III-Day 28

DAILY LESSON LOG OF M10SP-IIIg-h-1 (Week Seven-Day Four)
School BANATE NATIONAL HIGH SCHOOL Grade Level Grade 10

Teacher JESSA LOU C. MOSQUEDA Learning Area Mathematics
Teaching Date and Time Quarter Third
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
I. OBJECTIVES 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.
A. Content Standards The learner demonstrates understanding of key concepts of probability.
B. Performance Standards The learner is able to formulate and solve the probability of a given union.
Learning Competency: Finds the probability of (A U B) (M10SP-IIIg-h-1)
Learning Objectives:
C. Learning Competencies/
1. Differentiate Intersection from Union Events;
Objectives
2. Find the probability of an Intersection and a union of events; and
3. Demonstrate patience of generating and recognizing unions of events.
II. CONTENT Probability
III. LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages 332-
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will
learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to
learn new things, practice the learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
The teacher lets the student answer Activity 3 on page 332. The students will answer the
Guide questions that follow.
Answer Key
A. Review previous lesson or

presenting the new lesson
B. Establishing a purpose for the The teacher lets the students realize that recognizing and identifying probability of events
lesson are important skills needed to understand the concepts of finding the probability of a union.
The teacher lets the students, in pairs, do Activity 4 number 1-3 of page 334 of the Learner’s
Module, and answer the guide questions that follows.
Answer Key
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and Present the Venn diagram and ask them to observe events A and B. Guide them so they
practicing new skills #1 could tell that these two events illustrated are mutually exclusive. In Activity 4, you may
point out the event, getting 5 or a number divisible by 3 in the set {1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12, 13, 14, 15} as an example of mutually exclusive events.
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).
Consider the set {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15}. The numbers divisible by 3 in
the given set are 3, 6, 9, 12, and 15. Thus, {3, 6, 9, 12, 15} is a subset of the given set. Also,
the numbers divisible by 4 in the same set are 4, 8, and 12. So, {4, 8,12} is also a subset of
the given set {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15}. Notice that both subsets contain
a common element, 12. Thus, the event of getting a number divisible by 3 or the event of
getting a number divisible by 4 in the set {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15} are
not mutually exclusive. The Venn diagram below shows events A and B which are not
mutually exclusive because A and B intersect. Note that there are outcomes that are
common to A and B, which is the intersection of A and B.
E. Discussing new concepts and
practicing new skills #2
Working in pairs, the teacher lets the students answer number 1 of Activity 5 found on page
336 of the Learner’s Module.
Answer Key
F. Developing mastery (leads to
formative assessment 3)
G. Finding practical applications

of concepts and skills in daily
living
The students should be able to recognize problems on probability which involve mutually
H. Making generalizations and
exclusive and not mutually exclusive events. They should be able to tell that events that
abstractions about the lesson
cannot occur at the same time are called mutually exclusive events.
Working in pairs, the teacher lets the students answer number 2-4 of Activity 5 found on
page 336 of the Learner’s Module.
Answer KeY
I. Evaluating Learning
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to be done to help the
VI. REFLECTION pupils/students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% of
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? 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:
JESSA LOU C. MOSQUEDA CLEOFE S. FLORENO

TEACHER 1 MT-1

III-Day 28

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DAILY LESSON LOG OF M10SP-IIIg-h-1 (Week Seven-Day Four)

School BANATE NATIONAL HIGH SCHOOL Grade Level Grade 10

A. Review previous lesson or

G. Finding practical applications

JESSA LOU C. MOSQUEDA CLEOFE S. FLORENO

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