Present and emphasize:

If two events, A and B, are mutually
exclusive, then the probability that either A
or B occurs is the sum of their probabilities.
In symbols,
P(A or B) = P(A) + P(B)
E. Discussing new
concepts and practicing
If two events A and B are not mutually
new skills #2
exclusive, then the probability that either A
or B occurs is the sum of their probabilities
decreased by the probability of both
occurring. In symbols,
P(A or B) = P(A) + P(B) – P(A and B)

F. Developing Mastery Let students do Activity 5 (no. 1 only)

(Leads to formative
Assessment 3) Process to let students answer.

A restaurant serves a bowl of candies to

their customers. The bowl of candies
Gabriel receives has 10 chocolate candies, 8
coffee candies, and 12 caramel candies.
After Gabriel chooses a candy, he eats it.
Find the probability of getting candies with
the indicated flavors.
 a. P (chocolate or coffee)
b. P (coffee or caramel)
c. P (caramel or not coffee)
d. P (chocolate or not caramel)
Group Activity
Remind of the protocols while doing the
task.
There will be 3 groups. Allow each member
CO Indicator 3
to choose and decide on the roles they are
Although not written, this instance
going to take. (leader, illustrator, presentor,
gives chance for teachers to use the
etc.)
communication strategies to solicit
ideas and address inquiries, and
Instruct the students to show complete
encourage learners to participate by
steps in solving problems.
way of collaborative learning.
1. Rhian likes to wear colored shirts. She CO Indicator 4
has 15 shirts in the closet. Five of these is still applicable since the teacher
are blue, four are in different shades of reminds the students about the health
red, and the rest are of different colors. protocols while doing the task.
G. Finding Practical What is the probability that she will wear
Applications of Concepts a blue or a red shirt? CO Indicator 6
Collaborative task is involved.
2. Mark has pairs of pants in three Grouping should be properly done
different colors, blue, black, and brown. without assigning specific roles to
He has 5 colored shirts: a white, a red, a group members but allowing them to
yellow, a blue, and a mixed-colored shirt. choose their part.
What is the probability that Mark wears a
black pair of pants and a red shirt on a
given day? This is anchored also on Polya’s 4
Steps in Problem Solving.
3. A motorcycle license plate has 2 letters Understanding-Design-Execute-
and 3 numbers. What is the probability Review
that a motorcycle has a license plate
containing a double letter and an even
number?

Sum up learnings by asking:

1. What are mutually exclusive events?

H. Making How about not mutually exclusive
generalizations and events?
abstractions
2. How do we solve for probability that
either A or B event occurs when they
are mutually exclusive? Not mutually
exclusive?
I. Evaluating Learning Let students answer Activity 6: Mutually
Exclusive or Not?
Requiring students to draw a Venn diagram for
each, determine whether the events are
mutually exclusive or not mutually exclusive and
find the probability.

1. Mario has 45 red chips, 12 blue chips, and 24

white chips. What is the probability that Mario
randomly selects a red chip or a white chip?

2. Of 240 students, 176 are on the honor

roll, 48 are members of the varsity team,
and 36 are in the honor roll and are also
members of the varsity team. What is the
probability that a randomly selected
student is on the honor roll or is a member
of the varsity team?
 3. Ruby’s dog has 8 puppies. The puppies
include white females, 3 mixed-color
females, 1 white male, and 2 mixed-color
males. Ruby wants to keep one puppy.
What is the probability that she randomly
chooses a puppy that is female and white?

4. Carl’s basketball shooting records

indicate that for any frame, the probability
that he will score in a two-point shoot is
30%, a three-point shoot, 45%, and neither,
25%. What is the probability that Cindy will
score either in a two-point shoot or in a
three-point shoot?
J. Additional activities for Answer the following questions. Write a
application or remediation report of your answers using a minimum
of 120 words. Be ready to present your
answers in the class.

1. Describe a situation in your life that

involves events which are mutually
exclusive or not mutually exclusive.
Explain why the events are mutually
exclusive or not mutually exclusive.

2. Think about your daily experience. How

is probability utilized in newspapers,
television shows, and radio programs that
interest you? What are your general
impressions of the ways in which
probability is used in the print media and
entertainment industry?

V.REMARKS
VI. REFLECTION
A. No.of Learners who
earned 75% in the
evaluation
B. No. of Learners who
require additional
activities for
remediatiion
C. Did the remedial
lessons work? No. of
Learners who caught
up with the lesson
D. No. of Learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did this
work?
F. What difficulties did I
encountered which
my principal or
supervisor can helped
me solve
G. What innovation or
localized materials
did I discover which I
wish to share with
other teachers?