DLL For Counting Priciples

DR. JUAN G.
NOLASCO
School Grade Level GRADE 10
HIGH SCHOOL
GRADE 1 TO 12 MA. DEN MAE D. Learning
Teacher MATHEMATICS
DAILY LESSON ENIQUEZ Area
LOG January 10, 2020
Teaching 6:30 – 7:20 (Sec. 5)
Date and 7:20 – 8:10 (Sec. 3) Quarter THIRD
9:00 – 9:50 (Sec.13)
Time 11:10 – 12:00 (Sec. 9)
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts in applying Counting Principles.
B. Performance The learner is able to investigate, analyze, and

Standards solve problems in applying counting principles
through appropriate and accurate representation.
C. Learning At the end of the lesson at least 80% of the

Competencies/ students with at least 80% level of proficiency
Objectives are expected to:
1. Define and explain Counting Principles.

2. Solve problems in terms of the principles of
counting.
3. Cooperate and Collaborate during class
discussions.
II. CONTENT Counting Principle

III. LEARNING
RESOURCES
A. References
o Math Time
o Side by Side Educational Consulting
*Prayer
*Greetings
IV. PROCEDURES
*Checking of Attendance by group
A. Reviewing previous Reviewing the Fundamental Counting Principles

lesson or presenting
the new lesson
Activity: “Your words sounds familiar”
Mechanics: The teacher will call random students
to read and familiarize the syllabicated words on
the board.
1. East-Tie-Ball Or-There
Answer: Stable Order
2. Wand-Two-Wand Core-Rest-Fund-Dense
Answer: One-to-One Correspondence
3.Car-Then-Na-Lay-Tea
Answer: Cardinality
LP ___ | 1
4.Ab-Struck-Tion
Answer: Abstraction
5. Or-There Ear-Re-Lay-Vans
Answer: Order Irrelevance
1. Stable Order – Understanding the verbal

sequence of counting.
2. One-to-One Correspondence – Understanding that
when saying the names of the numbers in sequence,
each objects receives one count and one only one
count.
3. Cardinality - Understanding that the last
number spoken in a counting sequence names the
quantity for the set.
4. Abstraction – Understanding that it doesn’t not
matter what you count, how we count stays the
same.
5. Order Irrelevance – Knowledge that the order
that the items are counted in is irrelevant-left-
to-right, right-to-left, in a random fashion- as
long as every object in the set is given one count
and only one count.
The Counting Principles
B. Establishing a purpose 1. Addition Principle of Counting
and Presentation of
the lesson If event A can occur in m ways and event b can
occur in n ways, then A or B can occur in M+N
ways.
Illustrative Examples
1. Rossana Roses flowershop has 10 tulips, 12 red
roses and 15 sunflowers left at the end of the
day. Kate rushes in as they are about to close.
How many types of flowers can she choose from?
Solution:
Since the flowers are all different, just
simply add the quantities of these flowers to find
the number type of flowers she can choose.
10+12+5 = 27
Kate has a choice of 27 flowers
2. The Student Supreme Government ( SSG ) requires
one student representative from either grade 7 or
grade 8 or grade 9. If there are 28 grade 7, 35
grade 8 and 39 grade 9 qualified students, how
many different choices for representatives are
there?
Solution:
28 + 35 + 39 = 102
LP ___ | 2
There are 102 choices for representatives.
C. Discussing new 2. Multiplication Principle of Counting or
concepts and Fundamental Counting Principle
practicing new skills
Suppose that two events happen in order. If
the first event can happen in m ways and the
second in n ways ( after the first has happened ).
Then the two events can occur in m x n ways.
Illustrative Examples:
1. Espie’s Ice Cream Parlor offers 12 flavors of
ice-ceam which can be served on a waffle, sugar or
plain cone. How many different single scoop ice-
cream cones is it possible to buy at the parlor?
2. In 2020, automobile license plates display 3

letters followed by 4 digits. How many such plates
possible if repetition of letters
a. is allowed?
b. is not allowed?
D. Developing mastery Directions: Solve the given problems.

(Leads to Formative
Assessment 3)
1. When choosing 1 burger, 1 side dish, and 1
drink. How many combinations are possible?
2. When rolling 1 die once, spinning 1 pentagon

spinner one and tossing 1 coin once. How many
combinations are possible?
E. Making The will ask questions regarding the lesson. Then,

generalizations and
the learner will answer those questions based on
abstractions about the
LP ___ | 3
lesson their understanding.
F. Evaluating learning Math time pages 3 and 4 A all even nos.
G. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION SECTION
GRADE 10 GRADE 10 GRADE 10 GRADE 10

SECTION 3 SECTION 5 SECTION 9 SECTION 13
S
A. No. of learners who

earned at least 80% in
the evaluation
B. No of learners who
require additional
activities for
remediation
Prepared by: Checked by:
MA.DEN MAE D. ENRIQUEZ DR. CHUCHI ROCERO

Universidad de Manila Math Department Head VI
Math Student Teacher
Checked by:
MELODY BORROMEO
Master Teacher I
Checked by:
ANNA L. TENIOSO
Master Teacher I
Checked by:
KAREN T. BASADA
Teacher II
Critic Teacher
LP ___ | 4

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DR. JUAN G.

B. Performance The learner is able to investigate, analyze, and

C. Learning At the end of the lesson at least 80% of the

1. Define and explain Counting Principles.

II. CONTENT Counting Principle

A. Reviewing previous Reviewing the Fundamental Counting Principles

1. Stable Order – Understanding the verbal

2. In 2020, automobile license plates display 3

D. Developing mastery Directions: Solve the given problems.

2. When rolling 1 die once, spinning 1 pentagon

E. Making The will ask questions regarding the lesson. Then,

VI. REFLECTION SECTION

GRADE 10 GRADE 10 GRADE 10 GRADE 10

A. No. of learners who

Prepared by: Checked by:

MA.DEN MAE D. ENRIQUEZ DR. CHUCHI ROCERO

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