,.

` GRADE 10 Grade
School Ramon Avanceña High School Grade 10
Level
DAILY Learning
Teacher Claudine C. Babor Mathematics
LESSON Area
PLAN Teaching March 5, 2024
Date and 7am – 11:40am Quarter Third
Time Wednesday

I. OBJECTIVES
The learner demonstrates understanding of key concepts of combinatorics and
A. Content Standards
probability.

B. Performance The learner is able to use precise counting technique and probability in formulating
Standards conclusions and making decisions.
At the end of the lesson, at least 85% of the students with at least 85% proficiency are
expected to:
C. Learning 1. Illustrate elements of set in table form;
Competencies/
2. solves problems involving union and intersection of events using table form;
Objectives
and
3. cooperate in class discussion.

LC Code (M10SP-IIIf-1)

II. CONTENT Solving Problems Involving Union and Intersection of Events using Table Form
III. LEARNING
RESOURCES
 MELCS DBOW, Department of Education
 Patayan, Lalayn N., Alternative Delivery Mode, Math 10 llustrating Events,
A. References
and Union and Intersection of Events, Quarter 3 Module 4, 1st Ed., 2020

IV. PROCEDURES
A. Reviewing Teacher’s Response Student’s Response
previous lesson or *Greet the students*
presenting the new
lesson Good morning, Class! Good morning, Ma’am Claudine

Before we start our lesson, let us have a review.

Given the problem, let us try to answer this one.

“Find the probability of getting a head when a

coin tossed once.”

Here, what will be our first step? Ma’am, we need to know the
formula of probability.

Yes, correct. Now what is the formula for no . of favorable outcomes

probability?
P ( E )=
no . of possible outcomes

1
Using the formula, substitute the values. P ( E )=
2
Very good. Therefore, the probability of getting a
head when a coin tossed once is
1
2

Prepared by: CLAUDINE BABOR Checked by: JESSICA A. ALVIOR | 1

 In fact, in addition to utilizing the probability
formula to calculate the probability of an event,
we can also use a table.
Activity 1:
Using the table, try to get the probability of
getting a 6 and a 1 when two dice are rolled.

DIE 2
1 2 3 4 5 6
1 (1,1) (1,2) (1,3) (1,4) (1,5) (1,6)

2 (2,1) (2,2) (2,3) (2,4) (2,5) (2,6)

3 (3,1) (3,2) (3,3) (3,4) (3,5) (3,6)

4 (4,1) (4,2) (4,3) (4,4) (4,5) (4,6)

B. Establishing a
purpose and 5 (5,1) (5,2) (5,3) (5,4) (5,5) (5,6)
Presentation of the
6 (6,1) (6,2) (6,3) (6,4) (6,5) (6,6)
lesson

What is the total number of outcomes in the 36

sample space?

What about the total number of outcomes in the 2

event?

Now, what is the probability?

2 1
P ( E )= ∨
Are you sure? Now let us discussed more about 36 8
this topic.
C. Discussing new PROBLEM SOLVING INVOLVING UNION
concepts and AND INTERSECTION OF EVENT USING
practicing new TABLE FORM
skills

Now let us discuss your answers in the activity.

Find the probability of getting a 6 and a 1 when

two dice are rolled.

1 2 3 4 5 6
1 (1,1) (1,2) (1,3) (1,4) (1,5) (1,6)

2 (2,1) (2,2) (2,3) (2,4) (2,5) (2,6)

3 (3,1) (3,2) (3,3) (3,4) (3,5) (3,6)

4 (4,1) (4,2) (4,3) (4,4) (4,5) (4,6)

5 (5,1) (5,2) (5,3) (5,4) (5,5) (5,6)

6 (6,1) (6,2) (6,3) (6,4) (6,5) (6,6)

Prepared by: CLAUDINE BABOR Checked by: JESSICA A. ALVIOR | 2

 We get the total number of outcomes in the
sample space by using the fundamental counting
principle, 6x6=36.

What about the total number of outcomes in the

event?

Yes, correct! Take note that getting 6 and 1 when

a two dice are tossed is an event consisting of
(1,6) and (6,1). Therefore, the total number of
outcomes is 2.

Do you follow, class?

2 ma’am.
Now, applying the formula for probability what is
the answer?

Let us try another example..

A die is thrown, and a coin is tossed. Show all

possible outcomes. Yes, Ma’am

Take note that the sample space of these is:

Throwing a die - S= {1,2,3,4,5,6} 2 1
P ( E )= ∨
Tossing a coin - S= {Head, Tail} 36 8

Let us show the possible outcomes using a table.

COIN
DIE HEAD TAIL
1 (1, HEAD) (1, TAIL)
2 (2, HEAD) (2, TAIL)
3 (3, HEAD) (3, TAIL)
4 (4, HEAD) (4, TAIL)
5 (5, HEAD) (5, TAIL)
6 (6, HEAD) (6, TAIL)
Any question or clarification, class?

Next example:

A pair of fair dice is rolled.

a. Find the number of times a sum of 7 or 11
will occur.

Now, let us determine the sample space when a

pair of dice is rolled using a table.
None, Ma’am.
1 2 3 4 5 6
1 (1,1) (1,2) (1,3) (1,4) (1,5) (1,6)

2 (2,1) (2,2) (2,3) (2,4) (2,5) (2,6)

3 (3,1) (3,2) (3,3) (3,4) (3,5) (3,6)

4 (4,1) (4,2) (4,3) (4,4) (4,5) (4,6)

5 (5,1) (5,2) (5,3) (5,4) (5,5) (5,6)

6 (6,1) (6,2) (6,3) (6,4) (6,5) (6,6)

Prepared by: CLAUDINE BABOR Checked by: JESSICA A. ALVIOR | 3

 Let:
A = event that a sum of 7 is obtained
B = event that a sum of 11 is obtained

A = {(6,1),(5,2),(4,3),(3,4),(2,5),(1,6)}

Based on this, how many times is the sum of 7 is

obtained?

Correct.

B = {(6,5),(5,6)}

How many times is the sum of 11 obtained?

Ma'am, 6 times.

Very good, The number of times that the sum of 7

or 11 will occur refers to the union of events A
and B.

Now, what is A union of B?

2 times, Ma'am

How many elements A ∪ B have?

Therefore, 8 elements are in A union B. Thus, the

answer is 8. A ∪ B= {( 6 ,1 ) , ( 5 ,2 ) , ( 4 ,3 ) , ( 3 , 4 ) , ( 2 , 5

8 elements, Ma’am

D. Developing Activity 2:
mastery
Find the probability using a table form.

One hundred students go to a leadership camp.

After grouping, the number of boys and girls in
each group are as follows:

Group Red Blue Green Purple

Boys 14 18 15 13
Girls 11 7 10 12

If a studentis chosen at a random from these 100

students to give a self-introduction, find the
probability that a student from the blue group is
chosen, given that the student is a boy.

Prepared by: CLAUDINE BABOR Checked by: JESSICA A. ALVIOR | 4

 The P(blue group and boy) =
18 60
, while P(boy) = .
100 100

Thus, P(blue group given boy) =

18 60
/
100 100
18
=
60

3
=
10
I hope this activity helps you class to know or
understand more the topic. Do you have any
clarifications, class?
None, Ma’am.

Great. Now as we came to and end of this lesson.

Let’s test your knowledge.
None, Ma’am.

Activity 3:

Fill in the blanks.

Event
1. __________ is a set of possible outcomes
resulting from a particular experiment.
E. Making Intersection of Event
2. ___________ a set that contains all of the
generalizations and
elements that are in both events.
abstractions about Union of Event
3. ___________ a set that contains all of the
the lesson
elements that are in at least one of the two
events.
4. _____________ is an illustration that you can
Table Form
you aside from Venn Diagram and Listing in
solving word problems in probability.

Activity 4: Seatwork

Find the probability of the given based on the

table provided.

1. A survey of students to determine if they

had a pierced ear was given. The results
are summarized in the table below.
F. Evaluating
learning Pierced Not Total
Pierced
Male 36 144 180
Female 288 32 320
Total 324 176 500

If one person is selected at random, find the

probability that the person is a not pierced given

Prepared by: CLAUDINE BABOR Checked by: JESSICA A. ALVIOR | 5

 P(Not Pierced | Female)

they are female. P (Not Pierced ∧Female)

¿
P(Female)

32
¿
320

1
¿
10

Is the probability that a person is

not pierced given they are
female

2. A proficiency examination for certain

technical skills was given to 100 employees of
a manufacturing firm. The breakdown of the
examination results of the employees are
shown in the table below.

Male Female Total

Pass (P) 24 36 60
Fail (F) 16 24 40
Total 40 60 100

Suppose that an employee is selected at random

from among the 100 employees who took the
examination.
a. Find the probability that the employee The probability that the
was a male, given that a passing grade employee was a male, given that
was received. a passing grade was received, is
b. Find the probability that the employee 2
was a female, given that a passing grade 5
was received.
The probability that the
employee was a female, given
that a passing grade was
3
received, is
5
" Forecasting the weather frequently entails
making numerous event predictions, including
G. Application in Real
wind and rain. The probability of these events
Life
occurring concurrently or separately is a critical
factor to consider.”
H. Additional Activity 5:
activities for
application or Solve this given problem.
remediation
So, the probability that the
A family has two children. What is the probability
younger child is a girl, given that
that the younger child is a girl, given that at least
at least one of the children is a
one of the children is a girl?

Prepared by: CLAUDINE BABOR Checked by: JESSICA A. ALVIOR | 6

 1
girl, is
2
V. REMARKS
VI. REFLECTION
1 2 3 4 5

S
A. No. of learners who earned
at least 80% in the
evaluation
B. No of learners who require
additional activities for
remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
___Yes ___No
C. Did the remedial lessons ____ of Learners ____ of Learners ____ of Learners ____ of Learners
____ of Learners who
work? who caught up the who caught up the who caught up the who caught up the
caught up the lesson
lesson lesson lesson lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discovered which I
wish to share with other
teachers?

Prepared by: Checked by: Approved by:

CLAUDINE BABOR JESSICA A. ALVIOR MARILOU C. GERUELA

Teacher Intern Master Teacher I, Math Dept. Head Teacher VI, Math Dept.

Prepared by: CLAUDINE BABOR Checked by: JESSICA A. ALVIOR | 7