DAILY LESSON LOG

School Grace Mission College Grade Level 9

Teacher Jefferson A. Socias Learning Area Mathematics
Teaching Dates And Time March , 2021 Quarter THIRD

I. OBJECTIVES
A. Content Standard Demonstrates understanding of the key concepts of combinatorics and
probability.

B. Performance Is able to use precise counting technique and probability in formulating

Standard conclusions and making decisions.

C. Learning The learner illustrates mutually exclusive and non- mutually exclusive events.
Competency/ Objectives 1. Differentiate mutually exclusive and non-mutually exclusive
events.
2. Illustrate mutually exclusive and non-mutually exclusive events.
3. Solve the probability of mutually exclusive and not mutually
exclusive events.
4. Appreciate the lesson by applying it to real-life situation.

II. Content MUTUALLY EXCLUSIVE AND NON-MUTUALLY

EXCLUSIVE EVENTS
III. Learning Resources
A. References MLM (Division Initiated)– Quarter 3 WEEK 3-4

https://www.dreamstime
.com/stock-images-numbers-jar-image3485934
https://www.mathsisfun.com/data/probability-events-mutually-
exclusive.html
1. Learner’s Materials 334-337
pages
2. Teacher’s Guide 291-292
pages
B. Materials playing cards, die, activity sheets, calculators, cellphones, rubric
IV. Procedure

A. Reviewing the The teacher will start a short review of some mathematical concepts necessary for
previous lesson the success of the lesson.
1. In a standard deck of cards, what is the probability of getting
a. a diamond card?
b. a queen?
c. a red card or a jack?
d. a black card and a diamond card?

B. Establishing the Activity 1

purpose of the Guide questions:
lesson/presentating the
new lesson 1. Look at these pictures, are these pictures/events familiar to you?
2. How will you describe the relationship shown/ illustrated by the picture in
column A?column B?
3. What mathematical concepts can you derive in the given pictures?

COLUMN A COLUMN B

Picture 1.1 Picture 2.1

 Picture 1.2 Picture 2.2

Picture 1.3 Picture 2.3

Picture 1.4 Picture 2.4

Pictures in column A show mutually exclusive/ disjoint relationships/events

without an intersection. On the other hand, pictures in column B show non-
mutually/joint relationship/events, with an intersection.

C. Presenting examples/ Activity 2: One or Two at a Time

instances of the new Determine whether the following activities/ events can occur or be done at the
lesson same time or not.
1. Dancing and singing
2. Eating and sleeping
3. Having a right angle and an obtuse angle in a triangle
4. selecting an ace or a red card from a deck of cards
5. appearance of a head and appearance of a tail in tossing a coin
Reflection:
a. Which pair of activities/events can occur or be done at the same time?
cannot occur at the same time? Explain or justify your answer.
b. What do you call those events which can occur at the same time? events
which cannot occur at the same time?

D. Discussing new Activity 3

concepts and practicing The teacher will post 2 pictures and give guide questions that will lead to
new skill # 1 the derivation of the formula for finding the probability of mutually
exclusive and non-mutually exclusive events.

Figure 1 Figure 2
Aces and Kings are Hearts and Kings are
Mutually Exclusive not-Mutually Exclusive
(can’t be both) (can be both)

Task 1: There are 52 cards in a standard deck of cards. Using figure 1 above,
answer the following:
 1. what is the probability of getting an ace- P (ace) ?
2. what is the probability of getting a king – P (king) ?
3. what is the probability of getting an ace or a king – P (ace ∪ king)?
4. if the events of getting an ace or getting a king are mutually exclusive
events, then how do we solve the probability of mutually exclusive
events?

Task 2: In the standard deck of cards there are 52 cards. Using figure 2 above,
answer the following:
1. what is the probability of getting a heart – P (heart)?
2. what is the probability of getting a king – P (king) ?
3. What is the probability of getting a king and a heart - P (king ∩
heart)?
4. if the events of getting a heart or getting a king are non- mutually
exclusive events, then how do we solve the probability of non-
mutually exclusive events?

Remembering
To help you remember, think:

E. Discussing new Activity 4: Mutually Exclusive and Not Mutually Exclusive Events
concepts and practicing This activity will be done by pair.
new skills # 2 Consider the situation below and answer the questions that follow.

1. A bowl contains 15 chips numbered 1- 15.If a chip is drawn

randomly from the bowl, what is the probability that it is 7
or 5 ?

2. If you roll a die, what is the probability of getting a 3 or

a prime number?

3. Sarah likes to wear colored shirts. She has 15

shirts in the closet. Five of these are blue, four are
in different shades of red, and the rest are of
different colors. What is the probability that she
will wear a blue or a red shirt?

F. Developing Mastery Activity 5

(leads to formative Consider each problem below. Determine whether
assessment) the events are mutually exclusive or not mutually
exclusive. Then, find the probability.

1. A restaurant serves a bowl of candies to their

customers. The bowl of candies Gabriel
receives has 10 chocolate candies, 8 coffee
candies, and 12 caramel candies. After
Gabriel chooses a candy, he eats it. Find the
probability of getting candies with the
indicated flavors.
a. P (chocolate or coffee)
b. P (coffee or caramel)
2. Mario has 45 red chips, 12 blue chips, and 24
white chips. What is the probability that
 Mario randomly selects a red chip or a white
chip?

Note:
 Students are allowed to use their calculators.
 Student who doesn’t have calculators but has
calculator application in their cellphone will
be allowed to use it in solving the given
problems.
 Students with smart phone and internet
connection are allowed to use the online
probability calculator in solving the given
problems.
 In case that a student doesn’t have a calculator
or a cellphone, the teacher will provide them a
calculator.

Reminder in using cellphones:

Cellphones can only be used in solving the given
problems.
G. Finding practical Activity 6: Lights! Camera! Action!
applications of concepts
and skills in daily living Group Activity ( Role Playing)
The teacher will group the students into four. Each group will think and write 3
pairs of events which an individual can do at same time (mutually exclusive
events) and 2 pairs of events which an individual can’t do at same time. Each
group will be given at most 2 minutes to act out their outputs as creative as they
can. Their performance will be graded using the rubrics below.

Criteria Rating
5 4 3 2 1
Speech was clear with appropriate volume and inflection
Role was played in a convincing, consistent manner.
Role- play captured and maintained audience interest.
Role play exhibits the concepts of mutually exclusive and
non-mutually exclusive events.
Members of the group actively participate in the role play.
Members of the group performed the activity with proper
discipline.

H. Making Mutually Exclusive Events are events which ___________ at the same
generalizations and time.
abstractions about the If two events, A and B, are mutually exclusive, then the probability that
lesson either A or B occurs is the sum of their probabilities. In symbols,
P(A or B) = __________________.

Non- Mutually Events are events which _________ at the same time.
If two events, A and B, are not mutually exclusive, then the probability
that either A or B occurs is the sum of their probabilities decreased by the
probability of both occurring. In symbols,
P(A and B)= ____________________.
I. Evaluating learning DIRECTIONS: Choose the letter of your answer from the given choices. Write
your answer on a space provided before each number.
1. Two events are mutually exclusive if
A. they cannot happen at the same time
B. they can happen at the same time
C. they always happen
D. they never happen
2. Which of the following events are non- mutually exclusive?
A. walking and texting
B. swimming and gardening
C. cooking and driving
D. sneezing and coughing
3. If you draw one card from a standard deck of cards, what is the
probability of drawing a 5 or a diamond?
A. 4/52 C. 16/52
B. 4/13 D. 1/13
4. A die is rolled. What is the probability of getting an even number or an
odd number?
A. 0 C. 1
B. ¼ D. ¾
5. There are 6 red, 5 blue, 3 green and 1 yellow marbles in a jar. Gabbo
picks a marble without looking. What is the probability that Gabbo picks
a red or a yellow marble?
A. 7/15 C.7/30
B. 2/75 D. 1/35
V. Remarks The objective has been accomplished: Yes____ No____

VI. Reflections ___The students did not encounter any hindrance in completing the lesson.
___The students had encountered a hindrance in completing the lesson.
___The students were interested in the lesson.
___The students did not enjoy the lesson because of lack of materials, knowledge
and interest.
___The students were able to master the lesson despite the limited resources.
___Most of the students were able to complete their activities within the allotted
time.
___Only few students were able to complete their activities within the allotted
time.
A. No. of learners who Freesia_________________
earned 80% in the
evaluation
B. No. of learners who Freesia_________________
require additional To those students who need additional activities for remediation, the teacher
activities for will give 5-item test.
remediation
C. Did the remediation Yes____________ No____________
work?
D. No. of learners who NONE
continue to be required
for remediation

Prepared by:

Jefferson Socias