III-Day 23

DAILY LESSON LOG OF M10SP-IIIf-1 (Week Six-Day Three)
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 done for
I. OBJECTIVES 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 combinatorics and probability.
B. Performance Standards The learner is able to use precise counting technique and probability in formulating conclusions
and making decisions.
Learning Competency: Illustrates events, and union and intersection of events. (M10SP-IIIf-1)
Learning Objectives:
C. Learning Competencies/ 1. Illustrates events, and union and intersection of events
Objectives 2. Draw a Venn diagram to illustrate union of events
3. Demonstrate understanding in illustrating union of events
II. CONTENT Union and Intersection of Events

III. LEARNING RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide Pages 288-292
2. Learner’s Materials Pages 328-334
3. Textbook pages Next Century Mathematics; pages 419-420
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 formative
IV. PROCEDURES 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.
A. Review previous lesson The teacher conducts a review by letting the students observe the diagram of activity 2.
or presenting the new
lesson
The teacher lets the students answer the following questions:
Answer
B. Establishing a purpose The teacher emphasizes that the activity helps the students illustrate union of events.
for the lesson
The teacher presents the diagram :
U U
C. Presenting examples/
instances of the new A B C D
lesson
A ∪ B is shaded C∪ D is shaded
The teacher discusses the above diagram.

The union of sets A and B is the set of all elements which belong to A or B or to both. The union
of sets A and B is denoted by A ∪ B.
In each illustration, the rectangle represents the universal set. A universal set is a set which
contains all the elements involved in the problem.
In a group of 5 members, the teacher lets the students do the following task:
Given
U = { 1 , 2, 3 , 4 ,5 , 6 , 7 , 8 }
A = { 1 , 3 ,5 , 7 }
D. Discussing new concepts
and practicing new skills B = {2 , 4 , 6 , 8 }
#1
Find A∪ B and draw a Venn diagram to illustrate A∪ B.
Solution:
A∪ B = { 1 , 2, 3 , 4 ,5 , 6 , 7 , 8 }
A B U
1 3 2 4
5 7 8 6
E. Discussing new concepts

and practicing new skills
#2
F. Developing mastery Working in pairs, the teacher lets the students answer the following exercise.
(leads to formative Given
assessment 3) U = { 1 , 2, 3 , 4 ,5 , 6 , 7 , 8 , 9 }
A = { 1 , 3 ,5 }
B = {7 , 8}
Solution:
A∪ B = { 1 , 3 ,5 , 7 , 8 }
A B U
4 1 3 7 6
5 8 9
2
G. Finding practical
applications of concepts
and skills in daily living
The teacher says: Since events are sets, they can be combined to form new events by using the
set operation of union.
The teacher summarizes the mathematical skills or principles used to illustrate union of events
through questions like:
H. Making generalizations 1. How will you illustrate the union of events?
and abstractions about 2. What mathematical notation is used to illustrate the union of A and B?
the lesson
Answer:
1. The union of events can be illustrated by means of a Venn diagram.
2. The union of A and B is written as “ A∪ B”
The teacher lets the students answer individually the formative assessment.
Solve the following:
Given
U = { a , b , c , d ,e , f ,g}
A = {a , b , c , d }
B = { c , d ,e , f , g }
I. Evaluating Learning Solution

A∪ B ={ a , b , c , d ,e , f , g }
A B U
a c e f
b d g
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
VI. REFLECTION needs to be done to help the pupils/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%
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 23

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DAILY LESSON LOG OF M10SP-IIIf-1 (Week Six-Day Three)

School BANATE NATIONAL HIGH SCHOOL Grade Level Grade 10

II. CONTENT Union and Intersection of Events

The teacher lets the students answer the following questions:

The teacher discusses the above diagram.

E. Discussing new concepts

Find A∪ B and draw a Venn diagram to illustrate A∪ B.

I. Evaluating Learning Solution

Prepared by: Checked by:

JESSA LOU C. MOSQUEDA CLEOFE S. FLORENO

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