Daily Lesson Log in Mathematics 10

THIRD QUARTER

Name of Teacher: Belinda D. Ortega Date: November 5 -6 , 2018

I. OBJECTIVES Day 1
The learner demonstrates understanding of key concepts of
A. Content Standards
combination and probability..
B. Performance The learner is able to use precise counting technique and
Standards probability in formulating conclusions and making decisions.
C. Learning To enumerate and differentiate among various fundamental
Competencies /
Objectives counting techniques though construction of diagrams.
II. CONTENT Different Counting Techniques
III. LEARNING
RESOURCES
1. References
2. Teacher’s Guide Pages Teacher’s Guide page 249
3. Learner’s Material Pages Learner’s Module page 283
4. Textbook Pages
5. Additional Materials from
Learning Resources (LR)
Portal
6. Other Learning
Next Century Math 10 pages 380 – 387
Resources
IV. PROCEDURES
Your group (5 members) is planning for a bday party for your
1. Reviewing Previous bestfriend. There are 3 theme (Maskara , Beach ,
Lesson or Presenting the Panagbenga Flowers), 3 activity (swimming , spa , dance)
New Lesson and 2 gifts (cake , balloon). How many different outcomes are
there for these three decisions?
2. Establishing a Purpose for
the Lesson
1. Table of Values: One technique in counting events is to
tabulate values
Example: Find the numbe of outcomes in tossing a coin
twice.
3. Presenting Examples /
4 outcomes Second Toss
Instances of the New HEAD ( H ) TAIL ( T )
Lesson First Toss HEAD ( H ) HH HT
TAIL ( T ) TH TT
2. Tree Diagram: Picture of all possible outcome as an event
unfolds.
 Example: A student is choosing between STEM) or ABM as
a track of study and intend to enroll in at LBNHS, BNHS or
VPTNHS. How many ways can a course and a school be
chosen?
Track School Outcome
LBNHS STEM , LBNHS
STEM BNHS STEM , BNHS
VPTNHS STEM , VPTNHS
LBNHS ABM , LBNHS
ABM BNHS ABM , BNHS
VPTNHS ABM , VPTNHS = 6 outcomes
3. Systematic Listing: Actual list of all possible outcome.
Example: How many three digit even numbers can be
formed using the digits 0 , 1 , 2 ,3 ?
100, 102, 110, 112, 120, 122, 130, 132, 200, 202, 210, 212,
220, 222, 230, 232, 300, 302, 310, 312, 320, 322, 330, 332
= 24 outcomes
Enumerate the number of different events from a given experiment.
4. Discussing New Concepts
3 ways to determine the probability of any event requires counting.
and Practicing New Skill They are
#1 Table of values, tree diagram and systematic listing.
5. Discussing New Concepts
and Practicing New Skill
#2
A. Draw a tree diagram to find the number of outcomes
1. Glenn ha s 4 pants and 3 shirts. How many different pairs of a
shirts and pants can he wear?
2. How many 3-digit numbers can be formed from the digits
1,2,3,and 4 if no digit is repeated in any number? How many
are greater than 300? How many are divisible by 11?
B. Use a grid table or multiplication table
1. How many 2-digit numbers can be formed from the four
integers 1, 2, 3 and 4 if repetition is allowed? If repetition is not
allowed?
6. Developing Mastery 2. Albee bought a new cp. She wishes to customize it with a
ringtone and a wallpaper. In how many ways can customize
her cp if there are 2 different ringtones and 6 different
wallpapers on the phone?
C. Use Systematic listing
1. The Math Club of LBNHS has 6 members. How many ways
can this club select a pres and sec assuming that all members
are eligible but no one can hold both positions?
2. If two dice are rolled, how many possible outcomes are there?
How many of these have a dot sum greater than 8? Less than
10?
7. Finding Practical
Applications of Concepts Chosen track in senior high school. Toss coin etc.
and Skills in Daily Living
8. Making Generalizations What is the importance of counting the number of
and Abstractions about the occurrences of an event using table, tree diagram and
Lesson systematic listing?
Give the number of possible outcomes.
1. Tossing a coin three times
2. Rolling a yellow and a red cube
9. Evaluating Learning 3. Choosing a book to read from 7 fiction and 9 non-fiction books
4. Ordering a pizza with trick crust or thin crust with a choice of ham, bacon,
sausage, or mushrooms
5. Forming 3-digit numbers from the digits 1, 2, 3, 4 and 5, if retition is
 allowed; if repetition is not allowed
6. Numbers of ways a person can travel from A to C via B, if there are 3
routes from A to B and 5 routes from B to C
7. There are 5 doors to the lecture room. The number of ways in which a
student can enter and leave it by a different door.
8. The number of ways a student can wear his 6 shirts, 4 pants, and 2 shoes
9. The number of ways you can order a two-course meal from a restaurant
offering 12 main courses and 8 appetizers
10. The number of ways a doctor can make his rounds if he has 4 patients and
he checks each patient once
Learner’s Module
11. Addition Activities for
Activity 1: Can you show me the way?
Application or Remediation Page 283
V. REMARKS
VI. REFLECTION
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
worked?
No. of learners who have
caught up with the lesson
D. No. of learners who
continue to require
remediation