DAILY LESSON LOG School SISAY NATIONAL HIGH SCHOOL Grade Level 10

Teacher RUEL M. CUANAN Learning Area MATHEMATICS

Teaching Dates and Time March 11-15, 2024 Quarter THIRD
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES 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 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
1. Content The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric relationships.
Standards

2. Performance The learner is able to create models of plan figures and formulate and solve accurately authentic problems involving sides and
Standards angles of a polygon

3. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be
Competencies / tackled in a week or two.
Objectives
C. Learning The learner illustrates the The learner finds the The learner illustrates The learner solves
Competencies/Objectives probability of a union of two probability of (A U B). mutually exclusive events. problems involving
Write the LC code for each. events. (M10SP-IIIg-1) a. (M10SP-IIIg-h-1) (M10SP-IIIi-1) probability.
Illustrate the probability of a a. Illustrates mutually (M10SP-IIIi-j-1) a. Identify
union and intersection of two and not mutually exclusive dependent and independent
events. events. a. Illustrate mutually event. b. Differentiate
b. Find the probability of a b. Find the probability of exclusive events and dependent events from
union and intersection of two mutually and not mutually not mutually exclusive independent events and
events. exclusive events. events. vice versa.
c. Appreciate the c. Value accumulated b. Differentiate c. Relate probability of
relationship of the union and knowledge as means of mutually exclusive events independent and dependent
intersection of two events in understanding from not mutually events to real life through
real-life situation. exclusive events. differentiated activities.
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 c.Appreciate the concept
of mutually exclusive
events and not mutually
exclusive events in
formulating
II. CONTENT Topic: Mutually and Not
Mutually Exclusive
Events
Probability of Union and Mutually Exclusive and Not
Independent and
Intersection of Two Mutually
(Finding the Probability of Dependent Events
Events Exclusive Event
Mutually and Not
Mutually Events)

III. LEARNING
RESOURCES

A. References pages 290 – 291 292-293 pages 291-293 296 – 300

1. Teacher’s Guide pages 328 – 335 335-337 pages 336-337 341 – 345
pages

2. Learner’s Grade 10 Mathematics

Materials pages Patterns and
Exploring Math 10 by Baccay,
Practicalities, Gladys c.
Elisa S. et al
Nivera, Ph. D. and Minie Rose
pp 322-326
C. Lapinid, Ph. D., pages 349 –
365

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3. Textbook
pages PowerPoint Presentation
Basket/Bag
LCTG Different Chocolates
Speaker, Speaker
Picture, clips, chalk-board
PowerPoint Presentation PowerPoint Presentation Upbeat Music
and pen and paper
Show me board Show-Me Boards

https://www.youtube.com Electronic www.thevirtualschool.com

/watch?v=2aaD-hP_m7U Sources:https://www.goog https://www.mathsisfun.com http://www.statisticshowto
www.mathgoodies.com le.com.ph/search?site=web /data/probability- .com/wp-
hp&tbm=isch&q=playing+c eventsmutually-exclusive.html content/uploads/2009/09/

4. Additional ards&spell=17sa=X&ved=0 www.analyzemath.com dependent-or-

Materials from ahUKEwjJ3dOKoffPAhWG www.worksheet.tutorvista.c om independent-event.jpg
Learning TLwKHXHCDZoQvwUIHig http://study.com/academyle
Resource A https://www.mathsisfun.co sson/mutuallyexclusive
(LR) portal m/data/probability- https://mlcompton.files.word
evetsmutually-exclusive.html press.com/2010/09/sheet73mutexnonmutex.pdf
https://www.google .com/search?

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 B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing (Unistructural) Activating Learner’s Prior Knowledge: PASS THE BASKET

previous lesson or (Unistructural) Materials: Unistructural)
presenting the A standard deck of 52 playing GROUP WORK (Use show - 2 basket/bag
new lesson cards includes 13 ranks of Fact or a Bluff? me board) - 3 white
each of the four suits: club (♣), If a card is drawn from an Unistructural) chocolate (2
spade (♠), diamond (♦) and ordinary deck of 52 cards, find Jumbled Word sets)
heart (♥). the probability that the card is Rearrange the set of - 2 dark
a. a red card? letters to form a new word chocolate (2
b. a diamond card of a black card? related to probability. 1. sets)
c. a diamond card or a face card? inoun - 4 milk
2.ritenecitson chocolate (2
3.veten sets)
Each suit includes an ace,
4.myultalu - speaker
ranks 2 through 10, a jack, a
queen and a king. 5.esculixve - Music player

If a card is drawn from a well- Mechanics:

shuffled deck of cards, find the Game 1
probability of drawing: 1. Place the chocolates
inside a basket/bag. 2.
a. an ace = 4/52or 1/13 Pass the basket around
while the music is playing.

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D. Discussing new 3. Once the music stops, the person
concepts and b.a diamond = 13/52or holding the basket/bag will have to
practicing new ¼ pick one chocolate, returns it, then
skills pick again. 4. Repeat steps 2-3 for 3
#1 c. a face card = 12/52or rounds.
3/13
Game 2
d.a black card = 26/52or 1. Place the chocolates inside a
½ basket/bag. 2. Pass the basket
around while the music is playing.
e.a queen = 4/52or 1/13 3. Once the music stops, the
person holding the basket/bag will
f. a red ace = 2/52or 1/26 have to pick one chocolate, eats it,
then pick again.
4. Repeat steps 2-3 for 5
rounds.

E. Discussing new Group Activity Multistructural) GROUP WORK Unistructural)

110 grade 10 students from PROCESSING: (Relational)
Developmental Activity:
Indang National High School are Present the following pictures. 1. How did you find the activity?
interviewed if they are willing to Unistructural) Let the students choose. (Use
join either volleyball or show me 2. Compare Game 1 and Game
basketball in the upcoming From the previous activity board) 2.
sports fest. Shown here is the using the same deck of
result of the survey. cards, let us illustrate
1. Which road will you take? 3. In game 1, what is the
mutually exclusive events . a.
Left or right? probability of getting a white
a number from 2 to 5 or a
face card chocolate in the first draw? If you
b. a face card or a black card return

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 concepts and volleyball and Present a video about mutually What do you observed about the
practicing new skills basketball? exclusive events and answer the activity? Unistructural)
#2 f. What is the probability of the following: Was it easy for you to
students who are willing to decide what event
Guided questions to choose?
join volleyball or
What do you call an event that Is it possible to choose both?
basketball? Unistructural)
can’t happen at the same time? Can it happen at the same time?
Unistructural) What do you call an event that
*The illustration will be… 1. What are the examples can happen at the same time?
presented in the video? What do you call an event that
Multistructural) cannot happen at the same
2. What do you call an event time?
that can happen at the same
time? Unistructural)

a. P(B) To find P(B), we will

add the
probability that
only B occurs to
the
probability that B and V occur,
thus P(B)
= 0.4 + 0.3 = 0.7

b. P(V) Similarly, P(V)=

0.2 + 0.3 = 0.5

c.
F. Developing mastery Mutually exclusive events are
(Leads to Formative Max rolled a fair die and wished events that have no common
Assessment 3) to find the probability of “the outcomes. Not mutually exclusive
number that turns up is even or events are exact opposite of
number greater mutually exclusive events.
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 than 3”

Solution:
Sample Space: {1, 2, 3,
4, 5, 6}

From the given statement, A =

{2, 4, 6} and B={4, 5, 6} then the
number that turns up is even
and number greater than 3,
={4, 6}.
G. Finding practical A rental agency has 12 white
applications of cars, 8 gray cars, 6 red cars,
concepts and skills and 3 green cars for rent. Mr.
in daily living Escobar rents a car, returns it
because the radio is
broken, and gets another car.
What is the probability that Mr.
Escobar is given a green car
and then a gray car?

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H. Making a. How many jack cards are Unistructural)
generalizations there in the deck of cards? ____ 1. How did you find the activity?
and abstractions b. How many spade cards 2. What concepts of
about the lesson are there in the deck of cards? permutations did you use to solve
__ Refer to the diagram below to the problem?
c. Is there a jack card that is be guided on how to identify
also spade card? If there is how dependent and independent 3. How did you apply the
many cards are jack card that events. principles of permutation in solving
are also spade the problem? (Relational)
card?______ 4. Can you cite other reallife
d. What is the probability problems that can be solve?
Relational)
I. Evaluating learning
A card is drawn from a deck
1. What is the probability of of cards. Events E1, E2, E3,
drawing a card that is either a E4, and E5 are defines as
Juan’s mp3 playlist has 7 dance
diamond or an ace from a follows;
During the second week of tracks and 3 rock tracks. What is
standard deck of 52 cards? October, some areas in the the probability that his player
2. What is the probability of E1 Getting an 8.
province of Cavite randomly selects a dance track
E2 Getting a King
rolling either a 7 or 11 from a experienced Chikungunya followed by a rock track?
E3 Getting a face card
pair of dice? outbreak (mosquito borne E4 Getting an ace
viral disease). In response to E5 Getting a heart
the

J. Additional activities Follow-up (To be posted in the class

for application or I. Follow-up Suppose there are three FB Group) A. Follow Up
remediation A bowl contains 15 chips events A, B, and C that are not Create 2 situations illustrating
numbered 1 to 15. If a mutually exclusive. List A. Follow-up independent

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V. REMARKS

VI. REFLECTION Reflect on your teaching and assess 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 instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.

1. No.of learners who

earned 80% on the
formative assessment

2. No.of learners who

require additional
activities for
remediation.

PREPARED BY:
RUEL M. CUANAN
Teacher-1

NOTED BY:
MINERVA M. RIONES
School Head

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