GRADE 1 to 12 SCHOOL MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL DATE/WEEK: SECTION /TIMESCHEDULE: BERYL 3:00PM

DAILY LESSON TEACHER JAYSON B. CAGMAT JANUARY 30 – FEBRUARY 3 ZIRCON 1:00 PM BROOKITE 4:15PM
LOG GRADE LEVEL & LEARNING AREA 10 - MATHEMATICS QUARTER FOURTH CHALCEDONY 2:00PM AMETRINE 6:15PM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of combinatorics.
B. Performance Standard The learner must use precise counting technique and probability in formulating conclusions and making decisions.
C. Learning Competency/Objectives 1. Illustrate the combination of 1. Differentiate permutation from 1. Derive the formula for finding 1. Solve problems involving 1. Solve problems involving
Write the LC code for each. n-objects M10SP-IIIc-1 combination of n objects taken r at the number of combinations of n combinatorics. M10SP-IIId-e-1 CombinatoricsM10SP-IIIb-1
2. Define combination a time. M10SP-IIIc-2 objects taken r. M10SP-IIId-1 2. Relate combination into the M10SP-IIId-e-1
2. Solve problems involving real-life situation 2. Pass the LONG TEST in
combinatorics.M10SP-IIId-e-1 Module 6.
II. CONTENT Combinations Combinations Combinations & Oral Reading Act. Combinatorics LONG TEST
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Math 10 pages 259 – 260 Math 10 pages 260 – 265 Math 10 pages 261 – 266 Math 10 pages 267 – 270 Math 10 page 259 – 270
2. Learner’s Materials pages Math 10 pages 301 – 303 Math 10 pages 303 – 310 Math 10 pages 304 – 311 Math 10 pages 311 – 315 Math 10 page 300 – 317
3. Textbook pages E – Math pages 467 – 469 E-Math book E – Math pages 469 – 470 E – Math pages 470 – 471
4. Additional Materials from LR Portal Illustrations and examples Illustrations and examples Illustrations and examples Illustrations and examples
B. Other Learning Resource E – Math Book Internet Copies for reading enhancement E – Math Book Copies for the LONG TEST
IV. PROCEDURES
A. Reviewing previous lesson or Review the lessons from FCP up Ask the students to share their Oral reading for 10 minutes Call students to illustrate the Prepare the students for the Long
presenting the new lesson to permutations by answering examples to the class involving Use the illustrations in page 307 to answers from the assignment Test
activity1 in page 301. combinations. derive the formula in finding the Create a Seat Plan
number of combinations taken r at
a time.
B. Establishing a purpose for the Relate the concepts in To illustrate the relationship Illustrate the number of To use the appropriate formula in To measure the capacity and level
lesson permutations to understand between the number of outcomes combinations of n objects taken r evaluating a problem involving of understanding acquired by the
combinations and the number of objects used. at a time. Combinatorics students
C. Presenting examples/Instances of Make use of Activity 1 and 2 to Present two tables to illustrate Discuss the formula for Start the discussion by asking the
the new lesson generate examples. permutations and combinations combinations and the steps to students oh how to determine if
Discuss the problems in activity taken r at a time. The discussions evaluate expressions using the the problem involves combination
1page 301 then define and questions will then be derived calculator. or permutations.
combination. from that illustration.
D. Discussing new concepts and Ask the students to identify the Ask the students to complete the Ask the students to answer Ask students to create their own
practicing new skills # 1 items in activity 1 that illustrate tables in page 287 and 305. The activity5 in page 311. sample problems in real life
permutations. Give follow-up tables represent permutations and Discuss the solutions in Activity4 involving combinations and
questions in connection to their combinations respectively taken r using the formula for combinations permutations.
answers. at a time. and permutations if necessary.
 E. Discussing new concepts and Discuss few examples from Using the same tables, students Ask the students to answer Ask the students to answer their
practicing new skills # 2 activity 2. Highlight the part where will then be asked to observe the activity6 by pair. Tell them to sample problems.
order or arrangement is important. behavior of the data and compare identify the problem first if it is a
Then call students to answer few the outcomes between permutation or a combination so
items from that activity. permutations and combinations. they can use the correct formula.
F. Developing mastery Show and discuss an illustration Emphasize in the discussion that Ask the students to explain their Ask the students to explain the
(leads to Formative Assessment 3) that describes the combination of the number of possible outcomes answers from activity6. significance of Combinatorics in
n objects. Ask the students to for combinations is inversely Give additional explanations to the making reliable conclusions and
devise a way to illustrate the proportional to the number of solutions in the activity. decisions in real life.
answers regarding combinations. objects taken r at a time.
G. Finding practical application of Combinations can be used to The concept of combinations is The concept of combinations is Combinations can be applied in
concepts and skills in daily living identify the possible composition essential in the clothing industry essential for researchers in the making the schedule of games in
of persons in forming a committee. since it gives the model the process of selecting their a league like basketball, etc.
number of outfits to choose from. respondents from a population.
H. Making generalizations and A combination is an arrangement When order is important, the A selection that is made from a .A situation involves combination if
abstractions about the lesson of objects in which order does number of possible outcomes of group of items when order is not it talks of a selection from a group
NOT matter. an event is likely higher compared important is called a combination. where order is not important. If the
to a situation when order is not order or arrangement of objects is
important. important, it involves permutations
I. Evaluating learning Answer pg.470 from E-Math book Answer # 1 pg.471 from E-Math Answer activity 7 page 312 Answer activity 8 in page 314 LONG TEST in Module 6
J. Additional activities for application Ask the students to give 1 Ask the students to review the Ask the students to answer #’s 6 – Ask the students to review module
or remediation example involving combinations lessons in combinations 10 in activity 7 page 313 6 for the upcoming Long Test.
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
who scored below 80%
Did the remedial lessons work? No. of learners who have caught
up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did these
work?
What difficulties did I encounter which my principal or supervisor
can help me solve?
What innovation or localized materials did I use/discover which I
wish to share with other teachers?
Prepared by: Checked by: Noted: Attested:

JAYSON B. CAGMAT JANNETH Q. RONDINA EDITHA F. VALMORIA PEDRO R. ESTAÑO JR., Ph.D.
Teacher 1 Master Teacher 1 – Math Department OIC, Math Department Secondary School Principal IV