This document contains a daily lesson plan for a mathematics class. It outlines the objectives, content, learning resources, procedures, and assessment for a lesson on the union and intersection of events and probability of simple events. The procedures include activities like games and word problems to illustrate and practice these concepts. Formative assessment is conducted through worksheets requiring students to calculate probabilities and analyze Venn diagrams showing relationships between events. The lesson aims to help students understand and apply probability concepts in real-world decision making.

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DAILY LESSON
LOG
School Grade Level 10
Teachers Learning Area MATHEMATICS
Teaching Dates Quarter THIRD
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES 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 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 Standard The learner demonstrates understanding of the key concepts of combination and probability.
B. Performance Standard The learner is able to use precise counting technique and probability in formulating conclusions and
making decisions.
C. Learning
Competencies/Objectives
Write the LC code for each.
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 events.
c. Appreciate the
importance of the
lesson in the real life
situations.
The learner illustrates
events, and union and
intersection of events.
(M10SP-IIIf-1)
a. Illustrate the
probability of simple
events.
b. Solve the probability
of simple events.
c. Appreciate the
importance of
probability
in decision making.

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II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled
in a week or two.
Intersection and union
of events
Probability of Simple
Events (A Recall)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.290 288 – 289
2. Learner’s Materials pages
pp. 332
328 -329
Mathematics 8 Learners
Material, pp. 570-571
3. Textbook pages
e-math IV (Advanced
Algebra and Trigonometry),
page 494, 497
4. Additional Materials from
Learning Resource
(LR)portal
Powe Point
Presentation
PowerPoint Presentation
White Board and Markers
Google Play Store (for the
electronic roulette/spinner)
Activity Sheets
Flags
LCTG
B. Other Learning Resource
Google for the photos

3. 33
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson BRING YOURSELF
Mechanics:
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)
GUESSING A WORD
Mechanics:
1. Determine five
representatives from each
group.
2. Give each group a white
board and a marker.
3. Guess what the word is,
as the clue is being read by
looking at the empty
squares in which 1 square
stands for a letter.
4. One representative
answers one problem.
5. Write the guessed word
on the white board.
6. The group/s that got the
correct answer earns 3
points.
7. The group with the most
number of points wins the
game.
Content:
Word 1 – (EVENT)
Hint: It is a set of possible
outcomes resulting from a
particular experiment.
Word 2 – (EXPERIMENT)

4. 34
4. 2 representatives…
(a boy, a girl)
5. from the group…
(one with the fairest
complexion)
* From the activity what
previous lesson have you
recalled?
* Which are examples of
simple events?
Compound events?
Hint: Activities such as
tossing a coin, rolling a die
without looking which could
be repeated over and over
again and which have well-
defined results.
Word 3 – (OUTCOME)
Hint: This is the result of
experiments.
Word 4 – (CHANCE)
Hint: It refers to the
likelihood that something
will happen.
Word 5 – PROBABILITY
Hint: A branch of
mathematics that deals with
calculating the likelihood of
a given event's occurrence,
which is expressed as a
number between 1 and 0.
B. Establishing a purpose for the
lesson ARE YOU IN OR OUT
In the next activity,
everyone is involved. Go
in front if you belong to the
given classifications to
WHEEL OF CHANCE
a. Materials:
-electronic spinner/ roulette
-Different color of flags

5. 35
be mentioned.
You start moving when I
say, “Are you in or out”
Classifications:
a) Math Lovers
b) English Lovers
c) Math and English
Lovers
d) Another subject please
*How many are Math
Lovers? English
Lovers? Math and English
Lovers?
*What mathematical
concept was used in the
activity?
*What operation in sets
denotes the sum of
“a” and “b”? the number of
“c”?
b. Procedure:
- One representative from
each group.
- Each group will guess a
color that will appear on the
wheel after spinning.
- The group who guessed
the color correctly will
receive prizes.
(e.g. additional points,
candies/chocolates, etc)
Processing:
1. How many colors are
there in the wheel?
2. Which color do you think
has the greatest or least
chance to occur? Why?
3. During the game, are you
certain with your choice of
color? Why?
4. What is the game all
about?
5. Which particular topic in
Math deals with chances?
C. Presenting examples/Instances
of the new lesson
TRY THIS…
Discuss amongyour
groups thesolution of each
problem. No.1 should be
Consider the situations
below. Use your knowledge
on probability in filling up the
blanks that follow.
1. A die is rolled once. Find
the probability

6. 36
answered by
group 1, No. 2 by
group 2 and so
on.
 Select a
representative to
present and
explain your
answer in a
creative way (e.g.
storey telling)
The extracurricular
activities in which the
senior class at General
Mariano Alvarez
Technical High School
participate are shown in
the Venn diagram below.
Extra-curricular activities
participated by senior
students of GMATHS
1. How many students
are in the senior class?
( U )
of obtaining:
Sample
Space:
a. a 5
Sample
Event: _
P(E) = =
b. a 6
Sample
Event: _
P(E) = =
c. an odd number
Sample
Event: _
P(E) = =
2. A box contains 3 red
balls, 5 yellow balls, and 2
blue balls. If a ball is picked
at random from the box,
what is the probability that a
ball picked is:

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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 )
* How were you able to
find the total number of
students in the senior
class?
How does the concept of
set help you in finding the
intersection and union of
two or more events?
Sample Space:
a. yellow ball?
Sample
Event: _
P(E) = =
_
b. red ball?
Sample Event:
P(E) = =

8. 38

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D. Discussing new concepts and
practicing new skills # 1
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
2. J Π S
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
dancetango only?
THINK-PAIR-SHARE
Direction: Name the sample
space, sample event and
solve for the probability of
an event.
*If a card is drawn from a
well-shuffled deck of cards,
find the probability of
drawing:
a. an ace
b. a diamond
c. a face card

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E. Discussing new concepts and
practicing new skills # 2
1. How did you
find the
activity?
How is union
and
intersection of
events
defined?
How is the union
and intersection of
eventsdetermined?
Using Venn diagram,how are
union and intersection of
events illustrated?
GUIDE QUESTIONS:
1. How many possible
outcomes are there
(numberof cards in an
ordinary deck of cards)?
2. In an ordinary deck of
playing cards, how
many (a)aces, (b)
diamond, and (c) face
cards are there?
3. What is the probability or
chance that you get (a)
ace,
(b) diamond, (c) face
card?

11. 41

12. 42
F. Developing mastery
(leads to Formative Assessment 3)
A survey was made on
students’s pets in a class
of 40. The result is
presented below.
Go over it and
answer the problems that
follow.
Answer the following:
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 onekind
of pet only?
Solve the following carefully,
then write the correct
answer on the space
provided before each
number.
_1. Earl Darenz is
asked to choose a day from
a week. What is the
probability of choosing a
day which starts from S?
_2. If a letter is chosen
at random from the word
PERSEVERANCE, what is
the probability that the letter
chosen is E?
_3. The sides of a
cube are numbered 11 to
16. If Jan Renz rolled the
cube once, what is the
probability of rolling a
composite number?
_4. Of the 45 students
in a class, 25 are boys. If a
student is selected at
random for a field trip, what
is the probability of selecting
a girl?

13. 43
_5. A spinner is
divided equally and
numbered as follows:
1,1,2,3,3,4,1,1,2,4,1,2,3,4,1,
2. What is the probability
that the pointer will stop at
an even prime?
G. Finding practical application of
concepts and skills in daily living
Solve each problem
accurately.
1.) The municipal
government of Gen.
Mariano Alvarez granted
50 households a livelihood
project, 18 tookKabute-
culture project, 26in candle
making, and 2 take both.
How many households did
not pursue with any of the
2 projects?
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?
Solve each problem
accurately.
1. Out of 200 cellphones
made by a certain company
in EPZA Rosario, Cavite, 5
are defective. If I buy a
cellphone from that
company, what is the
probability that it is
defective?
2. Aaron took an entrance
test in the University of
Perpetual Help – GMA,
Cavite Campus. If the
probability that he will pass
the test is 7/8, what is the
probability that he fails?

14. 44
H. Making generalizations and
abstractions about the lesson
• 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, denoted as AΠB
, is the event that occurs if
both A and B 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.
UNION OF EVENTS
Any event which consists of
a single outcome in the
sample space is called an
elementary or simple
event.
Probability is a measure or
estimation of how equally
likely each event will occur.
It is denoted as P(E) and is
given by
P(E) =
or
P(E) =

15. 45
(A) + (B)-(
∪B)=(B)
NTS
A∩B) ∪
a
S
A
B
b
(A∪B)=
S
A
B
c
(A
INTERSECTION OF EVE

16. 46
A
B
B
A
b
(A∩B) (A∩B)=0
S
I. Evaluating learning
In one half sheet of paper,
answer each problem within
30 seconds. Choose the
letter that corresponds to
the best answer.
1. Ms. Andrade, a Math
teacher, draws names to
see who will answer the first
problem. There are 10 boys
and 16 girls in her class.
What is the probability that
he will draw a girl’s name?
A. 5/18 B. 8/13 C.
5/8 D. ½
c
A group of players
identified themselves as
to what game/s they are
going to play. The result is
presented below.
Answer the following:
1. F Π B Π I
2. FΠ B
3. B Π I

17. 47
2. A set of cards includes 15
green cards, 10 red cards,
and 10 blue cards. What is
the probability that the card
chosen at random will be
green?
A. 3/7 B. ¾ C.
2/7 D. 4/7
4. How many can play
football?
5. How many plays
baseball only?
3. What is the probability
that the card chosen in No.
2 at random will be red?
A. 2/3 B. 2/7
C. 3/7 D. 4/7
4. In scrabble, 2 of the 100
tiles are blank. Find the
probability of drawing a
blank tile from an entire set
of scrabble tiles?
A. 0.02 C. 1/50
B. 2% D. all of
the above
5. Rex is reading a 230-
page book. There are
illustrations on 48 pages. If
Rex opens the book at
random, what is the
probability that the page will
have an illustration?
A. 91/115 C. 24/91
B. 24/115 D. None of

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the above
J. Additional activities for application
or remediation
A. Follow Up
Answer in your exercises
notebook.
110 Students were
given the choice to join
the English, Health and
Math Clubs.
Answer the following:
1. E Π H Π M
2. M U H
3. E only
4. How many joined 2
clubs?
5. How many are
members of club only?
B. Study: pp. 233
-How is the probability of
the union and intersection
of events determined?
- Find the probability of
Nos. 1 and 2 in A.
A. Follow Up
Answer in your exercises
notebook.
1. A box contains 7 red
balls, 5 orange balls, 4
yellow balls, 6 green balls,
and 3 blue balls. What is the
probability of drawing out an
orange ball?
2. Choosing a month from a
year, what is the probability
of selecting a month with 31
days?
3. If one letter is chosen at
random from the word
TRUSTWORTHY, what is
the probability that the letter
chosen is a consonant?
B. Study: pp. 330 – 331
-Define compound events.
-Solve the following:
*N-Rich and Krisna are
playing Snake and Ladder.
N-Rich roll the die twice.
What is the probability of
a. getting both even
numbers?

19. 49
b. getting a sum of
10?
1. REMARKS
2. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What
else needs to be done to help the 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%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons 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?