Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 CHICO (VACANT: FRIDAY)

Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATIC 10

Daily Lesson Log
Teaching Dates and Time 7:30 – 8:30 AM (January 31 – February 02, 2023) Quarter 3rd Quarter (WEEK 1)

Monday Session 1 Tuesday Session 2 Wednesday Session 3 Thursday Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. 33. illustrates the permutation of objects.
M10SP-IIIa-1
35. solves problems involving Permutations
M10SP-IIIb-1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 1 MATHEMATICS 10 MODULE 1 MATHEMATICS 10 MODULE 1
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or How to illustrate permutation? What are the types of permutation?
presenting the new lesson.
B. Establishing a purpose for the new Pre-Test (Module 5: What I Know
lesson Pages 1-2)
C. Presenting Examples/ instances of Present a short video presentation
the new lesson about premutation.
D. Discussing new concepts and Define and discuss permutation. Ask the students to answer assessment
practicing new skills #1 of Module 1 on pages 8 -9.
Ask the students to answer activity 1
letter A on page 5.
E. Discussing new concepts and Illustrate the permutation of objects and Long Quiz (Taking quiz)
practicing new skills #2 guide the students in learning it.

Ask the students to solve activity 1

letter b and c on page 5.
F. Developing mastery (Leads to Discuss the different types of permutation
Formative Assessment 3) and answer Activity 2 Letter A on page 5.
G. Finding practical applications of Ask the students to answer activity 2 Letter
concepts and skills in daily living B on pages 5-6.
H. Making generalizations and Permutation is an arrangement of Permutations of objects is categorized into Checking of answers and recording of
abstractions about the lesson things in a definite order or the ordered 3; distinguishable permutations, circular scores.
arrangement of distinguishable objects permutations and permutations with
without allowing repetitions among the restrictions.
objects.
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 CHICO (VACANT: FRIDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATIC 10
Daily Lesson Log
Teaching Dates and Time 7:30 – 8:30 AM (Feb. 05 - 09, 2024) Quarter 3rd Quarter (WEEK 1)

I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs 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 use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE, PhD EMEMLITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV

Monday Session 1 Tuesday Session 2 Wednesday Session 3 Thursday Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. 33. illustrates the combination of objects.
M10SP-IIIc-1
37. differentiates permutation from combination of n objects taken r at a time.
M10SP-IIIc-2
39. solves problems involving permutations and combinations.
 M10SP-IIId-e-1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 2 MATHEMATICS 10 MODULE 2 MATHEMATICS 10 MODULE 3 MATHEMATICS 10 MODULE 3
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is permutation? How to illustrate permutation? What is the difference of permutation
presenting the new lesson. and combination?
B. Establishing a purpose for the new Pre-Test (Module 5: What I Know
lesson Pages 1-2)
C. Presenting Examples/ instances of Present a short video presentation
the new lesson about combination.
D. Discussing new concepts and Define and discuss combination.
practicing new skills #1
Ask the students to answer activity 1
letter A on page 5.
E. Discussing new concepts and Illustrate the combination of objects and Ask the students to solve activity 2 on
practicing new skills #2 guide the students in learning it. page 6.

Ask the students to solve activity 1

letter b and c on page 5.
F. Developing mastery (Leads to Discuss the fundamental counting Ask the students to answer assessment
Formative Assessment 3) principle. on page 8-9
G. Finding practical applications of Solve problems about combination aby
concepts and skills in daily living answering activity Letter A & B.
H. Making generalizations and Combination is a way of selecting items Permutations of objects is categorized into Permutation is an arrangement of things
abstractions about the lesson from a collection, such that (unlike 3; distinguishable permutations, circular in a definite order or the ordered
permutations) the order of selection permutations and permutations with arrangement of distinguishable objects
does not matter restrictions. without allowing repetitions among the
objects while Combination is a way of
selecting items from a collection, such
that (unlike permutations) the order of
selection does not matter
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 CHICO (VACANT: FRIDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATIC 10
Daily Lesson Log
Teaching Dates and Time 7:30 – 8:30 AM (Feb. 12 – 16, 2024) Quarter 3rd Quarter (WEEK 3)

the formative assessment

B. No. of learners who scored below
80% (needs 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 use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE, PhD EMEMLITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV

Monday Session 1 Tuesday Session 2 Wednesday Session 3 Thursday Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. 40. illustrates events, and union and intersection of events.
M10SP-IIIf-1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 4 MATHEMATICS 10 MODULE 4 MATHEMATICS 10 MODULE 4 MATHEMATICS 10 MODULE 4
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is probability? What is outcome, experiment, sample What is the union of two events? What is the intersection of two events?
presenting the new lesson. space, event and compound event?
B. Establishing a purpose for the new Pre-Test (Module 5: What I Know
lesson Pages 1-2)
C. Presenting Examples/ instances of Tossed a coin and ask the students
the new lesson about its outcome.
D. Discussing new concepts and Define outcome, experiment, sample Discuss the intersection of two events.
practicing new skills #1 space, event and compound event..
E. Discussing new concepts and Discuss simple and compound events Guide the students in learning the
practicing new skills #2 and ask the students to answer activity complement of an event.
1 of module 4..
Ask the students to answer activity 2
(Items 6-10) on pages 6-7.
F. Developing mastery (Leads to Discuss union of two events. Explain mutually exclusive and not
Formative Assessment 3) mutually exclusive events.
G. Finding practical applications of Long Quiz (Taking quiz)
concepts and skills in daily living
H. Making generalizations and The possible results of the experiment The union of two events (𝑨∪𝑩) is The intersection of two events (𝑨∩𝑩) is Events may be either mutually exclusive
abstractions about the lesson are called outcomes. The set of all one of the most-commonly performed the event whose outcomes belong to both or not mutually exclusive. Events that
possible outcomes of an experiment is operations on events. As the name events A and B. This means that the two cannot occur at the same time are
called a sample space. Any subset of suggests the word "union" means to events are occurring together. called mutually exclusive events.
possible outcomes for an experiment is join two things irrespective of how they The complement of an event is an On the other hand, if two events
known as an event. When an event behave individually. The union of two important concept. There will be times intersect or there are outcomes that are
involves a single element of the sample events (𝑨∪𝑩) refers to the set of when you need to consider the outcomes common to them, then, they are called
space, it is called simple event. A outcomes which belong to either event. not found in a particular event. This is not mutually exclusive events.
combination of simple events is a when you need the complement of an
compound event. event.
I. Evaluating learning Ask the students to answer activity 2 Ask the students to answer activity 3. Checking of answers and recording of
(Items 1-5) on pages 6-7. scores.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs 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
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 CHICO (VACANT: FRIDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATIC 10
Daily Lesson Log
Teaching Dates and Time 7:30 – 8:30 AM (Feb. 18 – 22, 2024) Quarter 3rd Quarter (WEEK 4)

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 use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE, PhD EMEMLITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV

Monday Session 1 Tuesday Session 2 Wednesday Session 3 Thursday Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. illustrates the probability of a union of two events.
M10SP-IIIg-1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 5 MATHEMATICS 10 MODULE 5 MATHEMATICS 10 MODULE 5 MATHEMATICS 10 MODULE 5
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is union and intersection of two What is simple event? What is theoretical probability notation? What is the intersection of two events?
presenting the new lesson. events? What is probability of simple event?
B. Establishing a purpose for the new Pre-Test (Module 5: What I Know
lesson Pages 1-2)
C. Presenting Examples/ instances of Roll a die and ask the students what
the new lesson are the outcomes, sample space and
the event of getting 2.
D. Discussing new concepts and Define simple event & probability of Define compound events and probability of
practicing new skills #1 simple event. union of two or more vents.
E. Discussing new concepts and Explain how to use theoretical Guide the students in solving for the
practicing new skills #2 probability notation probability of compound events or union of
two or more events.
F. Developing mastery (Leads to Guide the students in solving probability Before taking the quiz, Ask the students
Formative Assessment 3) of simple events using the to answer activity 2 on module 5. (Items
mathematical equation for probability. 3-5)
G. Finding practical applications of Ask the students to answer activity 1 on Long Quiz (Taking quiz)
concepts and skills in daily living module 5. (Item 1 and 2)
H. Making generalizations and Simple event is an event which has a The theoretical probability of an event Compound event is the union or Events may be either mutually exclusive
abstractions about the lesson single outcome. Probability of an is defined as the number of ways the intersection of two events. Events which or not mutually exclusive. Events that
event is the sum of the probabilities of event can occur divided by the number consist of more than one outcome. cannot occur at the same time are
the simple events that constitute the of possible outcomes in sample space. In the probability of union of two or more called mutually exclusive events.
event. event, we count for the number of event On the other hand, if two events
occur and add them and if there is intersect or there are outcomes that are
repetition of event we use the idea of common to them, then, they are called
interaction of events.. not mutually exclusive events.
I. Evaluating learning Ask the students to answer activity 1 on Ask the students to answer activity 2 on Checking of answers and recording of
module 5. (Items 3-5) module 5. (Items 1-2) scores.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs 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 use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 CHICO (VACANT: FRIDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATIC 10
Daily Lesson Log
Teaching Dates and Time 7:30 – 8:30 AM (March 04 - 08, 2024) Quarter 3rd Quarter (WEEK 5)

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE, PhD EMEMLITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV

Monday Session 1 Tuesday Session 2 Wednesday Session 3 Thursday Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. illustrates the probability of a union of two events.
M10SP-III-h-1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 6 MATHEMATICS 10 MODULE 6 MATHEMATICS 10 MODULE 6 MATHEMATICS 10 MODULE 6
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is probability of simple and What is P( A ∪ B)? When do we use When to use
presenting the new lesson. compound event? P ( A ∪ B )=P ( A ) + P ( B ) −P ( A ∩ B ) ? P ( A ∪ B )=P ( A ) + P ( B ) ?
B. Establishing a purpose for the new Pre-Test (Module 5: What I Know
lesson Pages 1-2)
C. Presenting Examples/ instances of Present a Venn diagram and ask the
the new lesson students to look for the intersection and
union of events in a sheet of paper
D. Discussing new concepts and Define the probability of union of events Guide the students to answer activity 2
practicing new skills #1 P( A ∪ B). on module 6 on page 5. (Items 3)
E. Discussing new concepts and Explain and solve for the probability of Before taking the quiz, review the
practicing new skills #2 the union of two events. students by giving them some examples
about the previous topic on the board to
ensure the mastery of the students.
F. Developing mastery (Leads to Explain and guide the student in learning Long Quiz (Taking quiz)
Formative Assessment 3) the disjoint probability of two events.
G. Finding practical applications of Ask the students to answer activity 1 on
concepts and skills in daily living module 6 on page 5. (Items 3 and 5)
H. Making generalizations and The union of two or more sets is the set PROBABILITY OF THE UNION OF PROBABILITY OF THE UNION OF TWO Checking of answers and recording of

If sets 𝐴 and 𝐵 are disjoint, however, the

abstractions about the lesson that contains all the elements of each of TWO EVENTS EVENTS scores.

event 𝐴 𝐵 has no outcomes in it, and is an

the sets; an element is in the union if it The probability of the union of two
belongs to at least one of the sets. The events and (written equals the sum of
symbol for union is , and is associated the probability of A and the probability empty set denoted as ∅ or { } which has a
with the word “or”, because is the set of of B minus the probability of A and B probability of zero. So, the addition rule
all elements that are in or (or both.) To occurring together (which is called the can be shortened for disjoint sets only:
find the union of two sets, list the intersection of A and B and is written as
elements that are in either (or both) ). P ( A ∪ B )=P ( A ) + P ( B )
sets. In terms of a Venn Diagram, the P ( A ∪ B )=P ( A ) + P ( B ) −P ( A ∩ B )
union of sets and can be shown as two
completely shaded interlocking circles.
I. Evaluating learning Ask the students to answer activity 1 on Ask the students to answer activity 2 on Ask the students to answer Summative
module 6 on page 5. (Items 1 and 2) module 6 on page 5. (Items 1 and 2) Assessment to serve as a performance
task.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs 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 use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE, PhD EMEMLITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 CHICO (VACANT: FRIDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATIC 10
Daily Lesson Log
Teaching Dates and Time 7:30 – 8:30 AM (March 11 – 15, 2024) Quarter 3rd Quarter (WEEK 6)

Monday Session 1 Tuesday Session 2 Wednesday Session 3 Thursday Session 4

I. OBJECTIVES
A. Content Standard Statistics and probability
B. Performance Standard
C. MELC and MELC No. illustrates mutually exclusive events.
M10SP-IIIi-1
solves problems involving probability.
M10SP-IIIi-j-1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 7 MATHEMATICS 10 MODULE 7 MATHEMATICS 10 MODULE 7 MATHEMATICS 10 MODULE 7
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is probability of the union of two What is mutually exclusive events? What is the probability of mutually How to solve problems involving
presenting the new lesson. events? exclusive events? probability?

B. Establishing a purpose for the new Pre-Test (Module 7: What I Know Ask the students to answer activity 2 on
lesson Pages 1-2) page 7.
C. Presenting Examples/ instances of Present a Venn diagram and ask the
the new lesson students their food preferences, count it
and use it in the discussion.
D. Discussing new concepts and Illustrate mutually exclusive events. Guide the students in solving problems
practicing new skills #1 involving probability.
E. Discussing new concepts and Differentiate mutually exclusive events Ask the students to answer activity 3 on
practicing new skills #2 and not mutually exclusive events. page 4.
F. Developing mastery (Leads to Calculate the probability of mutually Explain and guide the student in learning Before taking the quiz, review the
Formative Assessment 3) exclusive events. the disjoint probability of two events. students by giving them some examples
about the previous topic on the board to
ensure the mastery of the students.
G. Finding practical applications of Ask the students about real life Ask the students to answer activity 4 on
concepts and skills in daily living situations where in they can apply the page 8 to test their mastery.
concept of probability of mutually
exclusive events.

𝐴 and 𝐵 are mutually Events - if 𝑨 and 𝑩 are mutually

H. Making generalizations and Mutually Exclusive Events - Probability of Mutually Exclusive How to solve problem involving Present the Long quiz

exclusive events if
abstractions about the lesson probability?
(Ask the students about the steps and their
A ∩ B=∅ exclusive events, then
techniques)
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 CHICO (VACANT: FRIDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATIC 10
Daily Lesson Log
Teaching Dates and Time 7:30 – 8:30 AM (March 18 – 22, 2024) Quarter 3rd Quarter (WEEK 7)

P( A∨B)=P( A ∪B)=P (A )+ P(B)∧P( A∧B)=P( A ∩ B)=0

I. Evaluating learning Ask the students to answer activity 1 on Checking of answers and recording of
page 7. scores.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs 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 use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE, PhD EMEMLITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV

Monday Session 1 Tuesday Session 2 Wednesday Session 3 Thursday Session 4

I. OBJECTIVES
A. Content Standard Statistics and Probability
B. Performance Standard
C. MELC and MELC No. 33. illustrates the permutation of objects.
 M10SP-IIIa-1
35. solves problems involving Permutations
M10SP-IIIb-1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 1 MATHEMATICS 10 MODULE 1 MATHEMATICS 10 MODULE 2 MATHEMATICS 10 MODULE 2
Learning Resource (LR) Portal REDISCUSSION OF THE TOPIC REDISCUSSION OF THE TOPIC
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is permutation? How to illustrate permutation? Pre-Test (Module 5: What I Know Pages What is combination?
presenting the new lesson. 1-2)
B. Establishing a purpose for the new Define and discuss permutation. Present a short video presentation about
lesson combination.
Ask the students to answer activity 1
letter A on page 5.
C. Presenting Examples/ instances of Illustrate the permutation of objects and Define and discuss combination.
the new lesson guide the students in learning it.
Ask the students to answer activity 1
Ask the students to solve activity 1 letter A on page 5
letter b and c on page 5.
D. Discussing new concepts and Discuss the different types of . Illustrate the combination of objects and
practicing new skills #1 permutation and answer Activity 2 guide the students in learning it.
Letter A on page 5.
Ask the students to solve activity 1 letter
b and c on page 5.
E. Discussing new concepts and Ask the students to answer activity 2 Discuss the fundamental counting
practicing new skills #2 Letter B on pages 5-6. principle.
F. Developing mastery (Leads to Ask the students to answer assessment Solve problems about combination aby
Formative Assessment 3) of Module 1 on pages 8 -9. answering activity Letter A & B.
G. Finding practical applications of Long Quiz (Taking quiz) Combination is a way of selecting items
concepts and skills in daily living from a collection, such that (unlike
permutations) the order of selection does
not matter
H. Making generalizations and Permutation is an arrangement of Permutations of objects is categorized Long Quiz (Taking quiz)
abstractions about the lesson things in a definite order or the ordered into 3; distinguishable permutations,
arrangement of distinguishable objects circular permutations and permutations
without allowing repetitions among the with restrictions.
objects.
I. Evaluating learning Checking of answers and recording of Checking of answers and recording of
scores. scores.
J. Additional activities for application
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 CHICO (VACANT: FRIDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATIC 10
Daily Lesson Log
Teaching Dates and Time 7:30 – 8:30 AM (April 10 – 14, 2023) Quarter 3rd Quarter (WEEK 8)

or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs 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 use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE, PhD EMEMLITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV

Monday Session 1 Tuesday Session 2 Wednesday Session 3 Thursday Session 4

I. OBJECTIVES
A. Content Standard Statistics and Probability
B. Performance Standard
C. MELC and MELC No. 33. illustrates the combination of objects.
M10SP-IIIc-1
II. CONTENT
III. LEARNING RESOURCES
A. References
 1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 2 MATHEMATICS 10 MODULE 3 MATHEMATICS 10 MODULE 4 MATHEMATICS 10 MODULE 4
Learning Resource (LR) Portal REDISCUSSION OF THE TOPIC REDISCUSSION OF THE TOPIC REDISCUSSION OF THE TOPIC
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is the difference of permutation What is probability? What is outcome, experiment, sample
presenting the new lesson. and combination? space, event and compound event?
B. Establishing a purpose for the new Pre-Test (Module 5: What I Know Pages 1-
lesson 2)
C. Presenting Examples/ instances of Using Venn Diagram compare and Tossed a coin and ask the students about
the new lesson contrast permutation and combination its outcome.
D. Discussing new concepts and Ask the students to answer activity 1 on Define outcome, experiment, sample
practicing new skills #1 page space, event and compound event..
E. Discussing new concepts and Ask the students to solve activity 2 on Discuss simple and compound events
practicing new skills #2 page 6. and ask the students to answer activity
1 of module 4..
F. Developing mastery (Leads to Ask the students to answer assessment Discuss union of two events.
Formative Assessment 3) on page 8-9
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and Permutation is an arrangement of The possible results of the experiment are The union of two events (𝑨∪𝑩) is
abstractions about the lesson things in a definite order or the ordered called outcomes. The set of all possible one of the most-commonly performed
arrangement of distinguishable objects outcomes of an experiment is called a operations on events. As the name
without allowing repetitions among the sample space. Any subset of possible suggests the word "union" means to join
objects while Combination is a way of outcomes for an experiment is known as two things irrespective of how they
selecting items from a collection, such an event. When an event involves a single behave individually. The union of two
that (unlike permutations) the order of element of the sample space, it is called events (𝑨∪𝑩) refers to the set of
selection does not matter simple event. A combination of simple outcomes which belong to either event.
events is a compound event.
I. Evaluating learning Checking of answers and recording of Ask the students to answer activity 2
scores. (Items 1-5) on pages 6-7.
J. Additional activities for application What is the difference of permutation
or remediation and combination?
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs 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 use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE, PhD EMEMLITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV