PIS-EXT-D.O.no.42-s.

2016

School Punta Integrated School Grade Level Grade 10

Teacher MAGGIE C. VILLANUEVA Learning Area Mathematics 10

November 20, , 2019
Section Date Time
Date & Time EDISON 11-8 6:50-7:40
Quarter Third Quarter
ARCHIMEDES 11-8 7:40-8:30
DALTON 11-8 9:35-10:25
I. OBJECTIVES
The learner demonstrates understanding of the key concepts
 Content Standards
of combination and probability.
The learner is able to use precise counting technique and
 Performance Standards
probability in formulating conclusions and making decisions.
Illustrates events, and union and intersection of events.
(M10SP-IIIf-1)
a. Illustrate union and intersection of events.
b. Determine the union and intersection of two or more
 Learning Competencies/Objectives
events.
c. Appreciate the importance of the lesson in the real-life
situations.

II. CONTENT Intersection and union of events

III. LEARNING RESOURCES
A. REFERENCE
 Teacher’s guide pages pp.290
 Learners’ Material Pages pp. 332
Geometry by Holt, Rinehart and Winston, pp. 347-352
Analytic and Solid Geometry made easy Metric Edition by
 Textbook Pages
Felipe L. Comandante, Jr., pages 4 -12

 Additional Materials from Learning https://onlinecourses.scie nce.psu.edu/stat414/nod e/29

resource http://www.analyzemath. com/statistics/counting.ht ml
 Other Learning Resources Laptop
IV. PROCEDURES
A. BRING YOURSELF (Inquiry-Based, Constructivism)

A. Reviewing previous lessons or Mechanics:

presenting the new lesson 1. From your previous groupings, send a representative in
each condition.
2. Condition will be stated in which your representative should
be able to satisfy.
3. The group/s that got the correct answer earns 2 points.
4. The group with the most number of points wins the game.

Conditions:
1. A girl… (with the longest hair)
2. A boy… (with the smallest height)
3. a representative… (with earrings and a watch)
4. 2 representatives… (a boy, a girl)
5. from the group… (one with the fairest complexion)
 ARE YOU IN OR OUT (Constructivism, Collaborative, Inquiry-
Based)
In the next activity, everyone is involved. Go in front if you
belong to the given classifications to be mentioned.

You start moving when I say, “Are you in or out”

Classifications:
a) Math Lovers
b) English Lovers
B. Establishing a purpose for the lesson c) Math and English Lovers
d) Another subject please

Guided Questions:
1. How many are Math Lovers? English Lovers? Math
and English Lovers?
2. What mathematical concept was used in the activity?
3. What operation in sets denotes the sum of “a” and “b”?
the number of “c”?

TRY THIS…
1. Discuss among your groups the solution of each
problem. No.1 should be answered by group 1, No. 2
by group 2 and so on.
2. Select a representative to present and explain your
answer in a creative way (e.g. story telling).

The extracurricular activities in which the senior class at

Punta Integrated School participate are shown in the
Venn diagram below.

C. Presenting examples/ instances of the

new lesson
Extra-curricular activities participated by senior students
of GMATHS

1. How many students are in the senior class?

______ ( U )
2. How many students participate in athletics?
______ ( A )
3. How many students participate in drama or
band? ______ ( D U B)
4. How many students participate in drama and
band? ______ ( D Π B)
5. How many students participate in drama, band
and athletics? ______ ( D Π B Π A )
 a. How were you able to find the total number of students
in the senior class?

b. How does the concept of set help you in finding the

intersection and union of two or more events?

THINK-PAIR-SHARE

Students enrolled in a MAPEH class were grouped depending

on their skills in dancing. This is shown in the following Venn
diagram.

Answer the following:

1. J Π S Π 20
D. Discussing new concepts and
2. J Π S
practicing new skills 1
3. S Π T
4. T Π J
5. J U S
6. S U T
7. T U J
8. How many can dance jive only?
9. How many can dance salsa only?
10. How many can dance tango only?
Guided Questions:
How did you find the activity?
E. Discussing new concepts and How is union and intersection of events defined?
practicing new skills 2 How is the union and intersection of events determined?
Using Venn diagram, how are union and intersection of events
illustrated?
A survey was made on students’ pets in a class of 40. The
result is presented below.

Go over it and answer the problems that follow.

F. Developing Mastery (Formative Answer the following:
Assessment) 1. C Π B Π D
2. C Π D
3. How many have birds?
4. How many have 2 kinds of pets?
5. How many have one kind of pet only
Solve each problem accurately.

1.) The municipal government of Gen. Mariano Alvarez

granted 50 households a livelihood project, 18 took Kabute-
culture project, 26 in candle making, and 2 take both. How
G. Finding practical applications of many households did not pursue with any of the 2 projects?
concepts and skills in daily life
2.) A veterinarian surveys 26 of his patrons. He discovers that
14 have dogs, 10 have cats, and 5 have fish. Four have dogs
and cats, 3 have dogs and fish, and one has a cat and fish. If
no one has all three kinds of pets, how many patrons have none
of these pets?
 Union---the union of two events A and B, denoted as AUB , is
the event that occurs if either A or B or both occur on a single
performance of an experiment

• Intersection---the intersection of two events A and B,

H. Making generalization/ abstractions
denoted as AΠB , is the event that occurs if both A and B
about the lesson
occur on a single performance of the experiment

• There are different possible ways that Events A and B may

happen in a Space, these are presented in the following Venn
diagrams.
I. Evaluating learning
Follow-up
It is in international summits that major world decisions
happen. Suppose that you were the overall in charge of the
J. Additional activities for application or seating in an international convention wherein 12
remediation countryrepresentatives were invited. They are the prime
ministers/presidents of the countries of Canada, China,
France, Germany, India, Japan, Libya, Malaysia, Philippines,
South Korea,
Score EDISON ARCHIMEDES DALTON
5
4
3
2
V. REMARKS 1
0
Mean
MPS

Note

VI. REFLECTION
K. No. of learners who earned 80% on
the formative assessment.
L. No. of learners who require additional
activities for remediation.
M. Did remedial lesson work? No. of
learners who have caught up with the
lesson.
N. No. of learners who continue to
require remediation.
O. Which of my teaching strategies
worked well? Why these work?
P. What difficulties did I encounter which
my principal or supervisor can help
me solve?
Q. What innovation or localized materials
did I use/discover which I wish to
share with other teachers?
Prepared: MAGGIE C. VILLANUEVA
Teacher III

Checked: DENIS D. ROA

Head Teacher I

Noted: BERNARDITA O. SALAZAR

Principal II