III-Day 29

DAILY LESSON LOG OF M10SP-IIIg-h-1 (Week Eight-Day One)
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
I. OBJECTIVES 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.
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. Determine if the given is mutually exclusive or not;
Objectives 2. Find the probability of a given union; and
3. Demonstrate appreciation of generating and recognizing unions and its
probability.
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.
Review previous lesson by letting the students answer, by pair the exercise in Activity 6
numbers 1 and 2 on page 337 of the Learner’s Manual.
Answer Key
A. Review previous lesson or
presenting the new lesson
The teacher lets the students realize that recognizing and identifying mutually and non-
B. Establishing a purpose for
mutually exclusive events are important skills needed to understand the concepts of
the lesson
finding the probability of a union.
The teacher lets the students, in pairs, do Activity 7 numbers 1 on page 338 of the
Learner’s Module.
Answer Key
C. Presenting examples/ 20 5
instances of the new lesson 1. a. ∨
48 12
28 7
b. ∨
48 12
The teacher discusses the answer key and gives the students additional exercises. Students
answers Activity 7 number 2 and 3 on page 338 of the Learner’s Module.
Answer Key
D. Discussing new concepts

and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
The teacher lets the students answer Activity 8 numbers 1 and 2 on page 339 of the
Learner’s Manual.
Answer Key
1. How does a simple event differ from a compound event?
Any event which consists of a single outcome in the sample space is called an elementary
F. Developing mastery (leads
or simple event. On the other hand, events which consist of more than one outcome are
to formative assessment 3)
called compound events. A compound event consists of two or more simple events.
2. Differentiate mutually exclusive events from non-mutually exclusive events.
Mutually exclusive events are two or more events having no common elements, while the
events which are not mutually exclusive are two or more events which have common
elements.
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and The teacher realizes that the use of counting techniques, permutations and combinations
abstractions about the are key concepts of finding the probability of events, includes mutually exclusive and non-
lesson mutually exclusive.
The teacher lets students analyse the illustration answer the questions that follows.
Consider the following example in which D represents students on the debate team and B
represents students on the basketball team:
1.
Are the sets intersecting or disjoint?
I. Evaluating Learning 2.
How many students are on the debate team?
3.
How many students are on the basketball team?
4.
How many students are on the universal set?
5.
Write a formula that we could use to determine the number of students in the
union of sets D and B.
Answer Key
1. Intersecting
2. 52
3. 39
4. 98
5. n ( D ∪ B )=n ( D ) +n ( B )−n ( D ∩ B )
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 pupils/students learn? Identify
VI. REFLECTION 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 29

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DAILY LESSON LOG OF M10SP-IIIg-h-1 (Week Eight-Day One)

School BANATE NATIONAL HIGH SCHOOL Grade Level Grade 10

D. Discussing new concepts

Prepared by: Checked by:

JESSA LOU C. MOSQUEDA CLEOFE S. FLORENO

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