Teachers' Activity Students' Activity A. Preparatory Activity

A Detailed Lesson Plan in Mathematics 10
I. Objectives
At the end of the session, 75% of the students should be able to:
a. Differentiate mutually exclusive events to non-mutually exclusive
events
b. Appreciate the importance of mutually exclusive events in real life
c. Distinguish whether the statement is mutually exclusive or non-mutually
exclusive events.
II. Subject Matter

Topic: Mutually Exclusive Events
Reference: Mathematics Learners’ Module, pp.
Material: PowerPoint Presentation, Chalk, Eraser
III. Procedure
Teachers’ Activity Students’ Activity
A. Preparatory Activity
T: Good Morning class! S: Good Morning Ma’am!
T: First arrange your chairs and pick up S: (Students will do so.)

pieces of papers.
T: Now, stay on your respective chairs S: (A student will lead the prayer)
and remain standing for a prayer. May I
request someone to please lead the
prayer?
T: You may now take your seats. Are S: None Ma’am.

there any absents today?
T: Before we start our lesson, let use first S: Complement of an Event, Ma’am!
have a recap what we have discussed
yesterday. What was our topic
yesterday?
T: What is the formula in solving for S: ( ) ( )

complement of an event?
T: Very Good! Now, class do you still S: ( )
remember what is the formula of
probability of an event?
B. Developmental Activities
T: Now, I have here questions wherein we will

use the formula of probability of an event.
Direction: Read the problem and answer the

following questions.
1. A bowl contains 15 chips numbered

1-15, if a chip is drawn randomly from
the box. What is the probability that
a. 7 or 15
b. 5 or a number divisible by 3
c. Even or divisible by 3
d. A number divisible by 3 or divisible by
4
T: Let’s try to answer letter a.
T: Now, who wants to try letter b. S: (Students will raise their hands.)
T: Okay, student A? S: b. 5 or a number divisible by 3
T: Student A, will you please explain your S: (Student will explain)

answer?
T: Very good! Thank you, student A. Now, for S: (Students will raise their hands)
c?
T: Okay, Student B? S: c. Even or divisible by 3
T: Okay very good, thank you student B.
T: Now class, This is correct but it is still missing S: Yes, Ma’am.

something. Do you still remember what
intersection is?
T: In the given problem, are there numbers

that is present in the two events?
T: What are those elements? S: 6 and 12, Ma’am.

T: Yes! Very Good! Now, what is the S:
probability of getting 6 or 12?
T: Excellent! What do you think we’ll do to S: Different Responses

the intersection of the two events? Are we
going to add or to subtract?
T: Listen class. All we have to do is to S: To eliminate the repeating variables.
subtract the intersection to the two events.
Why is that so?
T: Precisely! So what is the complete S:
answer of letter c?
T: Very good! Let us proceed to letter d. S: (Students raise their hands.)
Who wants to answer?
T: Yes, Student D. S: ( )
T: Very good, Student D!
T: So what did you observe in your activity? S: We solve for the probability of two
events, Ma’am.
T: Yes. Very good observation. There are S: The probabilities in problems a and b
two events in each problem. What did you were added to find the probability of the
notice on problem a and b? two events.
T: Very good! How about problems c and S: The probabilities of the two events were
d? added and it was subtracted by the
intersection of the probability of two
events.
T: Compound events have two types. S: Students listen.

Those types are on the examples earlier.
T: The problems a and b are called the S: No, Ma’am.

Mutually Exclusive Events. These are events
that cannot occur at the same time or we
could also say that the two events have no
intersection. Did the two events happen to
intersect?
T: Exactly. Now, if the mutually exclusive S: The two events that intersect, Ma’am.
events are events that do not intersect.
How about a non-mutually exclusive
event?
T: Yes. Very good. Non-mutually exclusive S: Students listen.
events are events that do occurs at the
same time or the events have intersection.
Just like in problems c and d in the activity.
T: Precisely! Let us try another problem. This S: Students try to answer the activity.
time, identify whether it is a mutually
exclusive event or not.
Problem 2. Out of 5200 household

surveyed, 2,107 have dogs, 807
have cats and 303 both have cats
and dogs. What is the probability
that a randomly selected
household has a dog or a cat?
T: So what is the answer in number S: It is a mutually exclusive event,
1? Ma’am.
T: Very good! How about number S: A non-mutually exclusive event,

two? Ma’am.
T: Very good!
C. Concluding Activities
T: A re there any questions S: None, Ma’am.

regarding our topic for today?
T: Since there are no more S: These are events that cannot
questions. Let’s have a recap about occur at the same time or we
the topic. Now, what is a mutually could also say that the two events
exclusive event? have no intersection.
T: Very good! How about Non- S: Events that do occurs at the

Mutually Exclusive Event? same time or the events have
intersection
T: Very good! It seems that S: Different Responses

everybody understood our topic.
Now, can anyone relate our lesson
for today in a real life scenario?
T: Wonderful answers class. In our
lives, we experienced that we can
do both at the same time such as
our interests or hobby, and
schooling like a non-mutually
exclusive event. Then, there are
times when we are stuck in two,
when we have to choose because
it is impossible to choose both like
choosing a career. In life we have
to choose wisely, make a better
option to a good opportunity.
IV. Evaluation/ Assessment
Direction: Identify whether the statement is a mutually exclusive event
or a non-mutually exclusive event.
1. Mario has 45 red chips, 12 blue chips, and 24 white chips. What is
the probability that Mario randomly selects a red chip or a white
chip?
2. Of 240 students, 176 are on the honor roll, 48 are varsity team
members, and 36 are on the honor roll and varsity team. What is
the probability that a randomly selected student is on the honor roll
or a member of a varsity team?
3. Ruby’s dog has 8 puppies. The puppies include two white females,
three mixed colored females, one white male, and two mixed
colored males. Ruby wants to keep one puppy. What is the
probability that she chooses a female and a white puppy?
4. Carl’s basketball shooting records indicate that from any frame the
probability that he will score in 2 point ranges is 30%, in 3 point
range is 45%, and neither is 25%. What is the probability that Carl will
score either in 2 point range or in 3 point range?
V. Assignment/ Agreement
Study in advance the counting techniques and probability of
compound events.

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A Detailed Lesson Plan in Mathematics 10

II. Subject Matter

Teachers’ Activity Students’ Activity

T: First arrange your chairs and pick up S: (Students will do so.)

T: You may now take your seats. Are S: None Ma’am.

T: What is the formula in solving for S: ( ) ( )

Teachers’ Activity Students’ Activity

T: Now, I have here questions wherein we will

Direction: Read the problem and answer the

1. A bowl contains 15 chips numbered

T: Let’s try to answer letter a.

T: Okay, student A? S: b. 5 or a number divisible by 3

T: Student A, will you please explain your S: (Student will explain)

T: Okay, Student B? S: c. Even or divisible by 3

T: Okay very good, thank you student B.

T: Now class, This is correct but it is still missing S: Yes, Ma’am.

T: In the given problem, are there numbers

T: What are those elements? S: 6 and 12, Ma’am.

Teachers’ Activity Students’ Activity

T: Excellent! What do you think we’ll do to S: Different Responses

T: Very good, Student D!

T: Compound events have two types. S: Students listen.

T: The problems a and b are called the S: No, Ma’am.

Problem 2. Out of 5200 household

T: Very good! How about number S: A non-mutually exclusive event,

Teachers’ Activity Students’ Activity

T: A re there any questions S: None, Ma’am.

T: Very good! How about Non- S: Events that do occurs at the

T: Very good! It seems that S: Different Responses

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