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Mathematics
Quarter 3 – Module 7:
Illustrating the Probability of a
Union of Two Events
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 7: Illustrating the Probability of a Union of Two Events
First Edition, 2020

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Published by the Department of Education, Region III, SDO Nueva Ecija

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Assistant Schools Division Superintendents: Mina Gracia L. Acosta, PhD, CESO VI
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Development Team of the Module

Writer: Benigno R. Barrientos

Editors: Arnel V. Ferriol
Leonides E. Bulalayao PhD
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Introductory Message

This Self-Learning Module is prepared so that you, our dear learners,

can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are clearly stated
for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lessons prepared
for you.

Pre-tests are provided to measure your prior knowledge on lessons

in each SLM. This will tell you if you need to proceed on completing
this module if you need to ask your facilitator or your teacher’s
assistance for better understanding of the lesson. At the end of
each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.

In addition to the material in the main test, Notes to the teacher are
also provided to our facilitators and parents for strategies and
reminders on how they can best help you on your home-based
learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the
exercises and tests. Read the instructions carefully before
performing each task.

If you have any question in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your
teacher or facilitator.

Thank you.
 What I Need to Know

This lesson aims to assess your knowledge and skills of the different
Mathematics concepts related to counting techniques and probability of simple
events as well as the concepts of probability you already learned in Mathematics 8.
These knowledge and skills are important in understanding the probability of
compound events. As you go through this lesson, think of this question, why do you
think is the study of probability important in making decisions in real life?
At the end of this module, you are expected to:
1. determine the union of two events, and
2. illustrate the probability of a union of two events. (M10SP-IIIg-1)

What I Know

Directions: Choose the letter of the best answer. Take note of the items that you
were not able to answer correctly and find the right answer as you go through this
module. Write the letter of your choice on a sheet of paper.

1. Which of the following is defined as the graphical representation of events that

uses circles to represent sets in which the relation between the sets is indicated
by the arrangement of the circles?
A. Bar graph C. Pictograph
B. Histogram D. Venn diagram

2. What do you call a set that contains all of the elements that are in at least one of
the two events?
A. Union of Events C. Compound Events
B. Intersection of Events D. Complement of Events

3. Which of the following refers to an event consists of two or more simple events?
A. Union of Events C. Complement of Events
C. Intersection of Events D. Compound Events

4. A die is rolled once. What is the probability of obtaining a 3?

1 1
A. C.
4 6
1 1
B. D.
5 7

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5. A box contains 2 blue balls, 6 pink balls, and 3 green balls. If a ball is picked at
random from the box, what is the probability that a ball picked is pink?
5 7
A. C.
11 11
6 8
B. D.
11 11

For items 6 – 8. The Venn diagram shows the grade 10 students joining either in
singing (A) or in dancing (B).

U
A B

10 5 15

6. What is the probability of grade 10 students joining in singing?

15 1
A. C.
34 2
8 4
B. D.
17 17

7. What is the probability of grade 10 students joining in dancing?

9 10
A. C.
17 17
19 21
B. D.
34 34

8. What is the 𝑃(𝐴 ∪ 𝐵)?

29 31
A. C.
34 34
15 16
B. D.
17 17

9. Suppose a six-sided die is rolled. What would be the event that the die lands on
an even or a prime number?
A. {·1,·2,·3,·4,·5,·6} C. {·2,·3,·4,·5}
B. {·1,·2,·4,·5,·6} D. {·2,·3,·4,·5,·6}

10. Suppose a six-sided die is rolled. What is the probability that the die lands on
an even or a prime number?
6 2
A. C.
6 3
5 1
B. D.
6 2

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 Lesson Illustrates the Probability of a

1 Union of Two Events

What’s In

As a review, you have learned that the probability of an event is the ratio of
the number of ways that an event can occur to the total number of outcomes when
each outcome is equally likely to occur. In symbols, the probability of an event E is
𝒏(𝑬)
𝑷(𝑬) = , where n(E) represents the number of events E can occur and n(S)
𝒏(𝑺)
represents the number of possible outcomes in the sample space S. Also, a
compound event consists of two or more simple events. Knowing all of these, will
make it easy for you to understand our new lesson on this module.

Look at the Venn diagram below. It shows the probabilities of grade 10

students joining either in volleyball (V) or in basketball (B).

0.2V 0.3 .1
0B
0.4

Determine the following:

1. P(V)
2. P(B)
3. P(V ∪ 𝐵)

The Venn diagram is the graphical representation that uses to represent sets,
in which the relations between the sets are indicated by arrangement of the circles.
The circles represent subsets while the rectangle represents a universal set.

Let us try to give emphasis on the probabilities of a union of two events you
observed while we undergo this module.

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 What’s New

Now you are ready to learn how to illustrate the probability of a union of two
events.
Cardo is playing a color game in a birthday party (family only). There are 16
squares with different colors and corresponding prizes.

What is the probability that he will land on a white box? What is the
probability that he will get a cap?

Knowing the number of square for each color will help us to determine the
probability of landing on particular color. If we will present the data in a tabular
form, we have:

COLOR NUMBER OF SQUARES PROBABILITY

Red (R) 4 4 1
or or 0.25
16 4
Blue (B) 8 8 1
or or 0.5
16 2
Yellow (Y) 2 2 1
or or 0.125
16 8
White (W) 2 2 1
or or 0.125
16 8

This activity will help you learn the probability of two events in this module.

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 What is It

The union of two events A and B is the event that occurs if either A or B or
both occur on a single performance of the experiment. It is denoted by (𝐴 ∪ 𝐵) which
contains all the possible outcomes in A or B or both.

S
A B

A or B = (𝐴 ∪ 𝐵)

Example 1:

A fair die is rolled once. Determine the following:

A = {getting an odd number}

B = {getting a number greater than or equal to 4}

a. Event A
b. Event B
c. (𝐴 ∪ 𝐵)
d. 𝑃(𝐴 ∪ 𝐵)

Solution:
Using the Venn diagram

S
B
A •4
•1
•5
•3 •6
•2

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 a. Event A = {·1,·3,·5}

b. Event B = {·4,·5,·6}

c. (𝐴 ∪ 𝐵) = {·1,·3,·4, ·5,·6}

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d. 𝑃(𝐴 ∪ 𝐵) =
6

Example 2:

The following information was gathered from the Grade 10-Venus students who
were asked about their work time schedule on their module task.
30 students worked in the morning (M)
18 students worked in the afternoon (A)
5 students worked in the morning and afternoon
2 students do not work in the morning and afternoon

A. Identify the following:

1. How many students are in Grade 10-Venus?
2. How many students worked in the morning only?

B. Determine the following probabilities:

1. 𝑃(𝑀)
2. 𝑃(𝐴)
3. 𝑃(𝑀 ∪ 𝐴)

Solutions:

Using the Venn diagram

U
M A

25 5 13

A. Identify the following:

1. We need to add the outcomes, 25 + 5 + 13 + 2 = 45 students

2. There are 25 students worked in the morning only.

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B. Determine the following probabilities:
30 2
1. 𝑃(𝑀) = or
45 3
18 2
2. 𝑃(𝐴) = or
45 5
43
3. 𝑃(𝑀 ∪ 𝐴) =
45

Example 3:

Look at the Venn diagram below. It shows the probabilities of grade 10 students
joining either in volleyball (V) or in basketball (B).

U
V B

0.3 0.2 0.4

0.1

Determine the following probabilities:

1. 𝑃(𝑉)
2. 𝑃(𝐵)
3. 𝑃(𝐴 ∪ 𝐵)

Solutions:
1. 𝑃(𝑉)= 0.3 + 0.2 = 0.5
2. 𝑃(𝐵)= 0.4 + 0.2 = 0.6
3. 𝑃(𝐴 ∪ 𝐵) = 0.3 + 0.2 + 0.4 = 0.9

What’s More

Test Yourself. You can do the tasks by your understanding.

1. Suppose a six-sided die is rolled, identify the probability of the following events
that the die would land on a/an:
a. odd number.
b. greater than 3.
c. odd number or greater than 3.

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2. Suppose A and B are events for which it is known using the Venn diagram
below, then calculate the following:
a. 𝑃(𝐴)
b. 𝑃(𝐵)
c. 𝑃(𝐴 ∪ 𝐵) U
A B

0.2 0.4 0.3

0.1

3. The Grade 10- Matthew students of Talugtug National High School-Annex

participated in the school organizations as shown in the Venn diagram below.

U
Science MAPEH
Club 8 Club
10 4
3
5 6

7 11
Math Club

a. How many students are in the Grade 10-Matthew?

b. How many students participated in Science Club?
c. How many students participated in Math Club?
d. If a student is randomly chosen, what is the probability that the
student participated in Science or in MAPEH Club?
e. If a student is randomly chosen, what is the probability that the
student participated in Math Club or in Science Club?

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 What I Have Learned

In this module, you have learned about illustrating the probability of a union
of two events. The following are the main concepts of our lesson.

Directions: Read each question below carefully and fill in the blank/s with the
correct answer. Use separate sheet/s of paper for your answers.

1. The union of events is the set that contains all of the elements that are in at
least one of the __________ events.
2. The __________ is a measure of how likely an event is to occur.
3. The Venn diagram is the graphical representation that uses circle to
represents a __________ while rectangle represents a __________.
4. A __________ consists of two or more simple events.
5. The sum of the probabilities of all possible outcomes of an experiment is equal
to __________.

What I Can Do

Activity 1: Yes, I can!

Create an online survey of your section on “The Devices Available at Home
Use for Learning” either smartphone (S) or laptop (L). Then, use the Venn diagram
to illustrate the gathered data.
Answer the following:
a. 𝑃 (𝑆)
b. 𝑃 (𝐿)
c. 𝑃 (𝑆 ∪ 𝐿)
Use the Rubrics in Assessing the Student’s Performance
CRITERIA 4 3 2 1 SCORE
Understan- Demonstrated Demonstrated Demonstrated Demonstrated
ding of the substantial understanding gaps in their little
Task understanding of the even some of understanding understandin
content, processes ideas or details of the content g of the
and demands of the may have been and task content
task misunderstood
Completion Completed the task Completed most Completed the Completed the
of the Task with the correct of the task task even some task but with
information of information little or no
are missing success

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Correctnes Manifested accurate Manifested most Manifested Manifested
s of the answers of the answers are some of the most of the
Task correct answers are answers are
correct incorrect
TOTAL

Assessment

Directions: Choose the letter that you think best answers the question. Write your
answers on a separate sheet of paper.

1. A bowl contains 15 chips numbered 1 to 15. If a chip is drawn randomly from the
bowl, what is the probability that it is a 9 or a 15?
A. 2/15 C. 4/15
B. 1/5 D. 1/3

2. A die is rolled once. What is the probability of obtaining a 5?

A. 1/3 C. 1/5
B. 1/4 D. 1/6

3. A box contains 2 red balls, 4 yellow balls, and 5 green balls. If a ball is picked at
random from the box, what is the probability that a ball picked is a yellow or a
red ball?
A. 4/11 C. 6/11
B. 5/11 D. 7/11

For items 4 – 6. The Venn diagram shows the probabilities of grade 10 students
joining either in acting (A) or in singing (B).

U
A B

0.5 0.3 0.1

0.1

4. What is the probability of grade 10 students joining in acting?

A. 0.7 C. 0.9
B. 0.8 D. 1.0

5. What is the probability of grade 10 students joining in singing?

A. 0.2 C. 0.4
B. 0.3 D. 0.5

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6. What is the 𝑃(𝐴 ∪ 𝐵)?
A. 0.9 C. 0.7
B. 0.8 D. 0.6

For items 7 – 10. In a grade 10 class, many of whom speak multiple dialects. The
most commonly spoken dialects in the class are Tagalog, Ilocano, and
Kapampangan. It shows on the Venn diagram below.

S Kapam −
Ilocano 3 pangan
7 2
8
13
33

35
4 Tagalog

7. What is the probability of selecting student who speaks Tagalog only?

1 1
A. C.
6 4
1 1
B. D.
5 3

8. Calculate the probability of selecting student who speaks Ilocano or

Kapampangan.
21 23
A. C.
35 35
22 24
B. D.
35 35

9. What is the probability of selecting student who speaks Tagalog or Ilocano?

31 33
A. C.
35 35
32 34
B. D.
35 35

10. What is the probability of selecting student who does not speak any of the three
dialects?
4 6
A. C.
105 105
1 7
B. D.
21 105

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Answer Key

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References

Books

Callanta, Melvin M., et al. Mathematics Learner’s Module Grade 10. Pasig City,
Philippines: REX Book Store, Inc., 2015

Obaña, Generoso G., et al. Understanding Mathematics Grade 10. Manila,

Philippines: Vicarish Publication and Trading, Inc., 2014

Panopio, Felix M. PhD, et al. College Algebra. Batangas City, Philippines: Feliber
Publishing House, 2011

Sirug, Winston S., PhD. Basic Statistics and Probability. Manila, Philippines:
Mindshapers Co. Inc., 2010

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