Math 10 Q3 PDF

i
TABLE OF CONTENTS
Title Page
i
Table of Contents
ii-iv
Acknowledgement
v-vi
Table of Specification
vii
Pre Test
viii-xiv
Daily Lesson Plans
LC 33 -The learner illustrates the permutation of objects.

(M10SP-IIIa-1)
Subtask 1: Use listing and tree diagram to determine the number of
arrangement in a given situation. 1-7
Subtask 2: Use the fundamental counting principle to determine the
number of arrangement in a given situation. 8-11
Independent Cooperative Learning (ICL) 12
LC 34 -The learner derives the formula for finding the number of

permutations of n objects taken r at a time. (M10SP-IIIa-2)
Subtask 1: Define and evaluate factorials 13-17
Subtask 2: Derive the formula for finding the number of
permutations of n objects taken r at a time. 17-23
Subtask 3. Derive the formula for distinguishable permutation and
circular permutation 24-28
Independent Cooperative Learning (ICL) 29
LC 35 -The learner solves problems involving permutations.

(M10SP-IIIb-1)
Subtask 1: Find n in permutation, P(n,r). 30-33
Subtask 2: Find r in permutation, P(n,r). 34-36
Subtask 3: Find the number of permutation of n objects taken r at a
time and all at a time. 37-39
Subtask 4: Solve problems involving distinct or distinguishable 40-43
permutations.
Subtask 5: Solve problems involving circular permutations. 44-47
Independent Cooperative Learning (ICL)
48-49
LC 36 -The learner illustrates the combination of objects.
(M10SP-IIIc-1)
Subtask 1: Illustrate combination by making a tree diagram. 50-53
Subtask 2: Illustrate combination by listing. 54-58
Subtask 3: Illustrate combination by representation. 59-63
LC 37 -The learner differentiates permutation from combination of n

objects taken r at a time. (M10SP-IIIc-2)
Subtask 1: Differentiate situations of permutation from
combination. 64-67
Subtask 2: Differentiate permutation from combination by listing all 68-70
ii
their possible arrangements.
Independent Cooperative Learning (ICL) 71-73
LC 38 -The learner derives the formula for finding the number of

combinations of n objects taken r at a time. (M10SP-IIId-1)
Subtask 1: Derive the formula for finding the number of combination
of n objects taken r at a time. 74-78
Subtask 2: Determine the value of nCr. 79-82
Subtask 3: Find n in combination nCr . 83-86
Subtask 4: Find r in combination nCr. 87-90
LC 39 -The learner solves problems involving permutations and

combinations. (M10SP-IIId-e-1)
Subtask 1: Find the number of permutations of n different objects
taken r at a time. 91-95
Subtask 2: Solve problem on finding the number of permutation,
with and without repetition. 96-101
Subtask 3: Solve problems on circular permutation. 102-106
Subtask 4: Solve problems on combination applying the
𝑛!
formula C(n,r) = (𝑛−𝑟)!𝑟! . 107-110
Subtask 5: Solve problems on combination involving
geometry(segments, rays, and polygons) using the
𝑛!
formula C(n,r) = (𝑛−𝑟)!𝑟! . 111-115
Subtask 6: Solve problems on combination with restriction/
condition. 116-119
LC 40 - The learner illustrates events and union and intersection of

events. (M10SP-IIIf-1)
Subtask 1: Illustrate simple event. 125-128
Subtask 2: Illustrate compound event using a tree diagram. 129-134
Subtask 3: Illustrate compound event using a table. 135-138
Subtask 4: Illustrate union of events. 139-142
Subtask 5: Illustrate intersection of events. 143-145
LC 41 -The learner illustrates the probability of a union of two events.

(M10SP-IIIg-1)
Subtask 1: Illustrate the probability of simple and compound events. 149-152
Subtask 2: Illustrate the probability of complement of an event. 153-156
Subtask 3: Illustrate the probability of union and intersection of two
events applying the addition rule. 157-160
Subtask 4: Illustrate the probability of the complement of union of
two events. 161-163
LC 42 -The learner finds the probability of (A U B). (M10SP-IIg-h-1)

Subtask 1: Find the probability of simple event. 167-171
Subtask 2: Find the probability of compound event. 172-176
Subtask 3: Find the probability of the complement of an event. 177-180
Subtask 4: Find the probability of intersection of two events. 181-185
Subtask 5: Find the probability of union of two events. 186-189
Subtask 6: Solve problems involving the probability of A∪B. 190-191
iii
LC 43 -The learner illustrates mutually exclusive events. (M10SP-IIIi-1)

Subtask 1: Differentiate mutually exclusive event from not mutually
exclusive event. 199-204
Subtask 2: Find the probability of mutually exclusive event. 205-209
Subtask 3: Find the probability of not mutually exclusive event. 210-214
Subtask 4: Solve problems involving mutually exclusive and not
mutually exclusive events. 215-217
LC 44 -The learner solves problems involving probability.

(M10SP-IIIi-j-1)
Subtask 1: Solve problems involving probability of compound events
using counting techniques. 224-229
Subtask 2: Distinguish independent from dependent events. 230-234
Subtask 3: Solve problems involving probability of independent
events. 235-240
Subtask4: Solve problems involving probability of dependent
events. 241-245
Subtask 5: Solve problems on conditional probability. 246-252
Subtask 6: Solve problems involving conditional probability of
independent and dependent events. 253-257
Post-Test 261-266
iv
ACKNOWLEDGMENT
We would like to extend our heartfelt gratitude to the following people

who in one way or another made the improvement of the Daily Lesson Plans
for Grade 10 Mathematics.
To our supportive Schools Division Superintendent, Mr. Crestito M.
Morcilla, CESO VI; to our Assistant Schools Division Superintendent, Dr.
Maria-Magnolia F. Brioso; and to our CID Chief, Dr. Jerson V. Toralde for
extending their unwavering support.
To the Education Program Supervisor in Multigrade/ In-Charge
Mathematics, Dr. Jinky A. Villareal, for guiding the DLP writers throughout
the writing process and ensuring that the DLPs were written according to its
standard.
To Mr. Noel A. Lozano, Head Teacher III of Zeferino Arroyo High
School, Mr. Alfie T. Gascon, Head Teacher III of Rinconada National
Technical Vocational School Main, Mrs. Salvacion B. Felices, Principal I of
San Antonio National High School, Engr. Shiela L. Guevara, Principal 1 of
Cristo Rey Integrated School, and Mrs. Amy R. Francisco, Head Teacher III
of Perpetual Help National High School as quality assurers and editors, for
assuring that the quality of the DLPs meets the standard and free from any
kinds of errors. To Mr. Jonjon R. Monte, Master Teacher II, Officer-in-
Charge of Sta. Maria High School, quality assurer and illustrator, for
assuring that the quality of the DLPs meets the standard and helped in
providing appropriate illustrations and visual features in the DLPs.
To the lead writer, Mrs. Rita F. Salvadora, Master Teacher I of Sto.
Niño National High School, for leading the writers throughout the writing
process.
To the DLP writers, Jocelyn P. Red, Teacher III of Zeferino Arroyo
High School, Salome N. Bolalin, Teacher III of Zeferino Arroyo High School,
Jane C. Villareal, Teacher I, and Erma M. Orada, Teacher I, Ermalyn M.
Cornelio Teacher I, of Zeferino Arroyo High School, Sarah P. Fegi, Teacher
I of Sta. Maria High School, Cherryl M. Hernandez, Teacher I of San Antonio
National High School, Julieta B. Padayao, Teacher I of Santiago Integrated
School, Loida S. Nabata, Teacher III of San Pedro National High School,
v
Ma. Jesusa D. Medroso, Master Teacher I of Perpetual Help National High
School, and Eleuterio S. De Lima Jr., Teacher I of San Antonio National
High School who dedicated their time, effort and expertise in writing the
DLPs.
And most of all, to our Almighty God who gave wisdom, guidance and
strength to the people behind the development of this material.
vi
DEPARTMENT OF EDUCATION
REGION V (BICOL)
SCHOOLS DIVISION OFFICE
IRIGA CITY
TABLE OF SPECIFICATION
THIRD QUARTER
MATHEMATICS - 10
KNOWL
PROCESS UNDER
EDGE
35% STANDI PLACE
25%
No. of No. of % of (UNDERSTA NG MENT
Learning Competency (REMEM
Days Items Items NDING/APP 40% OF
BERING/
LYING/ANAL (CREAT ITEMS
APPLYIN
YZING) ING)
G)
33. Illustrates the permutation of
2 2 4% 1 1,2
objects. M10SP-IIIa-1 1
34.Derives the formula for finding
the number of permutations of n
3 2 6% 1 1 3,4,
objects taken r at a time. M10SP-
IIIa-2
35. Solve problems involving
5 4 10% 1 1 2 5,6,7,8
permutations. M10SP-Iib-1
36. Illustrates the combination of 3 2 6% 1 1 9,10

objects M10SP-IIIc-1
37. Differentiates permutation

from combination of n objects 2 2 4% 1 1 11,12
taken r at a time. M10SP-IIIc-2
38. Derives the formula for finding

the number of combinations of n 4 3 8% 1 1 1 13-15
objects taken r t a time M10SP-
IIId-1
Solve problems involving 6 5 12% 1 2 2 16-20

permutations and combinations
M10SP-IIId-e-1
40. Illustrates events, and union
and intersection of events. 5 4 10% 1 1 2 21-24
M10SP-IIIf-1
41. Illustrates the probability of a 4 3 8% 1 1 1 25-27

union of two events. M10SP IIIg-1
42. Finds the probability of 6 5 12% 1 2 2 28-32
(Α⋃Β). M10SP-IIIg-h-1
43. Illustrates mutually exclusive 5 4 10% 1 1 2 33 -36
events M10SP-IIIi-1 Α
5 4 10% 1 1 2 37-40
44. Solve problems involving
probability M10SP IIIi-j-1
Total 50 40 100% 10 14 16 40
vii
REPUBLIC OF THE PHILIPPINES
REGION V (BICOL)
PRE – TEST
MATHEMATICS 10
THIRD QUARTER
Instruction: Read each item carefully then choose the letter of your
answer.
Write only the letter on your answer sheet.
1. It refers to the different arrangements of a set of objects.

A. permutation C. combination
B. selection D. differentiation
2. Which situations illustrates permutation?

A. assigning rooms to conference participants
B. selecting 15 questions to answer out of 20 questions in a test
C. choosing 3 science books to buy from a variety of choices
D. forming a committee of senators
3. If 𝑃(7, 𝑟) = 840, what is r?

A. 2 B. 3 C. 4 D. 5
4. What is P(10, 5)?

A. 20 240 B. 30 240 C. 40 240 D. 50 240
5. If 𝑃(𝑛, 3) = 30 240, then n =____.

A. 5 B. 4 C. 3 D. 2
6. Which of the following expressions represents the number of

distinguishable permutations of the letters of the word
COMBINATIONS?
12! 12! 12!
A. 12! B. 5! C. 2!2!2! D. 2!2!2!2!
7. How In how many ways can 7 potted plants be arranged in a row?

A. 5 040 B. 2 520 C. 720 D. 210
8. How many four-digit numbers can be formed from the numbers 1. 3, 4,

5,
6, 8, and 9 if repetition of digits is not allowed?
A. 720 B. 540 C. 360 D. 240
9. Which of the following situations illustrates combinations?

A. Determining the top three winners in a Science Quiz Bee
B. Choosing 2 household chores to do before dinner
C. Four people posing for pictures
D. Assembling a jigsaw puzzle
viii
10. Which of the following situations does NOT illustrate combination?
A. Selecting 5 basketball players out of 10 team members for the
different positions
B. Choosing three of your classmates to attend the birthday party
C. Picking 8 balls from a basket of 16 balls
D. Selecting fruits to make salad
11. Which of the following situation does not show “order or arrangement
is important”?
A. Opening a combination lock
B. Winning in a contest
C. Entering the PIN (Personal Identification Number) at your ATM
card.
D. Choosing 5 questions to answer out of 10 questions in a test
12. 𝐶(15, 4) = _____

A. 1 465 B. 1 365 C. 1 265 D. 1 165
13. Which of the following can be a value of r in C(17, r) = 6 188?

A. 3 B. 4 C. 5 D. 6
14. If 𝐶(𝑛, 4) = 1 820, then n = _____

A. 16 B. 15 C. 14 D. 13
15. Evaluate: 𝐶(27, 3) + 𝐶(30,3) + 𝐶(33, 2)

A. 6 513 B. 7 513 C. 8 513 D. 9 513
16. In how many ways can 7 people arrange themselves in a row for
picture taking?
A. 5 040 B. 2 520 C. 720 D. 210
17. In how many different ways can 10 different-colored horses be

positioned a carousel?
A. 504 B. 4 032 C. 362 880 D. 3 628 800
18. In how many possible ways can Joe answer a 10-item matching type
quiz if there are also 10 choices and he answers by mere guessing?
A. 3 628 800 B. 40 320 C. 720 D. 10
19. In a gathering, each of the guests shook hands with everybody else. If
a total of 378 handshakes were made, how many guests were there?
A. 30 B. 28 C. 25 D. 23
20. A soloist is auditioning for a musical play. If she is required to sing any
three of the 7 prepared songs, in how many ways can she make her
choice?
A. 35 B. 36 C. 37 D.
210
ix
21. If 4 marbles are picked randomly from a jar containing 8 yellow
marbles and 7 green marbles, in how many possible ways can at least 2
of the
marbles picked are yellow?
A. 1 638 B.. 1 568 C. 1 176 D. 1050
22. If a committee of 8 members is to be formed from 8 juniors and 5

seniors such that there must be 5 juniors in the committee, which
of the following is/are true?
I- The 8 committee members can be selected in 1 287 ways.
II- The juniors can be selected in 56 ways.
III- The 3 seniors can be selected in 10 ways.
A. I only B. I and II C. II and III D. I, II and III
23. It is the set of all outcomes in an experiment.

A. probability C. event
B. sample space D. union
24. A coin is tossed, find the sample space.

A. 4 B. 2 C. 1 D. 0
25. Given two events A and B such that 𝑃(𝐴) = 0.67, 𝑃(𝐵) = 0.23 and
P(A ∪ B) = 0.12, find 𝑃(𝐴’).
A. 0.77 B. 0.67 C. 0.33 D. 0.23
26. If a card is drawn from a well-shuffled deck of 52 cards, what is the

probability that it is a king of hearts?
1 1 1 1
A. B. C. D.
13 16 52 2
27. It is a set that contains all of the elements that are in both events.
A. union C. not mutually exclusive events
B. intersection D. mutually exclusive events
28. A number is selected from {1, 2, 3,…,11,12}. Find the probability of a

number drawn is even or divisible by three.
2 1 1 1
A. 3 B. C. 3 D.6
2
1
29. The probability of heads landing up when you flip a coin is . What is
2
the probability of getting tails if you flip it again?
1 1 1 3
A. 4 B. 3 C. 2 D. 4
30. A box contains 365 tickets, one for each day of a common year.
Suppose one ticket is selected at random. Find the probability that the
selected day is December?
x
31 30 12 1
A. 365 B. C.365 D. 365
365
For numbers 31-32. Two men and three women are in a committee. Two
of the five are to be chosen to serve as officers.
31.If the officers are chosen randomly, what is the probability that both
officers will be women?
3 1 3 3
A. 4 B. 3 C. 8 D. 10
32. What is the probability that both officers will be women given that at
least one is woman?
3 1 3 3
A. 4 B. 3 C. 8 D. 10
33. Events that have no outcomes in common is called______.

A. union C. not mutually exclusive events
B. intersection D. mutually exclusive events
34. In an English class, there are 18 freshmen and 10 sophomores; 6 of

the sophomores are females and 12 of the freshmen are males. If a
student isselected at random, find the probability of selecting a
sophomores or a male.
11 9 5 13
A. B. C. D.
14 14 14 14
35. Refer to # 34, find the probability of selecting a freshmen or a

sophomores.
9 5
A. 14 B. 14 C. 1 D. 0
For numbers 36-39, use the following situation:
The International Club of a school has 105 members, many of whom

speak multiple languages. The most commonly spoken languages in the
club are English, Korean and Chinese. Use the Venn diagram below to
determine the probability of selecting a student who
xi
36. Does not speak English.
70 41 33 16
𝐴. 105 B. 89 C. 105 D. 105
37. Speaks Korean given that he/she speaks English.

70 41 33 16
A. 105 B. 89 C. 105 D. 105
38. Speaks Korean and English but not Chinese.

70 41 33 16
A. 105 B. 89 C. 105 D. 105
39. Speaks English given that he/she speaks Chinese.

41 16 33 70
A. 89 B. 105 C. 105 D. 105
40. Mario has 5 blocks of different colors in a bag. One block is red, one is
yellow, one is green, one is blue, and one is black. Mario pulls out a
block,looks at it, and puts it back in the bag. If he does this 3 times, what is
the probability that 3 blocks selected are all of the same color?
5 1 4 5
A. 53 B. 53 C. 53 D. 4 𝑥 5
xii
3rd Quarter
Key to Correction
Mathematics Grade 10
1 A 21 D
2 A 22 C
3 C 23 B
4 B 24 B
5 A 25 C
6 C 26 C
7 A 27 B
8 C 28 A
9 A 29 C
10 A 30 A
11 D 31 D
12 B 32 B
13 C 33 D
14 A 34 A
15 B 35 D
16 A 36 C
17 D 37 B
18 A 38 C
19 B 39 A
20 A 40 B
xiii
xiv
Detailed Lesson Plan in Mathematics
Grade 10
Quarter Three Week One Day One
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of combinatorics and probability.
B. Performance The learner is able to use precise counting technique
Standards and probability in formulating conclusions and
making decisions.
C. Learning The learner illustrates the permutation of objects.
Competencies/ (M10SP-IIIa-1)
Objectives Subtask 1: Use listing and tree diagram to
Write the LC code for determine the number of arrangement
each in a given situation.
II.CONTENT Permutations
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 10 Mathematics Teacher’s Guide
pages pages 249-251
2. Learner’s Materials Grade 10 Mathematics Learner’s Module
pages pages 283-284
3. Textbook pages Mathematics IV SEDP series pages 175, 180-182 &
PASMEP pages 675 & 681
4. Additional Materials
from Learning
Resource Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous A garment manufacturer has three sets of choices for
lesson or presenting producing shirts:
the new lesson
Color = (red, blue)
Size = (small, medium, large)
Sleeve Cuts = (long, short)
 Can you list down the possible choices?

 How many different kinds of shirts could the
manufacturer produce?
B. Establishing a  How did you find the activity? What are the
purpose for the different ways in determining the number of
lesson shirts?
C. Presenting Activity: Can you show me the way?
1
examples/
Instances of the A. A close friend invited Anna to her birthday party.
Lesson Anna has 4 new blouses (stripes, with ruffles,
long-
sleeved, and sleeveless) and 3 skirts (red, pink
and
black) in her closet reserved for such occasions.
1. Assuming that any skirt can be paired with any

blouse, in how many ways can Anna select
her
outfit? List the possibilities.
2. How many blouse-and-skirt pairs are
possible?
3. Show another way of finding the answer in
item
1.
D. Discussing new List down all the possible set of outfits using the
concepts and guide below (item #1 is done for you)
practicing new skills
#1 blouse skirt
1. stripes – pink
E. Discussing new List down all the possible set of outfits using the
concepts and other way which is the tree diagram. (Show the tree
practicing new skills diagram)
#2
blouse skirt
red
stripes pink
black
F. Developing Mastery Average Learners Advanced Learners

(Leads to formative Use listing and tree diagram to determine the
assessment 3) number of arrangement in a given situation.
1. Suppose you secured your bike using a

combination
lock. Later, you realized that you forgot the 3-digit
code. You only remembered that the code
contains
the digits 1, 3, and 4.
2
a. List all the possible codes out of the given
digits.
b. How many possible codes are there?
c. Show your answer by listing and using the tree
diagram.
2. If Juan has 12 T-shirts, 6 pairs of pants, and 3

pairs
of shoes. How many possibilities can he dress
himself up for the day?
G. Finding practical
applications of
concepts and
skills in daily living.
H. Making  How do you determine the number of
generalizations arrangement in a given situation?
abstractions about
the lesson.
I. Evaluating Learning Average Learner Advanced Learner
Use listing and tree Use listing and tree
diagram to determine diagram to determine the
the number of number of arrangement
arrangement in a given situation.
in a given situation.
1.Teachers of Zeferino
1.Teachers of Zeferino Arroyo High School are
Arroyo High School required to undergo
are medical check-ups at the
required to undergo Bicol Medical Center
medical check-ups at once a year. Find the
the Bicol Medical number of ways in which
Center once a year. a teacher may be
Find the number of classified if the
ways in which a categories include (1)
teacher may be blood type {AB, A, B, O},
classified if the (2) sex (male or female},
categories include and (3) blood pressure
(1) {high, normal, low}
blood type {AB, A, B,
O}, (2) sex (male or 2. In a school canteen, you
female}, and (3) can choose one from each
blood of three courses to make
pressure {high, up your lunch.
normal, i. chicken, pork or beef
low} ii. plain rice, or fried rice
iii. banana or mango
3
How many different ways
can you make up your
lunch?
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation
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?
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
teacher?
4
Evaluating Learning
LC 33 (Subtask 1: Use listing and tree diagram to determine the number
of
arrangement in a given situation.)
For Average Learners
1. Teachers of Zeferino Arroyo High School are required to undergo medical

check-
ups at the Bicol Medical Center once a year. Find the number of ways in
which a
teacher may be classified if the categories include (1) sex (male or female},
(2)
blood pressure {high, normal, low} and (3) blood type {AB, A, B, O}.
By Listing
Male - High - AB Male - Normal - AB Male - Low - AB

Male - High - A Male - Normal - A Male - Low - A
Male - High - B Male - Normal - B Male - Low - B
Male - High - O Male - Normal - O Male - Low - O
Female - High - AB Female - Normal - AB Female - Low - AB

Female - High - A Female - Normal - A Female - Low - A
Female - High - B Female - Normal - B Female - Low - B
Female - High - O Female - Normal - O Female - Low - O
By Tree Diagram
AB
HIGH A
B
O
AB
NORMAL A
MALE B
O
AB
LOW A
B
O
AB
A
HIGH
B
O
AB
FEMALE A
NORMAL B
O
AB
LOW
A
5
B
O
For Advanced Learners
1. Teachers of Zeferino Arroyo High School are required to undergo medical check-
ups at the Bicol Medical Center once a year. Find the number of ways in which a
teacher may be classified if the categories include (1) sex (male or female}, (2)
blood pressure {high, normal, low} and (3) blood type {AB, A, B, O},
By Listing
Male - High - AB Male - Normal - AB Male - Low - AB
Male - High - A Male - Normal - A Male - Low - A
Male - High - B Male - Normal - B Male - Low - B
Male - High - O Male - Normal - O Male - Low - O
Female - High - AB Female - Normal - AB Female - Low - AB

Female - High - A Female - Normal - A Female - Low - A
Female - High - B Female - Normal - B Female - Low - B
Female - High - O Female - Normal - O Female - Low - O
By Tree Diagram
AB
A
HIGH B
MALE O
AB
A
NORMAL B
O
AB
LOW A
B
O
AB
A
HIGH
B
O
AB
A
NORMAL B
O
FEMALE
AB
A
LOW
B
O
2. In a school canteen, you can choose one from each of three courses to make
up
your lunch.
i. chicken, pork or beef
6
ii. plain rice, or fried rice
iii. banana or mango
How many different ways can you make up your lunch?
By Listing
chicken - plain rice - banana
chicken - plain rice - mango
chicken - fried rice - banana
chicken - fried rice - mango
beef - plain rice - banana
beef - plain rice - mango
beef - fried rice - banana
beef - fried rice - mango
pork - plain rice - banana
pork - plain rice - mango
pork - fried rice - banana
pork - fried rice - mango
By Tree Diagram
7
Grade 10
Quarter Three Week One Day Two
I. OBJECTIVES
B. Performance Standards The learner is able to use precise counting
technique and probability in formulating conclusions
and making decisions.
C. Learning Competencies/ The learner illustrates permutation of an objects.
Objectives (M10SP-IIIa-1)
Write the LC code for Subtask 2: Use the fundamental counting
each principle to determine the number of
arrangement in a given situation
II.CONTENT Permutations
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Grade 10 Mathematics Teacher’s Guide
Pages 250-253
Pages pages 284-286
3. Textbook pages Mathematics IV SEDP series pages 176 & PASMEP
pages 675 & 681
4. Additional Materials from
Learning Resource
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Three runners join a race. In how many possible
or presenting the new ways can they be arranged as first and second
lesson place?
 Use listing or tree diagram
B. Establishing a purpose for  How about if involves ten runners, can you list
the lesson down the possible ways that they can be
arranged as first, second and third place?
 Is there an easiest way to determine the
possible arrangements?
C. Presenting examples/ Teachers of Zeferino Arroyo High School are
Instances of the lesson required to undergo medical check-ups at the Bicol
Medical Center once a year. Find the number of
ways in which a teacher may be classified if the
categories include (1) blood type {AB, A, B, O},
(2) sex (male or female}, and (3) blood pressure
{high, normal, low}
The number of classifications is
blood type = 4
8
sex = 2
blood pressure = 3
4 x 2 x 3 = 24
Note: Relate the answer using listing and tree
diagram.
D. Discussing new concepts The easiest way to determine the number of
and practicing new skills #1 arrangement in a given situation is by using the
Fundamental Counting Principle (FCP).
The Fundamental Counting Principle(also known

as the Multiplication Rule or the Sequential
Counting Principle) If two or more sets are to be
considered in a definite order such that Set 1 has A
distinct choices, that for each of these choices, Set 2
has B distinct choices, that for each pair of the first
choices, Set 3 has C distinct choices, and so on,
then the total number of alternatives of this sequence
of choices sequence of choices is the product of the
numbers A, B, C and so on.
Example:
If each Automated Teller Machine card of a certain
bank has to have 4 different digits in its passcode,
how many different possible passcodes can there
be?
E. Discussing new concepts What do you call the different arrangement or order
and practicing new skills #2 of selecting of objects?
F. Developing Mastery (Leads Average Learners Advanced Learners
to formative assessment 3) Use the fundamental counting principle to determine
the number of arrangement in a given situation.
1. In how many ways can Aling Rosa arrange 6

potted plants in a row?
2. Suppose that in a certain association, there are 12

elected members of the Board of Directors. In
how many ways can a president, a secretary, and
a treasurer be selected from the board?
applications of concepts
and skills in daily living.
H. Making generalizations  How do you determine the number of
abstractions about the arrangement in a given situation.
lesson.
I. Evaluating Learning Average Learners Advanced Learners
9
Use the fundamental counting principle to determine
the number of arrangement in a given situation.
1. In how many ways can 7 people arrange

themselves in a row for a picture taking?
3. You want to order your lunch from the school

canteen, which offers student meals consisting of
1 cup of rice, 1 meat dish, and 1 vegetable dish.
How many choices do you have for your meal if
there are 3 choices of meat dishes and 2 choices
of vegetable dishes?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
continue to require
remediation.
E. Which of my teaching
strategies worked well?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
localized materials did
I use/discover which I
wish to share with other
teacher?
10
Evaluating Learning
LC 33 (Subtask 2: Use the fundamental counting principle to determine the
number of arrangement in a given situation.)
ANSWER KEY
1. In how many ways can 7 people arrange themselves in a row for a picture
taking?
N = (7)(6)(5)(4)(3)(2)(1)
N = 5 040 possible ways of arranging the 7 people in a row for
picture
taking
2. You want to order your lunch from the school canteen, which offers student
meal
consisting of 1 cup of rice, 1 meat dish, and 1 vegetable dish. How many
choices
do you have for your meal if there are 3 choices of meat dishes and 2 choices
of
vegetable dishes?
N = (3)(2)
N = 6 possible meals
11
Name: _________________Grade & Section: _________ Score: _____
ICL Worksheet (Average & Advanced Learners)
LC 33 (Illustrates permutation of an objects.)
I. Use listing, tree diagram and the fundamental counting principle to
determine the number of arrangement in a given situation.
A young girl has a doll. She has 3 different pairs of pants, 4 different
blouses and 2 different pairs of shoes. In how many ways can the girl dress her
doll using a pair of pants, a blouse and a pair of shoes.
By listing
Pants 1 - Blouse 1 - Shoes 1 Pants 2 - Blouse 1 - Shoes 1

Pants 3 - Blouse 1 - Shoes 1

By Tree Diagram
By the Fundamental
Counting Principle
N = (3)(4)(2)
N = 24 possibilities
12
Grade 10
Quarter Three Week One Day Three
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
key concepts of combinations and probability.
B. Performance The learner is able to use precise counting
Standards technique in probability in formulating
conclusions and making decisions.
C. Learning The learner derives the formula for finding
Competencies/Objectiv the number of permutations of n objects
es taken r at a time.
(M10SP–IIIa-2)
Write the LC code for
Subtask 1: Define and evaluate
each factorials.
II.CONTENT Factorials
A. References
Page 290
pages pages 253-255
3. Textbook pages
from Learning
Resource Portal
5. Other Learning PASMEP
Resources Pages 698-699
IV. PROCEDURES
A. Reviewing previous Consider the problem below:
lesson or presenting the new Five beauty pageant contestants are
lesson posing for a picture. In how many ways
can the photographer arrange them if they
are to stand in one row?
 Is the given situation a problem in
permutation? Why?
B. Establishing a purpose Activity: Buttons
for the lesson Let the students answer below in group of
three.
In how many ways can you arrange different

colored buttons in a row if you use:
a. 3 buttons
b. 4 buttons
c. 5 buttons
d. 6 buttons
Ask volunteers to show answers on the
board.
13
 Is their any shorter way for showing
the answer?
C. Presenting examples/ From the activity above,

Instances of the lesson  What do you observe with the
products of your answer?
a. 6 = 3 · 2 · 1
b. 24 = 4 · 3 · 2 · 1
c. 120 = 5 · 4 · 3 · 2 · 1
d. 720 = 6 · 5 · 4 · 3 · 2 · 1
C. Discussing new The symbol for products like 3·2·1 can be
Concepts and written as 3!, read as “ 3 factorial”
practicing new skill #1  What is the factorial notation of:
𝑎. 4 · 3 · 2 · 1 ?
𝑏. 5 · 4 · 3 · 2 · 1 ?
𝑐. 6 · 5 · 4 · 3 · 2 · 1
 Can you do the vice versa?

Expand and evaluate:
a. 7! =7·6 ·5·4·3·2·1= 5 040
b. 6! 5!
c. 4! 0!
By definition:
0! = 1
1! = 1
n! means the product of a positive
integer n and all the positive integers
less than n.
6. Discussing new  How about the following expressions,

concepts can you expand and evaluate? (a is
and practicing new an example)
5! 5! 5·4·3·2·1
skills #2 a. (5−3)! = = = 60
2! 2·1
7!
b. (7−4)!
10!2!
c. (10−7)!
F. Developing Mastery Activity: What’s the Fact?

(Leads to formative Do this by pair:
assessment 3) Average Learners Advanced Learners
A. Express in factorial A. Express in factorial
notation notation
1. 7·6·5·4·3·2·1 1 8·7·6·5·4·3·2·1
2. 4·3·2·1·2·1 2. 4·3·2·1·2·1·3·2·1
B Expand and evaluate B Expand and evaluate

1. 2!3 8!
1.
7! 7!
2. 7!
5!2! 2. (7−4)!
applications of
14
concepts and
H. Making generalizations  What is the notation used to express
abstractions about the the product of 1 and all the positive
lesson. integers up to the integer n?
 How can you evaluate n!?

I. Evaluating Average Learners Advanced
Learning Learners
A. Express in factorial B. Express in
notation factorial notation
1. 9·8·7·6·5·4·3·2·1 1. 7·6·5·4·3·2·1·3·2
2. 4·3·2·1·2·1·5·4·3·2 ·1
·1 2· 2·1·5·4·3·2·1
B Expand and evaluate B Expand and

1. 5!3! evaluate
1. 10!1!
6!0!
2. (6−3)! 6 !4!
2. (6−3)!3!

application or
remediation
V. REMARKS
VI. REFLECTION
remediation
D. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
E. No. of learners who continue
to require remediation.
F. Which of my teaching
G. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
H. What innovation or localized
materials did
I use/discover which I wish to
share with other teacher?
15
LC-M10SP–IIIa-2
Subtask 1: Define and evaluate factorials.
Evaluating Learning:
Average Learners Advanced Learners
A. A.
1. 9! 1. 7!3!
2. 4!5! 2. 2!5!
B. B.
1. 5·4·3·2·1·3·2·1 = 720 1. 10·9·8·7·6·5·4·3·2·1·3·2·1·1 = 3 628 800
6·5·4·3·2·1·1 6·5·4·3·2·1·4·3·2·1
2. = 6 · 5 ·4 =120 2. = 720 ·4 =2 880
3·2·1 3·2·1
16
Grade 10
Quarter Three Week One Day Four
I. OBJECTIVES
key concepts of combinations and
probability.
technique in probability in formulating
Competencies/Objective the number of permutations of n objects
s taken r at a time. (M10SP–IIIa-2)
Subtask 2: Derive the formula for finding
the
each number of permutations of n
objects
taken r at a time.
II.CONTENT Permutation
A. References
pages 253-255
pages pages 286-290
3. Textbook pages
Learning Resource
Portal
I. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the Evaluate:
new lesson a. 4!
5!
b. (5−2)!
B. Establishing a Suppose we have 4 different number

purpose for the lesson cards (numbered 1,2,3,4),In how many
ways can we arrange them using two
number cards at a time?
 How do you get the answer?
 Is there any other way for

finding the number of possible
arrangement ?
17
C. Presenting Activity: Lets find out!
examples/ Perform the activity with four members.
Instances of the (see attached activity sheet)
 What do you call each
Lesson
arrangement?
 Can you find any pattern in the
result?
Can you think of other ways of finding these
answers?
D. Discussing new Show the result of the activity Lets find
concepts out!
and practicing new Numbe Numbe Number of Equivalent
r of r of Possible Expression
skills #1
Object Object Arrangements
(n) Taken /
at a Permutations
Time (
r)
2 1 2 2=2
2 2 2 (2)(1) = 2
3 1 3 3=3
3 2 6 (3)(2) = 6
3 3 6 (3)(2)(1)
=6
4 1 4 4=4
4 2 12 (4)(3) = 12
4 3 24 (4)(3)(2)
= 24
4 4 24 (4)(3)(2)(1)
= 24
 What is/are the pattern in the result?

 Observe column four, what is the
relation between the first factor as
compare to(n) the number of object?
 What is the relation between the
number of factors as compare to the
(r) the number of object taken at a
time?
 What is the factorial form of Column
4?
Example if n=2 and
r=2
𝟐! 2
(𝟐−𝟐)!
= =2
1
If n=3 and r=2

𝟑! 6
(𝟑−𝟐)!
= =6
1
If n=4 and r=2
𝟒! 24
(𝟒−𝟐)!
= =1
2
18
 Based from the given activity what
is the formula for permutation of n
taken r at a time?
𝑛!
P(n,r)= (𝑛−𝑟)! ,n ≥r
Permutation is donated by:
P(n,r) or ,nPr, or Pnr we will use the first
notation
E. Discussing new
concepts and practicing
new skills #2
F. Developing Mastery Activity: Let’s Decide!
(Leads to formative By pair.
assessment 3) What is the value for n? for r? Use the
permutation formula to express problems
below.
Average Advanced Learners

Learners
1.Twelve runners join a
1. Given the 4- race, in how many ways
letter word can they be arranged as
READ. In first, second and third
how many placers?
ways can we
arrange its 2.There are 4 different
letter, 3 at a mathematics books and
time? 3 different science
books. In how many
2. In a school ways can the books be
club, there arrange on a shelf if
are 5 a. There are no
possible restrictions?
choices for b. Books of the
the same
president, a subjects
secretary, a must be
treasurer, placed
and an together?
auditor. c. If they must
Assuming be placed
that each of alternately?
them is
qualified for
any of these
positions, in
19
how many
ways can the
4 officers be
elected?
applications of
concepts and
H. Making 1.Using the notation for permutation P(n,r),
generalizations Write the formula .
abstractions about 2. Is it possible that r is greater than n?
the lesson.
I. Evaluating Learning 𝑛!
Express to the form of 𝑃(𝑛, 𝑟) = (𝑛−𝑟)! for
the permutations problem below:

1.In how many 1. In how many
ways can you place different 4-digit
8 different books on numbers can be
a shelf if there is formed from the
space enough for 6 digits, 2,3,4,6,8,9.
books?
2.In how many
2. In how many ways can 5 boys
different 4-digit and 4 girls be
numbers can be arranged
formed from the themselves in a
digits, 2,3,4,6,8,9. row for picture
taking if the boys
and girls must
stand in an
alternate positions
?
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
require
20
additional activities
for remediation
J. Did the remedial lesson
work? No. of learners
who have caught up with
the lesson.
K. No. of learners who
continue to require
remediation.
L. Which of my teaching
M. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovation or
teacher?
21
Activity Sheet
Let’s Find Out!
Materials:
4 Numbered Cards
1 2 3 4
Perform the following activity using four number cards with different digits.
Follow all instructions and write all your answers on a clean sheet of paper. Then
complete the table and answer the questions that follow.
A. Get any two number cards (Example: 1 and 2).

1. A. Arrange the cards using 1 piece at a time.
Example
1 2 ways
B. Illustrate or describe each arrangement.

C. Count the number of arrangement you have made.
2. A. Arrange the cards using both pieces at a time.

B. Illustrate or describe each arrangement.
C. Count the number of arrangements you have made.
B. Get any three number cards.

1. a. Arrange the cards using 1 piece at a time.
b. Illustrate or describe each arrangement.
c. Count the number of arrangements you have made, using 1 card at a
time from
the 3 given cards.
2.a. Arrange cards using 2 pieces at a time.

c. Count the number of arrangements you have made, using 2 cards at a
time from
the 3 given cards.
3.a. Arrange the cards using all 3 pieces at a time.

b. Illustrate or describe all arrangement.
c. Count the number of arrangements you have made using all the 3
cards at a time.
C. Get the four number cards.

1. Repeat Steps B.1 to 3
2. a. Arrange the objects using all 4 pieces at a time
c. Count the number of arrangements you have made using all the 4
number cards at a time. Tabulate all results.
22
Results:
Number of Number of Object Taken at a Number of Possible

Object (n) Time ( r) Arrangements
2 1 2
2 2
3 1
3 2
3 3
4 1
4 2
4 3
4 4
Questions:
a. What do you call each arrangement?

b. Can you find any pattern in the result?
c. Can you think of other ways of finding these answers?
LC - M10SP–IIIa-2
The learner derives the formula for finding the number of permutations of n
objects taken r at a time.
Evaluating Learning
8! 6!
1. 1.
2! 2!
6!
2. 5!4!
2!
23
Grade 10
Quarter Three Week One Day Five
I. OBJECTIVES
probability.
technique in probability in formulating
Competencies/Objective the number of permutations of n objects
s taken r at a time. (M10SP–IIIa-2)
Subtask 5: Derives the formula for
distinguishable permutation and circular
each permutation.
II.CONTENT DISTINGUISHABLE PERMUTATION AND
CIRCULAR PERMUTATION
A. References
pages 253-255
pages pages 291-294
3. Textbook pages PASMEP
Pages 704-713
Learning Resource
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the  How many “words” can be formed using
new lesson all the letters of the word:
a. SAD
b. MATH
B. Establishing a MISSISSIPPI is a state of North America. It
purpose for the lesson became part of the US after the
revolutionary war later part of 18th century.
 Can you find the number of permutation

from the word MISSISSIPPI?
 Suppose you arrange all the letters
from the word MISSISSIPPI in a circular
form, how many possible arrangements
can you make?
24
Later part of the lesson you will
know the answer.
C. Presenting By pair, answer the permutation problem
examples/ below:
Instances of the
Lesson 1. Find the number of permutations of
the letters from the word
STATISTICS.
2. In how many ways can 3 people be

seated around a circular table?
 How do you find the answer?
Let us see …
D. Discussing new Let us take the word STATISTICS
concepts  How many letters are there?
and practicing new  Assuming letters are distinct,
skills #1 what is its permutation? 10!
 What are the letters that are
alike? How many times it appear
from the given word?
Identica No of Permutatio
l times n
letter it
appea
r
S 3 3!
T 3 3!
I 2 2!
 Divide 10! By 3!3!2! to eliminate
the duplicates, What is the
result?
10!
𝑃= = 50 400
3!3!2!
The number of distinguishable

permutations, P, of n objects where p
object are alike, q objects are alike, r objects
are alike, and so on , is
𝒏!
P=
𝒑!𝒒!𝒓!…
 Will you now find the permutation

from the word MISSISSIPPI?
E. Discussing new 3. In how many ways can 3 people be
concepts and practicing seated around a circular table?
new skills #2 Ask 3 volunteer from the students to
act the situation.
1 1
25
3 2 2 3
(a) (b)
 Is the arrangement 1-2-3 in a is
the same as 2-3-1 and 3-1-2?
Why?
 What about in b is the

arrangement 1-3-2 the same as
3-2-1 and 2-1-3? Why?
 Circular permutation, P, of 3
objects is:
6
𝑃=
3
3!
=
3
3.2!
=
3
= 2!
The permutation of n objects arrange
in a circle is
P = (n-1)!
 Will you now find the permutation
of the word MISSISSIPPI if it will
arrange in circular position?
F. Developing Mastery Read carefully the permutation problem
(Leads to formative below and
assessment 3) complete the table that follows.
Put a check for the appropriate kind of
permutation (circular or distinguishable.).
Problem 1. Five books in mathematics, three

in Literature, and two in Science are to be
arranged on a shelf that has space just
enough for these ten books. Assuming that
the books in the same subject are identical,
how many ways can they be arranged?
Problem 2 A spinner is divided into 4 equal

parts. In how man ways can you arrange
the four suits in the spinner?
Problem 3 In how many ways can 8

different-colored horses be positioned in a
carousel?
26
Problem 4There are 20 men in the chorus of
an opera. Half of them must wear long
baggy pants, one-fourth long straight pants,
and the rest, short pants. How many
different ways may the pants be allocated to
the men?
Problem Circular Distinguishable Formula
1
2
3
4
Note: For Average Learners Column
answers 1 &2, for Advanced learners
answers 3&4.
applications of
concepts and
H. Making  How can we know that the given
generalizations situation is a problem on distinguishable
abstractions about permutation? Circular permutation?
the lesson.
 What is the formula for distinguishable
permutation? Circular permutation?
I. Evaluating Learning Decide what formula to be used in solving

the following problems
1. Suppose an identical twin, identical
triplets and two other children pose
for a photograph. How many
photographs will be different?
(Assume the identical twins and
triplets cannot be distinguished from
each other)
2. In how many different ways may the
vertices of a regular pentagon be
named with the letters A,B,C,D and
E?
for application or
remediation
V. REMARKS
VI. REFLECTION
C. No. of learners who
earned 80% in the
evaluation.
27
require
for remediation
G. Did the remedial lesson
the lesson.
H. No. of learners who
continue to require
remediation.
I. Which of my teaching
J. What difficulties did I
encounter which my
can help me solve?
K. What innovation or
teacher?
EVALUATING LEARNING
28
LC - M10SP–IIIa-2
Subtask: Derive the formula for distinguishable permutation and circular

permutation.
Answer Key:
7!
1. = 420
2!3!
(5 − 1)! = 4! = 24
29
Grade 10
Quarter Three Week Two Day One
I. OBJECTIVES
A. Content Standards The learner demonstrates
understanding of key concepts of
combination and probability.
B> Performance Standards The learner is able to use precise
counting technique and probability in
formulating conclusions and making
decisions.
B. Learning The learner solves problems involving
Competencies/Objectives permutations. M10SP-IIIb-1
Write the LC code for each Subtask 1: Find n in permutation
P(n,r)
II.CONTENT Finding n in P(n,r)
A. References
1. Teacher’s Guide pages Grade 10 Mathematics Teacher’s Guide 248-
259
2. Learner’s Materials pages Grade 10 Mathematics Learner’s Module
pages 289-290
3. Textbook pages
Learning Resource Portal
C> Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Activity: Recall-ection!
or presenting the new Recall and recite the formula for
lesson distinguishable and circular permutation.
B. Establishing a purpose for 𝑛!
𝑃(𝑛, 𝑟) =
the lesson (𝑛 − 𝑟)!
𝑛(𝑛 − 1)(𝑛 − 2)(𝑛 − 3)!
60 =
(𝑛 − 3)!
60 = 𝑛(𝑛 − 1)(𝑛 − 2)
60 = (𝑛2 − 𝑛)(𝑛 − 2)
60 = 𝑛3 − 2𝑛2 − 𝑛2 + 2𝑛
60 = 𝑛3 − 3𝑛2 − 𝑛2 + 2𝑛
60 − 𝑛3 + 3𝑛2 − 2𝑛 = 0
−𝑛3 + 5𝑛2 − 2𝑛2 + 10𝑛 − 12𝑛 + 60
=0
2
−𝑛 (𝑛 − 5) − 2𝑛(𝑛 − 5)
− 12(𝑛 − 5) = 0
−(𝑛 − 5)(𝑛2 + 2𝑛 + 12) = 0
−(𝑛 − 5) = 0
(𝑛2 + 2𝑛 + 12) = 0
𝒏=𝟓
30
𝒏=𝑹
What is the solution to find n?

In this lesson, students can find the value
of n in P(n,r).
C. Presenting examples/ 1. If 𝑃(𝑛, 3) = 60, what is n?

Instances of the lesson
D. Discussing new concepts Find n given the number of permutation of
and practicing new skills #1 objects.
If 𝑃(𝑛, 3) = 60, what is n?
Solution:
To find n, follow the steps:
1. Use the formula
𝑛!
𝑃(𝑛, 𝑟) =
(𝑛 − 𝑟)!
2. Substitute the given values and
expand n!
𝑛(𝑛 − 1)(𝑛 − 2)(𝑛 − 3)!
60 =
(𝑛 − 3)!
3. Simplify by dividing like terms both

in numerator and denominator
𝑛(𝑛 − 1)(𝑛 − 2)(𝑛 − 3)!
60 =
(𝑛 − 3)!
60 = 𝑛(𝑛 − 1)(𝑛 − 2)
4. Multiply
60 = (𝑛2 − 𝑛)(𝑛 − 2)
5. The result is
60 = 𝑛3 − 2𝑛2 − 𝑛2 + 2𝑛
6. Combine like terms
60 = 𝑛3 − 3𝑛2 − 𝑛2 + 2𝑛
7. Move variables to the left
60 − 𝑛3 + 3𝑛2 − 2𝑛 = 0
8. Factor the expressions
−𝑛3 + 5𝑛2 − 2𝑛2 + 10𝑛 − 12𝑛 + 60
=0
9. Factor the expression
−𝑛2 (𝑛 − 5) − 2𝑛(𝑛 − 5)
− 12(𝑛 − 5) = 0
10. Split into possible cases
−(𝑛 − 5)(𝑛2 + 2𝑛 + 12) = 0
11. Solve the equations
−(𝑛 − 5) = 0
(𝑛2 + 2𝑛 + 12) = 0
12. Find n
𝒏=𝟓
31
𝒏=𝑹
E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery (Leads Activity: Can you show me?
to formative assessment 3) Find the value of n. Show your
solution.
1. 𝑃(𝑛, 5) = 15,120
2. 𝑃(𝑛, 3) = 210
3. 𝑃(𝑛, 4) = 3,024
and
H. Making generalizations  How do you find the value of n
abstractions about the given the number of
lesson. permutation?
I. Evaluating Learning Activity: Let’s find out!
Find the value of n given the number of
permutation of objects. Show your
solution.
Average Learners Advanced
Learners
1. 𝑃(𝑛, 4) = 2,520 1. 𝑃(𝑛, 6) =
2. 𝑃(𝑛, 4) = 360 332,640
3. 𝑃(𝑛, 7) = 30,240 2. 𝑃(𝑛, 5) = 155,440
3. 𝑃(𝑛, 7) =
32,432,400
4. 𝑃(𝑛, 5) = 6,720
5. 𝑃(𝑛, 3) = 990
V. REMARKS
VI. REFLECTION
remediation
B. Did the remedial lesson
lesson.
continue to require
remediation.
D. Which of my teaching
32
E. What difficulties did I
encounter which my
help me solve?
F. What innovation or
I use/discover which I wish
to share with other
teacher?
33
Grade 10
Quarter Three Week Two Day Two
I. OBJECTIVES
combinatorics and probability.
B. Performance Standards The learner is able to use precise
decisions.
C. Learning The learner solves problems involving
Write the LC code for each Subtask 2: Find r in permutation P(n,r)
II.CONTENT Finding r in P(n,r)
A. References
259
pages 289-290
3. Textbook pages
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Activity: Remember how!
or presenting the new Find the value of n.
lesson 1. 𝑃(𝑛, 3) = 210
2. 𝑃(𝑛, 4) = 3,024

𝑃(𝑛, 𝑟) = (𝑛−𝑟)!
the lesson
8!
1,680 =
(8 − 𝑟)!
8!
(8 − 𝑟)! =
1,680
8·7·6·5·4·3·2·1
(8 − 𝑟)! =
1,680
40,320
(8 − 𝑟)! =
1,680
(8 − 𝑟)! = 24
𝟖 · 𝟕 · 𝟔 · 𝟓 = 1,680
𝒓=𝟒
 How is the solution presented to
find r?
34
In this lesson, students can find the value
of r in P(n,r).
C. Presenting examples/
Instances of the lesson 1. If 𝑃(8, 𝑟) = 1, 680, what is r?
D. Discussing new concepts
and practicing new skills #1 Find the value of r given the number of
permutation of objects.
If 𝑃(8, 𝑟) = 1, 680, what is r?
Solution:
To find r, use the formula,
𝑛!
𝑃(𝑛, 𝑟) =
(𝑛 − 𝑟)!
8!
1,680 =
(8 − 𝑟)!
Interchange 1,680 and (8 − 𝑟)
8!
(8 − 𝑟)! =
1,680
8·7·6·5·4·3·2·1
(8 − 𝑟)! =
1,680
40,320
(8 − 𝑟)! =
1,680
(8 − 𝑟)! = 24
To get r, consider , 𝑛 = 8 and 1,680
8 · 7 · 6 · 5 = 1,680
From 8 to 5, there are 4 digits, therefore 𝒓 =
𝟒.
F. Developing Mastery (Leads Activity: Who r you?
to formative assessment 3) Find the value of r. Show your solution.
1. 𝑃(7, 𝑟) = 210
2. 𝑃(11, 𝑟) = 7,920
3. 𝑃(14, 𝑟) = 24,024
H. Making generalizations  How do you find the value of r
abstractions about the given the number of
lesson. permutation?
I. Evaluating Learning Activity: How much I have learned?

Find the value of n and r given the number
of permutation of objects. Show your
solution.
35
Learners
1. 𝑃(12, 𝑟) = 1,320 1. 𝑃(32, 𝑟) =
2. 𝑃(9, 𝑟) = 72 863,040
3. 𝑃(8, 𝑟) = 6,720 2. 𝑃(10, 𝑟) =
30,240
3. 𝑃(15, 𝑟) = 2,730
4. 𝑃(17, 𝑟) = 57,120
5. 𝑃(18, 𝑟) =
13,366,080

V. REMARKS
VI. REFLECTION
remediation
6. Did the remedial lesson
lesson.
7. No. of learners who
continue to require
remediation.
8. Which of my teaching
9. What difficulties did I
encounter which my
help me solve?
10. What innovation or
to share with other
teacher?

Grade 10
36
Quarter Three Week Two Day Three
I. OBJECTIVES
combinatorics and probability.
decisions.
Write the LC code for each Subtask 3: Find the number of
permutation of n objects taken r at a time
and all at a time.
II.CONTENT Permutation of n objects taken r at a time
and all at a time
A. References
259
page 291
2. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Activity:
or presenting the new Find the value of n and r of the following.
lesson 1. 𝑃(𝑛, 7) = 40,320
2. 𝑃(5, 𝑟) = 20
B. Establishing a purpose for
the lesson  How can you solve the permutation
of n objects taken r at a time and all
at a time?
In this lesson, the students can find the

number of permutation given n and r.
C. Presenting examples/ 1. What is 𝑃(5,2)?
Instances of the lesson 2. What is 𝑃(5,5)?
D. Discussing new concepts The permutation of n objects taken r at a
and practicing new skills #1 time is:
𝒏!
𝑷(𝒏, 𝒓) = (𝒏−𝒓)! , 𝒏 ≥ 𝒓
Example:
37
1. What is 𝑃(5,2)?
𝑛!
𝑃(5,2) = (𝑛−𝑟)! , 5 ≥ 2
5!
𝑃(5,2) =
(5 − 2)!
5!
𝑃(5,2) =
3!
5·4·3·2·1
𝑃(5,2) =
3·2·1
𝑃(5,2) = 20
E. Discussing new concepts The permutation of n objects taken all at a

and practicing new skills #2 time is:
𝑷(𝒏, 𝒏) = 𝒏!
Example:
1. What is 𝑃(5,5)?
𝑃(5,5) = 𝑛! ,
𝑃(5,5) = 5 · 4 · 3 · 2 · 1
𝑃(5,5) = 120
F. Developing Mastery (Leads Activity: Count me in!

to formative assessment 3) How many permutations do the following
have?
1. 𝑃(6,5)
2. 𝑃(8,8)
G. Finding practical Solve the following problems.
applications of concepts 1. A teacher wants to assign 4
and skills in daily living. different tasks to her 4 students. In
how many possible ways can she
do it?
2. In how many ways can 5 bicycles
be parked if there are 7 available
parking spaces?
H. Making generalizations  How do you solve for the
abstractions about the permutation of n objects taken r at
lesson. a time and all at a time?
I. Evaluating Learning Activity: This is it!

Solve for the number of permutation of the
following.

Learners
1.𝑃(5,3) 1.𝑃(11,8)
2.𝑃(7,1) 2. In how many
3. In how many ways can 12
ways can 6 people people occupy the
38
arrange 12 seats in a front
themselves in a row of a mini-
row for a picture theater?
taking? 3. If there are 10
people and only 6
chairs are
available, in how
many ways can
they be seated?

V. REMARKS
VI. REFLECTION
remediation
lesson.
continue to require
remediation.
encounter which my
help me solve?
to share with other
teacher?

Grade 10
39
Quarter Three Week Two Day Four
I. OBJECTIVES
probability.
Standards technique and probability in formulating
Competencies/Obje permutations. M10SP-IIIb-1
ctives Subtask 4: Solve problems involving distinct
Write the LC code or distinguishable permutations.
for each
II.CONTENT Distinct or Distinguishable Permutation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 10 Mathematics Teacher’s Guide 248-259
pages
pages page 292
3. Textbook pages
from Learning
Resource Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Activity: Yesterday once more!
lesson or presenting the Find the number of permutations of the following.
new lesson 1. 𝑃(12,7)
2. 𝑃(7,7)
B. Establishing a  How can you find the number of distinct or
purpose for the lesson distinguishable permutations of objects?
C. Presenting Problems:
examples/ Instances of the 1. Find the number of permutations of the
lesson letters of the word PARALLEL.
2. Find the number of permutations of the
digits of the number 122,300.
D. Discussing new The number of distinguishable permutations, P,
concepts of n objects where p objects are alike, q objects
and practicing new are alike, r objects are alike, and so on, is
skills #1 𝑛!
𝑷=
𝑝! 𝑞! 𝑟! …
40
Problem: Find the number of permutations of
the letters of the word PARALLEL.
The word PARALLEL has 8 letters. Assuming

that these letters are distinct, there are 𝑃(8,8) or
8! permutations. But, notice that 3 L’s are alike
and 2 A’s are alike. The duplications are
eliminated by dividing 8! by the number of ways
of arranging the 3 L’s and 2 A’s which is 3!2!. It
would be:
𝑃(8,8)
𝑃=
3! 2!
8!
𝑃 =
3! 2!
8·6·5·4·3·2·1
𝑃 =
3·2·1·2·1
40,320
𝑃 =
12
𝑃 = 3,360
Therefore, there are 3,360 distinguishable

permutations.
E. Discussing new Problem: Find the number of permutations of the
concepts and practicing digits of the number 122,300.
new skills #2
122,300 has 6 digits. Assuming that these digits
are distinct, there are 𝑃(6,6) or 6! permutations.
But, notice that 2 2’s are alike and 2 0’s are alike.
The duplications are eliminated by dividing 6! by
the number of ways of arranging the 2 2’s and 2
0’s which is 2!2!. It would be:
𝑃(6,6)
𝑃=
2! 2!
6!
𝑃=
2! 2!
6·5·4·3·2·1
𝑃=
2·1·2·1
720
𝑃=
4
𝑃 = 180
Therefore, there are 180 distinguishable
permutations.
F. Developing Mastery Activity: Try more!
(Leads Find the number of permutation of the
to formative letters/digits of the following.
assessment 3) 1. REMEMBER
2. SCHOOL
41
3. FAMILY
4. 232,000
5. 53,198
applications of
concepts and skills in daily
living.
H. Making  How do you find the number of distinct or
generalizations abstractions distinguishable permutations of objects?
about the lesson.
I. Evaluating Learning Activity: I know these so well!
Find the number of permutation of the
letters/digits of the following.
Average Advanced Learners

Learners
1. MATHEMAT 1. ACCESSORIES
ICS 2. PHILIPPINES
2. HAPPINESS 3. CONGRATULATI
3. 123, 999 ONS
4. 888,988
5. 100,000,000
for application or
remediation
V. REMARKS
VI. REFLECTION
earned
80% in the
evaluation.
require additional activities
for remediation
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well?
42
encounter which my
principal or
supervisor can help
me solve?
localized materials
did
I use/discover which
I wish to share with
other teacher?

Grade 10
Quarter Three Week Two Day Five
43
I. OBJECTIVES
combinations and probability.
decisions.
Write the LC code for Subtask 5: Solve problems involving
each circular permutations.
II.CONTENT Circular Permutation
A. References
259
page 293
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Activity: Looking back!
or presenting the new Find the permutation of the letters/digits of
lesson the following words/numbers.
1. IMMITATION
2. 999,990
the lesson  How can you solve the permutation
of n objects in circular
arrangement?
In this lesson, the students can find the

number of permutation of objects in
circular arrangement.
C. Presenting examples/ Problem: In how many ways can 5 people
Instances of the lesson be seated around a circular table?
D. Discussing new concepts The permutation of n objects in circular

and practicing new skills #1 arrangement is:
𝑷 = (𝑛 − 1)!
Example:
In how many ways can 5 people be
seated around a circular table?
44
Given: 𝑛 = 5
Solution:
𝑃 = (𝑛 − 1)!
𝑃 = (5 − 1)!
𝑃 = 4!
𝑃 = 4·3·2·1
𝑃 = 24
Therefore, there are 24 circular
permutations.
E. Discussing new concepts Example:
and practicing new skills #2 In how many ways can 5 people be seated
around a circular table if
a. 3 people insist on sitting beside
each other?
b. 2 people refuse to sit beside each
other?
Solution:
a.
𝑃 = 2! · 3! (3! Is the number of permutations of the 3
people)
𝑃 = 2·1·3·2·1
𝑃 = 12
When three people insist on sitting beside
each other, we treat these three persons
“as one”. It is as if there are only 3 people.
b.
𝑃 = 3! · 2! (2! Is the number of permutations of the 2
people)
𝑃 = 3·2·1·2·1
𝑃 = 12
When two people insist on sitting beside
each other, we treat these two persons “as
one”. It is as if there are only 4 people.
5 people can be seated in 24 ways around

a circular table. Thus, the number of ways
that they can all be seated if two refuse to
sit beside each other is
𝑃 = 24 − 12
𝑷 = 𝟏𝟐
F. Developing Mastery (Leads Activity: Practice more!
to formative assessment 3) There are 10 people in a dinner gathering.
In how many ways can the host (one of the
10) arrange his guests around a dining
table if
a. They can sit on any of the
chairs?
45
b. 3 people insist on sitting beside
each other?
c. 2 people refuse to sit beside
each other?
H. Making generalizations How can you solve the permutation of n
abstractions about the objects in circular arrangement?
lesson.
I. Evaluating Learning Activity: Give your best shot here!
Solve for the number of permutation of
objects in circular arrangement.

Learners
There are 13 There are 19
people in a dinner people in a dinner
gathering. In how gathering. In how
many ways can the many ways can the
guests be seated guests be seated
around a dining around a dining
table if table if
1. They can 1. They can
sit on any of sit on any of
the chairs? the chairs?
2. 5 people 2. 7 people
insist on insist on
sitting sitting
beside beside
each other? each other?
3. 4 people 3. 6 people
refuse to sit refuse to sit
beside beside
each other? each other?
V. REMARKS
VI. REFLECTION
remediation
46
lesson.
continue to require
remediation.
encounter which my
help me solve?
to share with other
teacher?
Name:___________________________ Grade &Section: _________Score:____

ICL WORKSHEET (Average Learners)
LC # 3: Solves problems involving permutations.
47
Test I. Solve for the unknown in each item.
1. 𝑃(6,6) = _______
2. 𝑃(7, 𝑟) = 840
3. 𝑃(𝑛, 3) = 60
4. 𝑃(𝑛, 3) = 504
5. 𝑃(10,5) = _______
Test II. Solve the problems involving permutations. Show your solution.
1. In how many ways can 9 cars
be parked if there are 11
available parking spaces?
2.1 Find the number of

distinguishable permutations of
the digits of the number
328,493,038.

the letters of the word
SUCCESS.
3. There are 9 people in a dinner
gathering. In how many ways
can the host (one of the 9)
arrange his guests around a
dining table if they can sit on any
of the chairs?
Name:___________________________ Grade &Section _________Score:____

ICL WORKSHEET (Advanced Learners)
48
Test I. Solve for the unknown in each item.
1. 𝑃(8, 𝑟) = 6,720
2. 𝑃(8,3) = _______
3. 𝑃(𝑛, 4) = 3,024
4. 𝑃(12, 𝑟) = 1,320
5. 𝑃(13, 𝑟) = 156
Test II. Solve the problems involving permutations. Show your solution.
1. In how many ways can 8 cars
be parked if there are 19
available parking spaces?
the digits of the number
4,558,493,038.

the letters of the word
HETEROGENEOUS.
3. There are 13 people in a dinner
gathering. In how many ways
can the host (one of the 13)
arrange his guests around a
dining table if 4 people insist on
sitting beside each other?
ICL Worksheet ANSWER KEY (Average Learners)
Test I Test II
1. 720 1. 19,958,400
2. 𝑟=4 2.a. 30,240
3. 𝑛=5 2.b. 420
4. 𝑛=9 3. 362,880
5. 30,240
ICL Worksheet ANSWER KEY (Advanced Learners)

Test I Test II
1. 𝑟 = 5 1. 3.047,466,240
2. 336 2.a. 226,800
3. 𝑛 = 9 2.b. 129,729,600
4. 𝑟 = 3 3. 8,709,120
5. 𝑟 = 2

Grade 10
Quarter Three Week Three Day One
49
I. I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts
Standards of combinatorics and probability.
B. Performance The learner to use precise counting technique and
Standards probability in formulating conclusions and making decisions.
C. Learning Illustrates the combination of objects. M10SP-IIl-c-1
Competencies/
Objectives Subtask 1. Illustrate combination by making a tree
Write the LC code for diagram.
each
I. CONTENT Combination
II. LEARNING
RESOURCES
A. References
1. Teacher’s Grade 10 Mathematics Teacher’s Guide pages 259.
Guide pages
2. Learner’s Grade 10 Mathematics Learner’s Guide pages 278-280,301-307.
Materials
pages
3. Textbook Mathematics IV SEDP Series pages186-187
pages PASMEP Pages 718-721.
from Learning
Resources portal
B. Other Learning
Resources
IV.. PROCEDURES
If your cellphone has 4 different digits as passcode, and you
A. Reviewing forgot the order, how many different passcodes would there
previous lesson be?
or presenting the
new lesson
 Suppose your teacher assigned you as a group
leader in your school project. And you will be given the
freedom to choose 4 of your classmates to be your
members.
B. Establishing a  If you choose Lita, Nancy, Cecile and Sol, does it
purpose for the make any difference if you choose Cecile, Nancy, Sol
lesson and Lita?
 Can we consider the given situation as permutation?
Why? or Why not?
 In this lesson, we will illustrate what combination is.
C. Presenting Group Activity.
examples/instanc If there are 4 students namely Lita, Nancy, Cecile and
es of the lesson Sol, how many committees consisting of two students each
can be formed?
The answer can be obtained by making a tree diagram
by tree diagram:
D. Discussing new
concepts and
practicing new
skills #1
Nancy Lita, Nancy

Lita Sol Lita, Sol
50 Cecile Lita, Cecile
Nancy Sol Nancy, Sol
Start Cecile Nancy, Cecile

 Thus, there are 6 committees consisting of two
members
 What is your understanding about combination?
E. Discussing new
concepts and
practicing new
skills #2
Activity. Choose Me
Find the number of selections by making a tree diagram.
1. Miss Esmer went to the grocery to buy the following:

F. Developing coffee, milk, sugar, and butter. Upon reaching the
Mastery grocery, she found out that her money is just enough to
(Leads to formative buy any three of these items. In how many ways can she
Assessment 3)
select the three items.
2. In a birthday party, a guest has a choice of juice drink
(orange, buko, or mango) and dessert (leche flan, ube,
or fruit salad). How many distinct juice-dessert pairs are
possible?
applications of
concepts and
skills in daily
living
H. Making Combination is a selection of things in which order is not
generalizations important.
abstractions
about the lesson
Illustrates combination by making a tree diagram.

1. A contractor has job openings for two carpenters. If six
I. Evaluating
carpenters (C1, C2, C3, C4, C5 and C6) apply, how many
Learning
different selections of two men can the contractor make?
2. Five girls (G1, G2, G3, G4 and G5) are trying out for a
girls’ trio. In how many ways can the music teacher select
a trio.
51
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation
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?
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 teacher?
Key to Correction
52
EVALUATING LEARNING

Grade 10
Quarter Three Week Three Day Two
53
II. I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standards combinations and probability.
B. Performanc The learner is able to use precise counting technique and
e Standards probability in formulating conclusions and making decisions.
C. Learning Illustrates the combination of objects. M10SP-IIl-c-1
Competencies/
Objectives
Subtask 2. Illustrate combination by listing.
each
III. CONTENT Combination
IV. LEARNING
RESOURCES
III. References
A. Teacher’s Grade 10 Mathematics Teacher’s Guide pages.259 -277
Guide pages
1. Learner’s Grade 10 Mathematics Learner’s Guide pages 310-315.
Materials
pages
2. Textbook
pages
from Learning
Resources portal
4. Other Learning
Resources
IV.. PROCEDURES
A. Reviewing  What is combination?
previous  How did you illustrate the number of selection or
lesson or combination?
presenting
the new
lesson
 Today we will illustrate combination by listing.
B. Establishin
g a purpose
for the
lesson
Activity. Let’s Discover (See attached activity)
GROUP Number Number Different Number of

of of Selection/ Combination
Objects Combinations
Objects
Taken at Note: Order is not important
(n)
a Time
(r)
Teacher’s 2 1 Mango, banana 2
C. Presenting Example Mango/banana
2 2
examples/instan (m & b) is the same as 1
ces of the lesson banana/ mango
GROUP 1 3 1
(m, b & g) 3 2
3 3
GROUP 2 4 1
(m, b, g, 4 2
& p) 4 3
4 4
GROUP 3 5 1
5 2
54
(m, b, g, p 5 3
and a) 5 4
5 5
 Did it matter in what order you selected the objects?
 The teacher will discuss further regarding the student

D. Discussing new response from the previous activity.
concepts and
practicing new  Let the students give their own example of things for
skills #1 listing.
E. Discussing new
concepts and
practicing new
skills #2
Activity. Let’s do it Together
Divide the class into group. Illustrate combination by
F. Developing listing the different arrangements
Mastery 1. Selecting 3 posters to hang out 4 different posters (p1,
(Leads to formative
Assessment 3) p2, p3, and p4).
2. There are 5 objects (A, B, C, D and E) taken 3 at a time.
applications of
concepts and
skills in daily
living
H. Making  In this lesson, how did you illustrate combination?
generalizations  What have you observed?
abstractions
about the lesson
Activity. Work Independently

I. Evaluating Illustrate combination by listing the different selections.
Learning 1. Choosing 2 out of 4 household chores (cooking,
cleaning, ironing and washing clothes)
2. Forming lines from six given points (A, B, C, D, E and F).
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation
55
D> Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson.
E> No. of
learners who
continue to
require
remediation.
F> Which of my
teaching
strategies
worked well?
G> What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
H> What
innovation or
localized
materials did
I use/discover
which I wish to
share with
other teacher?
=Activity. Let’s Discover

(Attached Activity for Developing Mastery)
Use any 4 different available fruits like (mango, guava, banana, pomelo, avocado
or any fruits available in your place). Complete the table that follow.
Teacher’s Example. Get 2 fruits (ex. Mango and banana)
56
1. a. Select a fruit 1 at a time. Do all possible selections
b. Illustrate or describe each selection you have made.
c. Count the number of different selection you made.
2. a. Select the fruits 2 pieces at a time.
b. Illustrate or describe each selection.
c. Count the number of different selection you made
Group 1 . Get 3 fruits

1. a. Select a fruit 1 at a time. Do all possible selections
c. Count the number of different selection you have made when using 1
object at a time from the 3 given fruits.
2. Select 2 fruits at a time.
objects at a time from the 3 given fruits.
3. a. Select 3 fruits at a time.
objects at a time from the 3 given fruits.
Group 2. Get 4 fruits
1. Repeat Steps B. 1-3
2. a. Continue the process until you select 4 fruits at a time
c. Count the number of different selections you have made using all
4 fruits at a time.
Group 3. Get 5 fruits
1. Repeat Steps B. 1-3
2. a. Continue the process until you select 5 fruits at a time
3. Illustrate or describe each selection you have made.
Count the number of different selections you have made using all 5 fruits
at
a time
Key to Correction
EVALUATING LEARNING
1. Cooking, cleaning
Cooking, ironing
Cooking, washing clothes
57
Cleaning, ironing
Cleaning, washing clothes
Ironing, washing clothes
 There are 6 different selections
⃡ 𝐴𝐶,
2. 𝐴𝐵, ⃡ ⃡𝐴𝐷, 𝐴𝐸,
⃡ ⃡𝐴𝐹, 𝐵𝐶,
⃡ 𝐵𝐷,⃡ 𝐵𝐸,
⃡ 𝐵𝐹,
⃡ 𝐶𝐷,⃡ 𝐶𝐸,
⃡ 𝐶𝐹,⃡ ⃡𝐷𝐸, ⃡𝐷𝐹, 𝐸𝐹,
⃡
 There are 15 possible lines from six given points.

Grade 10
Quarter Three Week Three Day Three
D. I. OBJECTIVES
58
E. Content The learner demonstrates understanding of key concepts of
F. Performance The learner is able to use precise counting technique and
G. Learning Illustrates the combination of objects. M10SP-IIl-c-1
Competencies/
Objectives
Subtask 3. Illustrate combination by representation.
each
V. CONTENT Combination
VI. LEARNING
RESOURCES
A> References
B> Teacher’s Grade 10 Mathematics Teacher’s Guide pages 259 - 277.
Guide pages
C> Learner’s Grade 10 Mathematics Learner’s Guide pages 301-315
Materials
pages
D> Textbook
pages
E> Additional Materials
from Learning
Resources portal
F> Other Learning
Resources
IV.. PROCEDURES
C A
A. Reviewing
previous  List down as many as
lesson or possible triangles you can
presenting find in the given figure.
the new E R
lesson How many triangles are there in the given figure?
 What have you notice to the listed triangles?
B. Establishin  Are there any similarities among triangles?
g a purpose  Can we consider ∆ACE the same as ∆AEC?
for the  In this lesson, we will illustrate combination by
lesson representation.
Activity. We are One

Group the students into four. Using the figure at the right let
them identify as many as triangles similar to:
C. Presenting
examples/instan
ces of the lesson A
Group 1 ∆ACE C
Group 2. ∆ACR
Group 3. ∆ARE
Group 4. ∆CER
E R
 The teacher will note that :
 ∆ACE is the same as ∆AEC,
D. Discussing new C A ∆CEA, ∆CAE, ∆ECA, and ∆EAC
concepts and
practicing new
skills #1 E R
C A  ∆CAR is the same as ∆CRA,
∆ARC, ∆ACR, ∆RAC, and ∆RCA
E 59 R
C A
C
E R
 ∆AER is the same as ∆ARE,
∆EAR, ∆ERA, ∆REA, and ∆RAE
 ∆CER is the same as ∆CRE,

∆ERC, ∆ECR, ∆REC, and ∆RCE
Thus, there are only 4 distinct triangles in the given

quadrilateral.
E. Discussing new
concepts and
practicing new
skills #2
Group Activity. Feel Me
Divide the class into a group of 6 members. Ask the
students to act the situation below. Let them record the result
by completing the table below.
In a birthday party, there are 6 guests, How many
handshakes are there if each guest shakes hands with all the
others once?
1. Let student A shakes hand with the others.
2. Let student B shakes hand with the rest he/she not grip
yet.
3. Repeat No.2 for student C to F, until each guest shakes
F. Developing hands with all the others once.
Mastery Guest Number of Handshakes Made
(Leads to formative A
Assessment 3) B
C
D
E
F
Total
 How did you arrive to your answer?

 Note that a handshake of A to B is the same as the
handshake of B to A. They made 1 handshake
equivalent to 1 combination.
applications of
concepts and
skills in daily
living
H. Making  How did you illustrate combination?
generalizations
abstractions
about the lesson
I. Evaluating Illustrate to find the number of combination in the given

Learning situation.
60
1. How many diagonals can you draw in an octagon
COMBINED?
C O
D M
E B
N I
From Vertex Diagonals Number of

Diagonals
C
O
M
B
I
N
E
Total
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who
earned 80% in
the evaluation.
B. No. of learners
whorequire
additional
activities for
remediation
J. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson.
K. No. of
learners who
continue to
require
remediation.
L. Which of my
teaching
strategies
worked well?
61
M. What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
N. What
innovation or
localized
materials did
I use/discover
which I wish to
share with
other teacher?
Key to Correction
EVALUATING LEARNING
From Vertex Diagonals Number of Diagonals

C ̅̅̅̅̅
CM, CB, ̅̅̅
̅̅̅̅ CI, ̅̅̅̅̅
CN, ̅̅̅̅
CE 5
O ̅̅̅̅̅ OI,
OB, ̅̅̅̅ ON,
̅̅̅̅̅ OE,
̅̅̅̅̅ OD
̅̅̅̅̅ 5
62
M ̅̅̅̅ MN,
MI, ̅̅̅̅̅ ME,̅̅̅̅̅ ̅̅̅̅̅
MD 4
B ̅̅̅̅̅ BE,
BN, ̅̅̅̅ BD
̅̅̅̅̅ 3
I ̅IE,
̅̅̅ ̅̅̅̅
ID 2
N ̅̅̅̅̅
ND 1
E -
Total 20

Grade 10
Quarter Three Week Three Day Four
H. I. OBJECTIVES
63
Standards combinatorics and probability.
B. Performance The learner is able to use precise counting technique and
C. Learning Differentiates permutation from combination of n objects taken
Competencies/ r at a time M10SP-IIl-c-2
Objectives
Write the LC code for Subtask 1. Differentiate situations of permutation from
each combination.
VII. CONTENT Difference Between Permutation and Combination
VIII. LEARNING
RESOURCES
O. References
1. Teacher’s Grade 10 Mathematics Teacher’s Guide pages 259-265.
Guide pages
2. Learner’s Grade 10 Mathematics Learner’s Guide pages 301-310
Materials
pages
3. Textbook
pages
from Learning
Resources portal
5. Other Learning
Resources
IV.. PROCEDURES
A. Reviewing
previous  What is combination?
lesson or How will you illustrate the number of selection or
presenting combination?
the new
lesson
 If there are two letters a and b selected two at a time,

B. Establishing a what are the permutations?
purpose for the  How about combination?
lesson  This time we will differentiate permutation from
combination.
Activity. Put Some Order Here

Divide the class into groups. Study the tasks below and
answer the questions that follow.
1. Choosing 5 out of 10 questions in a test.
2. Opening a combination lock.
3. Winning in a contest.
4. Selecting 7 people to form a student affairs
C. Presenting Committee.
examples/instan
5. Forming triangles from 6 distinct points in which no 3
ces of the lesson
points are collinear
6. Assigning seats to guest at a dinner.
7. Drawing a set of 6 numbers in a lottery containing
numbers 1 to 45.
8. Entering the PIN (Personal Identification Number) of
your ATM card.
9. Selecting 3 posters to hang out of 6 different posters.
10. Listing the elements of subsets of a given set.
Questions:
64
a. In which tasks/ activities above is order or arrangement
important? Why?
b. In which tasks/ activities above is not important? Why?
 Note: The teacher can give additional information to

give more clarification as to the difference between
permutation and combination.
 What is the difference between combination and

D. Discussing new permutation?
concepts and  Let the students formulate their own examples about
practicing new permutation and combination.
skills #1
E. Discussing new
concepts and
practicing new
skills #2
Tell whether each problem represents a permutation or
combination.
1. Selecting two songs from 10 choices for an audition
F. Developing peace.
Mastery 2. Assigning telephone numbers to subscribers.
(Leads to formative 3. Picking 4 from a group of 10 people in a raffle draw.
Assessment 3) 4. Identifying the 3- digit numbers that can be formed from
numbers 2, 4, 6 and 8.
5. Selecting 5 apples from a pile of 20 to be serve during
new year celebration.
applications of
concepts and
skills in daily
living
H. Making  What are the differences between permutation and
generalizations combination?
abstractions  What is/are the keyword or clue for permutation? How
about the lesson about for combination?
Activity. Perfect Combination

A. Determine which of the following illustrates permutation
or combination.
1. Determining the top three winners in a Science Quiz
Bee.
2. Forming lines from six given points with no three of
I. Evaluating
which are collinear.
Learning
3. Forming triangles from 7 given points with no three of
which are collinear.
4. Four people posing for pictures.
5. Assembling a jigsaw puzzle.
6. Choosing 2 household chores to do before dinner.
7. Selecting 5 basketball players out of 10 team members
for the different positions.
8. Choosing three of your classmates to attend your party.
65
9. Picking 6 balls from a basket of 12 balls.
10. Forming a committee of 5 members from 20 people.
B. Differentiate situations that involve permutation from
combination?

V. REMARKS
VI. REFLECTION
remediation
I> Did the remedial lesson
lesson.
J> No. of learners who continue
K> Which of my teaching
L> What difficulties did I
solve?
M> What innovation or localized
materials did
Key to Correction
EVALUATING LEARNING (Perfect Combination)
Numbers 1, 4, 5 and 7 illustrates permutations.
Numbers 2, 3, 6, 8, 9 and 10 illustrate combination.
66
Grade 10
Quarter Three Week Three Day Five
D. I. OBJECTIVES
67
B. Performance The learner is able to use precise counting technique and
C. Learning Differentiates permutation from combination of n objects taken
Competencies/ r at a time M10SP-IIl-c-2
Objectives
Write the LC code for Subtask 2. Differentiates permutation from combination by
each listing all their possible arrangements
II. CONTENT Difference Between Permutation and Combination
A. LEARNING
RESOURCES
B. References
1. Teacher’s Grade 10 Mathematics Teacher’s Guide pages 259-260.
Guide pages
2. Learner’s Grade 10 Mathematics Learner’s Guide 301-302
Materials
pages
3. Textbook
pages
from Learning
Resources portal
5. Other Learning
Resources
IV.. PROCEDURES
Identify the following as to permutation or combination.
A. Reviewing 1. How many as 2-digit numbers that can be formed from
previous numbers 1, 2 and 3, if repetition is not allowed?
lesson or 2. If there are 4 menus in the cafeteria such as Chopsuey,
presenting
the new fried chicken, beef steak and pinangat, how many
lesson possible selections if student x prefer to choose two
menus?
 What is the difference between the two previous
B. Establishing a problems?
purpose for the  In this lesson we will differentiate permutation from
lesson combination by listing all their possible arrangements.
Group Activity.
List down all the arrangements to complete the table
below.
Group 1 How many as 2-digit numbers that can be formed

from numbers 1, 2 and 3 repetition is not
C. Presenting allowed.
examples/instan Group 2. If there are 4 menus in the cafeteria such as
ces of the lesson Chopsuey, fried chicken, beef steak and
pinangat, how many possible selections if student
x prefer to choose two viands.
Permutation Combination
68
 The teacher will discuss further regarding the
students response from the previous activity.
1. How many as 2-digit numbers that can be formed
from numbers 1, 2 and 3 if repetition is not allowed.
12 12 21
13 13 or 31
21 32 23
23
31
32
6 3
 There are 6 possible arrangements since 12 is
different from 21, 13 from 31 and 32 from 23.
2. If there are 4 menus in the cafeteria such as
chopsuey, fried chicken, beef steak and pinangat,
how many possible selections if student x prefer to
choose two viands.
D. Discussing new
concepts and Chopsuey/ fried chicken Chopsuey/ fried chicken
practicing new fried chicken/ chopsuey chopsuey/ beef steak
skills #1 Chopsuey/ pinangat
chopsuey/ beef steak fried chicken/ beef steak
beef steak/ chopsuey fried chicken/ pinangat
beef steak/ pinangat
chopsuey/ pinangat
pinangat / chopsuey
fried chicken/ beef steak

beef steak/ fried chicken
fried chicken/ pinangat

pinangat / fried chicken
beef steak/ pinangat

pinangat / beef steak
12 6
 Chopsuey/fried chicken is the same as fried

chicken/chopsuey and among others. Hence, there
are only 6 combinations.
69
E. Discussing
new
concepts
and
practicing
new skills
#2
F. Developing Activity. Together We Can
Mastery Let the students present their own example of
(Leads to formative permutation/ combination problem with the list of all
Assessment 3)
possible arrangements.
applications of
concepts and
skills in daily
living
H. Making What are the differences between permutation and
generalizations combination?
abstractions
about the lesson
A. Find the possible permutation and combination of the
following by listing. Identify what is the correct number
I. Evaluating of possible arrangement.
Learning 2. In how many different ways can a three bicycles be
parked if there are 3 available spaces (s1, s2, and s3).
3. Four girls (g1, G2, G3 and G4) in the class are chosen
to join the school beauty contest, but only three of
them will represent the class.
V. REMARKS
VI. REFLECTION
remediation
N> Did the remedial lesson work?
No. of learners who have caught
up with the lesson.
O> No. of learners who continue to
require remediation.
P> Which of my teaching strategies
worked well?
Q> What difficulties did I encounter
which my principal or supervisor
can help me solve?
R> What innovation or localized
materials did
Key to Correction
EVALUATING LEARNING
70
. Permutation Combination
s1,s2,s3 s1,s2,s3
s1,s3,s2
s2,s1,s3
s2,s3,s1
 Three s3,s2,s1 bicycles can be
parked in s3,s1,s2 6 different ways.
6 1
G1,G2,G3 G1,G2,G3
G1,G2,G4 G1,G2,G4
G1,G3,G2 G1,G3,G4
G1,G3,G4 G2,G3,G4
G1G4G2
G1G4G3
G2,G1,G3
G2,G1,G4
G2,G3,G1
G2,G3,G4
G2,G4,G1
G2,G4,G3
G3,G1,G2
G3,G1,G4
 There are G3,G2,G1 4 possible
selections G3,G2,G4 of girls for beauty
G3,G4,G1
contest.
G3,G4,G2
G4,G1,G2
G4,G1,G3
G4,G2,G1
G4,G2,G3
G4,G3,G1
G4,G3,G2
24 4
Name:______________________________Grade:_______________Score:___
ICL WORKSHEET
71
LC33 Illustrates combination.
Illustrate combination by:
A. Listing
1. In a raffle draw, Elvira won a free trip to any of these cities: Bagio,
Cebu, Bacolod and Zamboanga. How many choices has she?
2. In a cooking class, Celia was given seven recipes by her teacher
and she was supposed to choose three out from these for her
cooking demonstration. How many choices has she?
B. Making a tree diagram
3. A list of all possible selections of three ice cream flavors from 6
available flavors.
4. Six holes have been dug but only 4 trees are available.
5. Al, Jun, Nora, Cora, Lyn and Kathy are members of a group from
which committee of three is to be chosen. How many committees
can be formed?
Key to Correction
ICL WORKSHEET
1. 4
72
2. 35
3. 20
4. 15
5. 20

Grade 10
73
Quarter Three Week Four Day One
I. OBJECTIVES
concepts of combinations and probability.
C. Learning The learner derives the formula for finding the

Competencies/Objectiv number of combinations of n objects taken r at
es a time (M10SP-IIId-1)
Write the LC code for each Subtask 1: Derive the formula for combination
of n objects taken r at a time.
II.CONTENT Combination
A. References
pages 259-278
pages pages 306-308
3. Textbook pages
from Learning
Resource Portal
IV. PROCEDURES
A. Reviewing previous lesson 1. What does the notation P(n,r) means?
or presenting the new lesson 2. What are the other notation used for
permutations?
3. How to find the permutation of n objects taken r
at a time?
B. Establishing a purpose for You were able to derive the formula for
the lesson permutation of n objects taken r at a time in the
previous lessons, now let’s derive the formula for
combination of n objects taken r at a time.
C. Presenting examples/ Suppose you are to form different triangles using
Instances of the lesson 4 non-collinear points A, B, C, D. How many
triangles can you form?
D. Discussing new concepts Activity: NAME A TRIANGLE

and practicing new skills #1 Form different triangles out of four points plotted,
say, A, B, C, and D, of which no three are
collinear as illustrated below.
74
1. Consider that if the order of the letters is
important, then what are possible names of the
triangle? List down systematically.
2. What is the number of different orders of 4

vertices taken 3 at a time?
3. In geometry name a triangle using three

vertices in any order you will see that ABC, ACB,
BCA, BAC, CAB, and CBA are identical triangles
thus, how many triangles are formed?
4!
Notice that 4P3 = (4−3)! = 24 and 4C3 = 4, thus 4P3
is divided by 6 or 3! (the number of ways of
arranging 3 objects taken all at a time) to
eliminate the duplicates.
Note: There are 4 objects (A,B, C, D)  n = 4

They are selected 3 at a time  r = 3.
nPr
And so nCr becomes
𝑟!
𝑛!
since nPr = (𝑛−𝑟)!
𝑛𝑃𝑟
Then, nCr =
𝑟!
𝑛!
(𝑛−𝑟)!
=
𝑟!
𝑛!
nCr =
𝑟!(𝑛−𝑟)!
to formative assessment 3) Activity:
Given combination situation, identify n and r,
then write the combination notation for each
situation.
1. In gathering, the host 1. How many different
makes sure that sets of 10 cards each
75
each guest shakes can be formed from a
hands with everyone standard deck of 52
else. If there are 25 cards?
guest, how many 2. In a 15-item
handshakes will be Mathematics
done? problem-solving test,
2. There are 10 identical how many ways can
points on the number you select 8
line. How many problems to solve?
possible segments 3. A soloist is
can be drawn using auditioning for a
the given points? musical play. If she is
required to sing any
three of the 7
prepared songs, in
how many ways can
she make her
choice?
applications of concepts and
H. Making generalizations What is the formula for finding the combination of
abstractions about the n object taken r a time?
lesson.
Given combination situation, identify n and r,
then write the combination notation for each
situation.
1. If there are 12 teams 1. In a 10-item
in a basketball Mathematics
tournament and problem-solving test,
each team must play how many ways can
every other team in you select 5
the eliminations, how problems to solve?
many elimination 2. From 7 biology books
games will there be? and 6 chemistry
2. How many different books, in how many
sets of 5 cards each ways can one select
can be formed from 2 biology and 2
a standard deck of chemistry books to
52 cards? buy if all the said
books are equally
necessary?
3. Mrs. Rivera’s
business is a gown
rental and sale. She
decided one day that
76
she would display
her 10 newest gowns
in her shop’s window
to attract customers.
If she only had 5
mannequins, how
many times will she
change the set of
gowns?
V. REMARKS
VI. REFLECTION
remediation
lesson.
continue to require
remediation.
encounter which my
help me solve?
to share with other
teacher?
Answer Key
Given combination situation, identify n and r, then write the combination notation for
each situation.
1. 12C11 1. 10C5
2. 52C5 2. 7C2 ∙6C6
77
3. 10C5

Grade 10
Quarter Three Week Four Day Two
I. OBJECTIVES
78
technique and probability in formulating
Competencies/Objectives number of combinations of n objects taken r at
Write the LC code for each a time. (M10SP-IIId-1)
Subtask 2: Finds the number of combinations of
n objects taken r at a time.
A. References
pages 259-278
pages 306-311
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson In the previous discussion we derived formula for
or presenting the new lesson combination. Note that nCr = 𝑛! . What does
𝑟!(𝑛−𝑟)!
nCrmean?
B. Establishing a purpose for How can you solve the combination of n
the lesson objects taken r at a time and all at a time?
In this lesson, the students can find the number

of combination given n and r.
C. Presenting examples/ Activity: Give Me A Symbol
Instances of the lesson Write the symbols to determine the combinations
as indicated in the following.
1. If a certain basketball team has 15 players,
how many possible ways can its coach select
the first 5 players?
2. In how many ways can a committee of 5 be
formed from 5 student leaders?
D. Discussing new concepts If a certain basketball team has 15 players,
and practicing new skills #1 how many possible ways can its coach select the
first 5 players?
15!
15C5 =
5!(15−5)!
15⋅14⋅13⋅12⋅11⋅10!
=
5⋅4⋅3⋅2⋅10!
= 3003
79
E. Discussing new concepts In how many ways can a committee of 5 be
and practicing new skills #2 formed from 5 student leaders?
5!
5C5 =
5!(5−5)!
5!
=
5!⋅0!
=1
F. Developing Mastery (Leads Activity: Combi-Nation
to formative assessment 3) In pairs, solve the following combination notation
below.
1. 5C3
2. 8C4
3. 8C8
4. 10C9
5. 7C7
G. Finding practical Choose a situational problem on combination.
H. Making generalizations How do you find the number of combination of n
abstractions about the objects taken r at a time?
lesson. How many combinations are there if n objects
are taken all at a time?
Find the value of the following:
1. 4C2 1. 6C2
2. 5C5 2. 5C5
3. 12C8
V. REMARKS
VI. REFLECTION
remediation
lesson.
continue to require
remediation.
encounter which my
80
help me solve?
to share with other
teacher?
Answer Key
Find the value of the following:
1. 4C2 = 6 1. 6C2 = 15
81
2. 5C5 = 1 2. 5C5 = 1
3. 12C8 = 495

Grade 10
Quarter Three Week Four Day Three
82
I. OBJECTIVES

Subtask 3: Find the value of n in the
combination nCr.
A. References
pages 259-278
pages 306-311
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Recall and recite the formula for combination.
or presenting the new lesson How if n is unknown?

nC3 = 10 =
𝑟!(𝑛−𝑟)!
the lesson 𝑛(𝑛−1)(𝑛−2)(𝑛−3)!
10 =
3!(𝑛−3)!
𝑛(𝑛−1)(𝑛−2)
10 =
6
60 = n(n – 1)(n – 2)
0 = (n – 5)(n2+2n+12)
and n2 + 2n + 12 is not factorable,
so, n = 5
 How is the solution presented to find n?
In this lesson, students can find the value of n in

nCr.
C. Presenting examples/ If nC2 = 3, find n:

D. Discussing new concepts Find n, given the number of combination of
and practicing new skills #1 objects.
If nC2 = 6, what is n?
Solution:
To find n, follow the steps:
83
13. Use the formula
𝑛!
nCr =
𝑟!(𝑛−𝑟)!
14. Substitute the given values and expand
n!
𝑛(𝑛 − 1)(𝑛 − 2)!
3=
2! (𝑛 − 2)!
15. Simplify by dividing like terms both in

numerator and denominator
𝑛(𝑛 − 1)(𝑛 − 2)
3=
2! (𝑛 − 2)!
6 = 𝑛(𝑛 − 1)
16. Multiply
6 = 𝑛2 − 𝑛
17. Write all term on one side of the equation
0 = 𝑛2 − 𝑛 − 6
18. Factor the expressions
(𝑛 − 3)(𝑛 + 2) = 0
19. Solve the equations
(𝑛 − 3) = 0
(𝑛 + 2) = 0
20. Find n
𝒏=𝟑
𝒏 = −𝟐
Since in combination n must be positive,
therefore n = 3
F. Developing Mastery (Leads Activity: The Missing N
to formative assessment 3) In pairs, solve the unknown n in the following
notation below.
1. nC3 = 10
2. nC2 = 6
3. nC3 = 35
Do you have the same answer? If not, who gets
the correct answer?
H. Making generalizations How do you find the value of n in the combination
abstractions about the nCn.
lesson.
Find the value of n in nCr.
1. nC2 = 28 1. nC2 = 15
2. nC3 = 84 2. nC3 = 10
84
3. nC2 = 21
V. REMARKS
VI. REFLECTION
remediation
lesson.
continue to require
remediation.
encounter which my
help me solve?
to share with other
teacher?
Answer Key
Find the value of n in nCr.
1. nC2 = 28, n = 8 1. nC2 = 15, n = 6
85
2. nC3 = 84, n = 9 2. nC3 = 10, n = 5
3. nC2 = 21, n = 2

Grade 10
Quarter Three Week Four Day Four
I. OBJECTIVES
86
A> Content Standards The learner demonstrates understanding of key
B> Performance Standards The learner is able to use precise counting
C> Learning The learner derives the formula for finding the
Subtask 4: Find the value of r in combination
nCr.
A. References
pages 259-278
pages 306-311
3. Textbook pages
H. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Activity: Revisit Me
or presenting the new lesson Find the value of n.
1. nC2 = 28
2. nC3 = 4
B. Establishing a purpose for 5!

5Cr = 10 =
𝑟!(5−𝑟)!
the lesson 5!
r!(5-r)! =
10
r!(5-r)! = 12
r!(5-r)! = 3!2!,
Therefore, r = 3, or r = 2.
 How is the solution presented to find r?
In this lesson, students can find the value of n in

nCr.
C. Presenting examples/ If nC2 = 3, find the value of r:

D. Discussing new concepts Find the value of r given the number of
and practicing new skills #1 combination of objects.
If nC2 = 3, what is r?
Solution:
To find r, use the formula,
87
𝑛!
nCr =
𝑟!(𝑛−𝑟)!
Substitute the given values,
8!
8Cr = 28 =
𝑟!(8−𝑟)!
Interchange r!(8-r)! and 28,
8!
r!(8-r)! =
28
Simplify,
r!(8-r)! = 1440
(or continuously divide 1440 by 2, 3, 4, 5, 6, until
it reaches a quotient that is product of
consecutive numbers - ex. 1440÷2 = 720 ÷ 3 =
240 ÷ 4 = 60 ÷ 5 = 12 ÷ 6 = 2 and 2 is a product
of 2 and 1)
The last divisor is 6 and the quotient that is a

product of consecutives is 2, and 2 = 2!
Therefore,
r!(8-r)! = 6!2!
Therefore, r = 6, or r = 2.

to formative assessment 3)
Activity: Who R you?
In pairs, solve the unknown n in the following
notation below.
1. 5Cr = 10 1. 5Cr = 5
2. 4Cr = 4 2. 7Cr = 21
3. 8Cr = 56
H. Making generalizations
abstractions about the
lesson.

Find the value of r in the combination nCr.
1. 8Cr = 56 1. 8Cr =
2. 9Cr = 126 2. 9Cr =
3. 12Cr = 495 3. 5Cr =
4. 12Cr =
5. 8Cr =
88
V. REMARKS
VI. REFLECTION
remediation
lesson.
continue to require
remediation.
encounter which my
help me solve?
to share with other
teacher?
Answer Key
Find the value of r in the combination nCr.
1. 8Cr = 56, r = 3 1. 8Cr = 28, r = 6
2. 9Cr = 126, r = 4 2. 9Cr = 84, r = 6
3. 12Cr = 495, r = 8 3. 5Cr = 10, r = 3
89
4. 12Cr = 729, r = 7
5. 8Cr = 56, r = 5

Grade 10
Quarter Three Week Four Day Five
I. OBJECTIVES
90
concepts of combinations and probability
C. Learning Solves problems involving permutations and
Competencies/Objectives combinations. (M10SP-IIId-e-1)
Write the LC code for each Subtask 1: Find the number of permutations of
n different objects taken r at a time
II.CONTENT Permutation and Combination

A. References
1. Teacher’s Guide pages Grade 10 Mathematics Teacher’s Guide pages
256-257
pages 288-289
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson ACTIVITY 1. Determine whether the given
or presenting the new lesson situation is a combination or permutation
problem.
1. A class has to elect 3 different officers from 6

candidates.
2. A class has to elect 3 members of a

committee from 6 candidates.
3. Lines are drawn using 3 non-collinear points.
4. Four-digit numbers are formed from the digits

0, 5, 7, and 9 without repetition.
5. Five different books are arranged on a shelf.
B. Establishing a purpose for In this lesson we will focus on solving worded

the lesson problems on finding the number of
permutations of n different objects taken r at a
time
Instances of the lesson How many different ways can 7 students be
seated for a selfie if only 4 seats are available?
Can you find the number of permutations of n

different objects taken r at a time?
D. Discussing new concepts There are 7 objects to choose from: n=7
91
and practicing new skills #1 There are 4 places to be filled: r=4
Find: P (n, r)
Since there are 7 objects to choose from, by

FPC the 1st seat can be filled in 7 ways. The
occupant of the 2nd seat can be chosen from
the 6 remaining students. Thus, the 2nd seat
can be filled in 6 ways. After the first two seats
are filled, the third and the fourth seats can be
filled using the same reasoning, in 5 and 4
ways, respectively.
7● 6 ● 5 ● 4 = 840
Therefore, there are 840 different ways the

students can be seated in 4 seats, that is
P(7, 4) = 840
E. Discussing new concepts What if there are 5 objects to be arranged and

and practicing new skills #2 we would arrange all of them every time? That
is, n= 5, and r = 5.
In how many ways can 5 people arrange

themselves in a row for picture taking?
Solution:
n= 5, r = 5
P(5, 5) = 5 ● 4 ● 3 ● 2 ● 1 (5 factors)
= 120 possible pictures
In the problem above, we used all the numbers

from n = 5 down to 1. Another way of writing 5
● 4 ● 3 ● 2 ● 1 is 5! (read as 5 factorial).
F. Developing Mastery (Leads Activity 2. Work with pair. Answer each

to formative assessment 3) problem completely. Then, call students to
explain each problem.
1. A teacher wants to assign 4 different tasks to

her 4 students. In how many possible ways can
she do it?
2. In how many different ways can 5 bicycles be

parked if there are 7 available parking spaces?
92
3. In how many possible ways can 12 people
occupy the 12 seats in a front row of a mini-
theater?
4. If there are 10 people and only 6 chairs are

available, in how many ways can they be
seated?
5. There are 8 basketball teams competing for

the top 4 standings in order to move up to the
semi-finals. Find the number of possible
rankings of the four top teams.
H. Making generalizations How do you find the number of permutations of
abstractions about the n different objects taken r at a time in such
lesson. worded problem?
I. Evaluating Learning TEST YOURSELF

Solve the following:
1. How many ways 1. The students
can 4 officers in chosen are Callie,
Grade 10- Newton Jessica, Carlos and
class be elected Sanjit. In how many
among 45 students? ways can these 4
students be called
upon in the spelling
be?
2. Eight students are
lined up to be seated.
a. How many
ways can 4 of them
be seated in a row of
4 chairs?
b. How many ways
can all of them be
seated in a row of 8
chairs?
J. Additional activities for RANK ME!
application or remediation The draft lottery of 1969 for military service
ranked all 366 days (Jan 1, Jan 2,…, Feb
29,…, Dec 31) of the year. The men who were
eligible for service whose birthday was selected
first were the first to be drafted. Those whose
93
birthday was selected second were the second
to be drafted. And so on. How many possible
ways can the 366 be ranked?
V. REMARKS
VI. REFLECTION
remediation
lesson.
continue to require
remediation.
encounter which my
help me solve?
to share with other
teacher?
ANSWER KEY
Average Learners
1. P (45, 4) = 45 ● 44 ● 43 ● 42 = 3 575 880
Advanced Learners
1. 24 ways
2. a. P(8, 4) = 8 ● 7 ● 6 ● 5 = 1 680
b. P (8, 8) = 8! = 40 320
94
Grade 10
Quarter Three Week Five Day One
I. OBJECTIVES
95
Write the LC code for each Subtask 2: Solves problems on finding the
number of permutation, with and without
repetition.
A. References
258
pages 290-292
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson How do you determine if a situation or problem
involves permutation with or without repetition?
B. Establishing a purpose for ACTIVITY 1. Determine whether the given

the lesson situation is a combination or permutation
problem.
1. The arrangement of the letters of the word

ORANGES with no restriction.
2. Ways the letters in the word BRAIN be

arranged if the vowels must be together.
3. The arrangement of the word KITCHEN if the

KCN must be together but not necessarily in
that order.
4. Ways can 3 girls, and 4 boys be arranged if

no two people of same gender can sit beside
each other.
5. the number of permutation of the word
SASKATOON.
In this lesson we will focus on solving problems

on permutation with or without repetition.
C. Presenting examples/ Suppose you are asked to find the number of
Instances of the lesson permutations of the letters of the word EVEN.
96
How will you find the number of permutation of
the given problem?
D. Discussing new concepts There are 4 letters of the word. Initially,

and practicing new skills #1 suppose these letters are distinct, then the
number of permutation is,
P(4, 4) = 4!
However, we have to take into consideration

that the 2 E’s are alike. We cannot distinguish
between in the 2 E’s. how can we arrange the 4
letters differently if the 2 E’s could be
differentiated from one another? Instead of
using subscripts, let us make one E upper case
and the other in lower case (e). We will have:
EVen ENVe VNEe

eVEn ENev NEVe
EVNe ENeV NEVe
eVNE eNEV NeVE
EeVN VEeN NEeV
eEVN VeEN NeEV
EeNV VENe NVEe
eENV VeNE NVeE
How many arrangements are there?
Now, these two E’s are the same, and so the

two entries in each box are also the same.
Take note that for each permutation like
E-V-E-N, there are 2, or 2! Ways of arranging
the two E’s without changing the arrangement
of the others.
𝑛!
P=
𝑝!𝑞!𝑟!
𝑃 (4,4) 4!
P= = = 12 distinguishable permutation
2! 2
E. Discussing new concepts ACTIVITY 2. RACE WITH ME!

and practicing new skills #2 There are eight entries in a foot race. Prices will
be awarded for first, second, and third place
with the most prize money given to the first
place finish and the least amount to the third
97
place finisher. In how many ways can the race
end with the three winners?
The order in which the runners can finish in

first, second, and third place is important. We
have to pick three runners from eight choices.
The total number of permutation of r elements

selected from a set of n elements without
repetition is,
8! 8!
P = (8−3)! = = 336 ways
5!
F. Developing Mastery (Leads Activity. REPEAT ME OR NOT!

1. Find the number 1. Find the number of
of permutation of permutation of each
each word if word if repetition is
repetition is allowed. allowed.
a. PARALLEL a. PHILIPPINES
b. REPETITION b. GOOGOLPLEX
c. MATHEMATICS c. MISSISSIPPI
2. How many 2 digit 2. Bob, John, Luke

numbers can you and Tim play a tennis
make using the digit tournament. The
1, 2, 3 and 4 without rules of the
repeating the digits? tournament are such
that at the end of the
tournament, a
ranking will be made
and there will be no
ties. How many
different rankings can
there be?
G. Finding practical Have / choose a problem on real situation.

H. Making generalizations How do you find the number of permutation,

abstractions about the with and without repetition?
lesson.
98
1. Fifteen (15) pigs 1. A license plate

are available to use begins with three
in a study to compare letters. If the possible
three (3) different letters are A, B, C, D
diets. Each of the and E, how many
diets (let’s say, A, B, different
C) is to be used on permutations of
five randomly these letters can be
selected pigs. In how made if no letter is
many ways can the used more than
diets be assigned to once?
the pigs?
2. Eight students 2. Consider a lottery

namely Alice, Bob, in which 6 balls are
Charlie, David, Eve, consecutively drawn
Frank, George and at random from an
Horatio are urn containing 99
contestants for a balls, each printed
Spelling Bee. In how with a unique number
many ways can we 1,…, 99. What are
award a 1st, 2nd and the total number of
3rd place prize among possible outcomes of
the eight this draw?
contestants? (Gold/
Silver/ Bronze)
J. Additional activities for MATH CHALLENGE!
A password of 6 digits is made of 926002. How
many possible passwords are there? How long
would it take to try all the possible passwords if
trying one password takes 5 seconds?
V. REMARKS
VI. REFLECTION
remediation
99
lesson.
continue to require
remediation.
encounter which my
help me solve?
to share with other
teacher?
ANSWER KEY
Average Learners
1. One possible assignment of the diets to the pigs would be for the first five pigs to be
placed on diet A, the second five pigs to be placed on diet B, and the last 5 pigs to be
placed on diet C.
100
15!
P= = 756 756 𝑤𝑎𝑦𝑠 𝑖𝑛 𝑤ℎ𝑖𝑐ℎ 15 𝑝𝑖𝑔𝑠 𝑐𝑎𝑛 𝑏𝑒 𝑎𝑠𝑠𝑖𝑔𝑛𝑒𝑑 𝑡𝑜 𝑡ℎ𝑒 3 𝑑𝑖𝑒𝑡𝑠.
5!5!5!
8!
2. P = (8−3)! = 336 𝑤𝑎𝑦𝑠
Advanced Learners
1. P (5, 3) = 60 ways
2. P (99, 6) = 806 781 064 320 ways

Grade 10
101
Quarter Three Week Five Day Two
I. OBJECTIVES
Write the LC code for each Subtask 1: Solves problems on circular
permutation
A. References
258
pages 293
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson ACTIVITY 1. Look at the figure below. Say for
or presenting the new lesson example, the three persons A, B and C are
seated on a round table.
How many possible arrangement can we have

arranging 3 persons at a round table?
What if we interchange the position of A and B

and fix person C?

the lesson In this lesson we will focus on solving problems
on circular permutations.
C. Presenting examples/ ACTIVITY 2. FIND YOUR WAYS!

Instances of the lesson Find the number of ways a group of 8 persons
arrange themselves:
a. in a row of 8 seats?
b. around a circular table?
102
How will you solve the given problem?
D. Discussing new concepts
and practicing new skills #1 The number of ways 8 persons can arrange
themselves in a row is the number of
permutations of 8 objects taken 8 at a time.
Thus, we have 8! = 40 320 ways.
Suppose we fix the position of one person in a

circular table. Then the other 7 persons can
arrange themselves in 7! = 5 040 ways. This is
an example of a circular permutation.
The number of permutations of n distinct

objects arranged in a circle is given by (n-1)!
E. Discussing new concepts Consider the problem below,
and practicing new skills #2 Find the number of ways in which five persons
A, B, C, D and E sit in a round table such that
1. there is no restriction
2. A and D must always sit together
3. C and E must not sit together
Solution:
1. P = (5-1)! = 24 ways
2. P = (4-1)! = 3! = 6 x 2 = 12 ways
3. number of ways C and E can sit together is
12. From the first part of the question, we get
the total number of ways of possible
arrangements = 24. The required number of
ways C and E do not sit together = 24-12 = 12
ways
F. Developing Mastery (Leads ACTIVITY 3.

to formative assessment 3) Solve the problem below.

1. In how many ways 1. In how many ways
can 8 students be can 3 men and 3
seated in a circle and ladies be seated at a
a line? round table such that
no two men are
2. In how many seated together?
ways can 9 people sit
around a circular 2. Find the number of
table? different ways that a
family of 8 can be
seated around a
103
circular table with 8
chairs.
H. Making generalizations
abstractions about the
lesson.
There are 12 people How many ways can

in a dinner gathering. 5 boys and 5 girls be
In how many ways seated at a round
can the host (one of table if:
the 12) arrange his a. no restrictions are
guests around a imposed
dining table if: b. the girls and the
a. they can sit on any boys are to occupy
of the chairs alternate seats
b. 3 people insist on c. 3 particular girls
sitting beside each must sit together
other d. 3 particular girls
c. 2 people refuse to must not sit together
sit beside each e. all the girls must
other? sit together

V. REMARKS
VI. REFLECTION
remediation
lesson.
104
continue to require
remediation.
encounter which my
help me solve?
to share with other
teacher?
105
ANSWER KEY
Average Learners
a. P = (n-1)! = (12-1)! = 11! = 39 916 800 ways
b. When three people insist on sitting beside each other, we treat these three persons
“as one”. It is as if there are only 10 people.
P = 9! ● 3! = 2 177 280 ways
c. Consider first the case that the two said persons always sit beside each other. Like in
(b) as if there are only 11 people. The number of ways that they can all be seated is P =
10!●2! = 7 257 600. From (a), the number of ways that they can be seated if they sit
anywhere is 39 916 800. Thus, the number of ways that they can all be seated if two
refuse to sit beside each other is
P = 39 916 800 – 7 257 600
P = 32 659 200
Advanced Learners
a. P = (n-1)! = (10-1)! = 9! = 362 880
b. P = (n-1)! = (5-1)! = 4! = 24
n! = 5! =120
By FCP, the required number of ways they can be seated is 24x120 = 2 880 ways
c. P = (n-1)! = (8-1)! = 7 = 5 040
Moreover, the 3 girls can be arranged within its group in (3) (2) (1) ways = 6 ways.
By the FCP, the required number of ways the 10 persons can be seated is: 5 040 x 6 =
30 240 ways.
d. This situation is the complement of event in ©.
Therefore, the required number of ways the 10 persons can be seated is equal to the
difference of the answer in event a and event c. That is,
(10-1)!-7!3!
= 362 880-(5 040)(6)= 332 640 ways
106
Grade 10
Quarter Three Week Five Day Three
I. OBJECTIVES
Competencies/Objectives permutations and combinations.
Write the LC code for each (M10SP-IIId-e-1)
Subtask 4: Solve problems on combination
𝑛!
applying the formula 𝐶(𝑛, 𝑟) = (𝑛−𝑟)!𝑟!.
II.CONTENT Problem Solving on Combinations
A. References
pages 259-269
pages pages 301-315
3. Textbook pages
5. Other Learning Resources PASMEP pages 717-726
IV. PROCEDURES Average Learners Advance Learners
or presenting the new Recall and recite the formula in solving
lesson combination.
B. Establishing a purpose for How do you solve problems on combination
the lesson using that formula?
C. Presenting examples/ In a birthday party, there are 6 guests. How
Instances of the lesson many handshakes are there if each guest
shakes hands with all the others at once?
How will you find the number of handshakes

𝑛!
applying the formula 𝐶(𝑛, 𝑟) = (𝑛−𝑟)!𝑟!.?
In this lesson, you will be able to solve
problems on combination using the formula
𝑛!
𝐶(𝑛, 𝑟) = (𝑛−𝑟)!𝑟!.
D. Discussing new concepts Five girls are trying for a girls’ trio. In how
and practicing new skills #1 many ways can the music teacher select a
trio?
Solution:
Identify n and r. In the problem given, n=5
107
and r=3
𝑛!
𝑛𝐶𝑟 =
(𝑛 − 𝑟)! 𝑟!
5!
5 𝐶3 =
(5 − 3)! 3!
5!
5 𝐶3 =
2! 3!
5∙4∙3∙2
5 𝐶3 =
2∙3∙2
𝐶
5 3 = 10
Therefore, the music teacher can select a trio

in 10 ways.
F. Developing Mastery (Leads Activity: Dig Activity: Dig Deeper.
to formative assessment 3) Deeper. Group the class into
Group the class into 4. Let them answer
4. Let them answer the activity
the activity cooperatively. Ask
cooperatively. Ask each group to report
each group to their answers to the
report their answers class.
to the class.
Group 1 & 2
Group 1 & 2 A contractor has job
In how many ways openings for three
can a committee of 4 carpenters. If six
members be formed carpenters apply, how
from 8 people? many different
selections of three
Group 3 & 4 men can the
In a 10-item contractor make?
Mathematics Group 3 & 4
problem-solving test, Five students are
how many ways can waiting outside the
you select 5 school gate for a
problems to solve? jeepney. A teacher
stops his tricycle and
offers a free ride to
any four of them. In
how many ways could
the students be
selected for a free
ride?
G. Finding practical applications
of concepts and skills in
daily living.
H. Making generalizations How do you solve problems on combination
108
abstractions about the 𝑛!
using the formula 𝐶(𝑛, 𝑟) = (𝑛−𝑟)!𝑟!.?
lesson.
I. Evaluating Learning Solve the following Solve the following
problems on problems on
combination using combination using the
the formula 𝐶(𝑛, 𝑟) = formula 𝐶(𝑛, 𝑟) =
𝑛! 𝑛!
. .
(𝑛−𝑟)!𝑟! (𝑛−𝑟)!𝑟!
1. There are eight 1. If there are 12

boys in a teams in a
basketball team. basketball
In how many tournament and
ways can the each team must
coach make a play every other
selection of five? team in the
2. In a gathering, the eliminations, how
host makes sure many elimination
that each guest games will there
shakes hands be?
with everyone 2. From a population
else. If there are of 50 households,
25 guests, how in how many ways
many handshakes can a researcher
will be done? select a sample
with a size of 10?
V. REMARKS
VI. REFLECTION
remediation
6. Did the remedial lesson work?
No. of learners who have
7. No. of learners who continue to
9. What difficulties did I encounter
which my principal or
supervisor can help me solve?
localized materials did I
use/discover which I wish to
109
ANSWER KEY (DLP 23)
Average Learners
1. 56 ways
2. 300 handshakes
Advanced Learners
1. 66 eliminations
2. 10, 272, 278, 170 ways
110
Grade 10
Quarter Three Week Five Day Four
I. OBJECTIVES
probability.
Subtask 5: Solve problems on
combination involving geometry
(segments, rays and polygons) using the
𝑛!
formula 𝐶(𝑛, 𝑟) = (𝑛−𝑟)!𝑟!.
D. References
pages 259-269
pages 301-315
3. Textbook pages
5. Other Learning Resources PASMEP pages 717-726
or presenting the new Recall the different figures on geometry.
lesson (like polygons, its sides and vertices; and
chords of a circle)
B. Establishing a purpose for How many chords can be drawn using 7
the lesson distinct points on a circle?
Ask the students to illustrate the figure.
Can you determine now the number of

chords?
In this lesson, you will be able to solve

problems on combination involving
geometry (segments, rays and polygons).
C. Presenting examples/ How many chords can be drawn using 10
Instances of the lesson distinct points on a circle?
111
D. Discussing new concepts How many chords can be drawn using 10
and practicing new skills distinct points on a circle?
#1
Solution:
1. Identify n and r. (n=10, r=2)
𝑛!
2. Use the formula 𝐶(𝑛, 𝑟) = (𝑛−𝑟)!𝑟!
3. Substitute the value of n and r in the
formula.
10!
𝐶(10,2) =
(10 − 2)! 2!
4. Evaluate and simplify your answer.
10!
𝐶(10,2) =
8! 2!
10 ∙ 9 ∙ 8!
=
8! 2!
10 ∙ 9
=
2
𝐶(10,2) = 45
There are 45 chords that were drawn from

the circle with 10 distinct points.
E. Discussing new concepts If there are 5 distinct points on a plane with
and practicing new skills no three of which are collinear, how many
#2 triangles can be formed?
Solution:
5!
𝐶(5,3) =
(5 − 3)! 3!
𝐶(5,3) = 10
There are 10 triangles formed given 5

distinct points in which no three of them
are collinear.
F. Developing Mastery Activity: Dig Activity: Dig
(Leads Deeper. Deeper.
to formative assessment 3) Group the class Group the class
into 4. Let them into 4. Let them
answer the activity answer the activity
cooperatively. Ask cooperatively. Ask
each group to each group to
report their report their
answers to the answers to the
class. class.
Group 1 & 3 Group 1 & 3

If there are 7 distinct If there are 10
points on a plane distinct points on a
with no three of plane with no three
which are collinear, of which are
how many collinear, how many
112
quadrilaterals can quadrilaterals can
be formed? be formed?

How many chords How many chords
can be drawn using can be drawn using
12 distinct points on 15 distinct points on
a circle? a circle?
H. Making generalizations How do you solve problems on
abstractions about the combination involving geometry
lesson. (segments, rays and polygons) using the
𝑛!
formula 𝑛𝐶𝑟 = (𝑛−𝑟)!𝑟!?
combination combination
involving geometry. involving geometry.
1. If there are 8 1. If there are 10

distinct points on distinct points on
a plane with no a plane with no
three of which are three of which are
collinear, how collinear, how
many pentagon many pentagon
can be formed? can be formed?
2. How many 2. How many
chords can be chords can be
drawn using 16 drawn using 20
distinct points on distinct points on
a circle? a circle?
V. REMARKS
VI. REFLECTION
remediation
lesson.
12. No. of learners who continue
113
encounter which my
help me solve?
15. What innovation or localized
materials did
to share with other teacher?
114
ANSWER KEY (DLP 24)
Average Learners
1. 56 pentagons
2. 120 chords
Advanced Learners
1. 224 pentagons
2. 190 chords
115
Grade 10
Quarter Three Week Five Day Five
I. OBJECTIVES
probability.
Subtask 6: Solve problems on
combination with restriction/condition.
D. References
pages 259-269
pages 301-315
3. Textbook pages
Additional Materials from
Other Learning Resources PASMEP pages 717-726
A. Reviewing previous lesson Solve the following:
or presenting the new 1. C(4,2)●C(3,2)
lesson 2. C(5,2)●C(4,3)
B. Establishing a purpose for In this lesson, you will be able to use the
the lesson product of two combinations.
C. Presenting examples/ A committee of 5 is to be chosen from a
Instances of the lesson group of 3 boys and 4 girls. If the
committee is to consist of 2 boys and 3
girls, how many different committees can
be formed?
D. Discussing new concepts From the problem given above, how will
and practicing new skills you form a committee of 5 members
#1 consisting of 2 boys and 3 girls if there are
3 boys and 4 girls?
Think of this problem as two-stage

situation. First, choose the boys and then
the girls. What do you think with these two
numbers? If the committee has 2 boys and
116
3 girls, how many different committees can
be formed?
Solution:
𝐶(3,2) ∙ 𝐶(4,3)
3! 4!
= ∙
(3 − 2)! 2! (4 − 3)! 3!
=3∙4
= 12
Therefore, there 12 different committees

which can be formed.
and practicing new skills
#2
F. Developing Mastery Activity: Dig Activity: Dig
(Leads Deeper. Deeper.
to formative assessment 3) Group the class Group the class
into 4. Let them into 4. Let them
answer the activity answer the activity
cooperatively. Ask cooperatively. Ask
each group to each group to
report their report their
answers to the answers to the
class. class.

In how many ways In how many ways
can a committee of can a committee of
5 be formed from 5 5 be formed from 7
juniors and 7 juniors and 9
seniors if the seniors if the
committee must committee must
have 3 seniors? have 3 seniors?

A box contains 5 red A box contains 7 red
balls, 7 green balls, balls, 9 green balls,
and 6 yellow balls. and 8 yellow balls.
In how many ways In how many ways
can 6 balls be can 6 balls be
chosen if there chosen if there
should be 2 balls of should be 3 balls of
each color? each color?
117
G. Finding practical In a 15-item Mathematics problem solving
applications of concepts test, how many ways can you select 5
and problems?
H. Making generalizations How do you solve problems on
abstractions about the combination with restriction applying the
lesson. 𝑛!
formula 𝐶(𝑛, 𝑟) = (𝑛−𝑟)!𝑟!?
combination with combination with
restriction. restriction.
1. In how many 1. In how many

ways can a ways can a
committee of 6 be committee of 6 be
formed from 7 formed from 8
juniors and 9 juniors and 10
seniors if the seniors if the
committee must committee must
have 4 juniors? have 4 juniors?
2. A box contains 6 2. A box contains 8

red balls, 8 green red balls, 10
balls, and 7 green balls, and 9
yellow balls. In yellow balls. In
how many ways how many ways
can 9 balls be can 12 balls be
chosen if there chosen if there
should be 3 balls should be 4 balls
of each color? of each color?
V. REMARKS
VI. REFLECTION
require
remediation
Did the remedial lesson work?
No. of learners who have caught
up with the lesson.
No. of learners who continue to
Which of my teaching strategies
worked well?
118
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did
119
ANSWER KEY (DLP 25)
Average Learners
1. 1 260 ways
2. 3 920 ways
Advanced Learners
1. 3 150 ways
2. 1 852 200 ways
120
Name : ______________________________ Grade & Section: _____________
ACTIVITY WORKSHEET FOR LC 39 (Solves problems involving

permutations and combinations)
A. COUNT THE WAYS! Solve the following problems.
1. A tailoring shop makes jackets in 4 different colors. If each jacket is available in

3 fabrics, 2 kinds of collars, and a choice of button or zipper, how many types of
jacket does the tailoring shop make?
2. In the coming track and field competition, seven sprinters will run the 100-
meter dash. How many ways can gold, silver, and bronze medals be awarded?
3. The Science Club needs to elect a president, a vice president, a secretary, and
a treasurer. There are 30 members and each of them is eligible for any of these
four positions. How many ways can any 4 members be elected for these
positions?
4-5. Five students are to be seated in 5 chairs:

a. How many ways can they be seated in a circle?
b. How many ways can they be seated in a row?
B. HOW SPECIAL ARE YOU?

A lucky regular costumer can win a special merienda consists of a drink, a
pastry, and a fruit as anniversary promo. The choice of the special merienda will
depend on the outcome of “triple roulette” as illustrated. How many special
merienda are possible?
121
KEY TO CORRECTION
ACTIVITY WORKSHEET FOR LC 24 (Solves problems involving
permutations and combinations)
A. COUNT THE WAYS! Solve the following problems.
1. (4) (3) (2) (2) = 48 different types of jackets

2. (7) (6) (5) = 210 ways
3. (30) (29) (28) (27) = 657 720 ways
B. HOW SPECIAL ARE YOU?
543
122
NAME: __________________________________ Date: _______________
Grade/Section: ________________________
ICL WORKSHEET
Average Learners
Solve the following problems.

1. If there are 10 teams in a basketball tournament and each team must play
every other team in the eliminations, how many elimination games will
there be?
2. In a 15-item Mathematics problem-solving test, how many ways can you
select 5 problems to solve?
3. If there are 8 distinct points on a plane with no three of which are
collinear, how many triangles can be formed?
4. How many chords can be drawn using 18 distinct points on a circle?
5. In how many ways can a committee of 6 be formed from 9 juniors and 11
seniors if the committee must have 4 juniors?
6. A box contains 5 red balls, 7 green balls, and 6 yellow balls. In how many
ways can 6 balls be chosen if there should be 2 balls of each color?
Advanced Learners

1. If there are 15 teams in a basketball tournament and each team must play
every other team in the eliminations, how many elimination games will
there be?
2. In a 20-item Mathematics problem-solving test, how many ways can you
select 5 problems to solve?
3. If there are 12 distinct points on a plane with no three of which are
collinear, how many triangles can be formed?
4. How many chords can be drawn using 25 distinct points on a circle?
5. In how many ways can a committee of 7 be formed from 12 juniors and 15
seniors if the committee must have 5 juniors?
6. A box contains 8 red balls, 12 green balls, and 10 yellow balls. In how many
ways can 9 balls be chosen if there should be 3 balls of each color?
123
ANSWER KEY (ICL)
Average Learners

1. 45 eliminations
2. 3 003 ways
3. 56 triangles
4. 153 chords
5. 6 930 ways
6. 3 150 ways
Advanced Learners

1. 105 eliminations
2. 15 504 ways
3. 220 triangles
4. 300 chords
5. 83 160 ways
6. 1478 400 ways
124
Grade 10
Quarter Three Week Six Day One
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding
of key concepts of combinations and
probability.
decisions.
C. Learning The learner illustrates events, and
Competencies/Objectives union and intersection of events.
Write the LC code for (M10SP-III-f-1)
each Subtask 1: Illustrate simple event
II.CONTENT Simple Event
A. References
1. Teacher’s Guide pages Grade 10 Mathematics Teachers Guide
280-290
2. Learner’s Materials Grade 10 Mathematics Learners
pages Module pages 328 - 332
3. Textbook pages
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous  Determine the possible results of each
lesson or presenting the new activity.
lesson a. tossing a coin
b. rolling a die
B. Establishing a purpose for  What do you call such activities like

the lesson rolling a die, tossing a coin, or choosing
a ball from a box?
C. Presenting examples/  List the possible results of the
Instances of the lesson following:
a. Choosing a ten diamond card in a
deck of playing cards.
b. Tossing two coins.
125
D. Discussing new concepts  What do you call the result of an
and practicing new skills #1 experiment?
 In rolling a die the outcomes are
{1,2,3,4,5,6} , the set of possible
outcomes is called a sample space.
And a subset of the sample space
such as getting a 2 in rolling a die
or getting an even number is an
example of event.
E. Discussing new concepts Observe the outcomes of the following
and practicing new skills #2 events:
Tossing a coin = {𝐻, 𝑇}
Rolling a die = {1,2,3,4,5,6}
 What can you say about the
chance of getting a head or a tail?
Or a chance of getting a 4 to the
chance of getting any of the 6
possible outcomes in rolling a die?
 What kind of event are they?
 How will you define simple event
based from the given example?
F. Developing Mastery Identify whether the given event is simple or
(Leads to formative not. Justify your answer.
assessment) 1. The event of picking a ball and getting a
blue one in a box having 5 yellow, 7 blue and
6 violet balls.
2. Getting at least one head in tossing 2
coins.
3. Getting an odd number in rolling a die.
4. Getting a head in tossing a coin
5. Choosing a male representative for a
debate in a class of 16 males and 19
females.
G. Finding practical Give some examples of simple events
applications of concepts and that you had encounter in your life.
H. Making generalizations  What is a simple event?
abstractions about the lesson.  How to identify simple event?
Answer the following problems.
I. Evaluating Learning Identify whether the given event is simple or
not. Justify your answer.
1. Ten strips of paper are numbered from 1
to 10, the event of getting
a. a 5.
b. multiples of 2
c. a number less than 6
d. a 3
2. Tossing 2 coins simultaneously and
getting {𝑇𝐻}.
126
3. Getting an odd number in the set of
Natural Numbers.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
require additional activities for
remediation
work? No. of learners who have
continue to require
remediation.
solve?
127
ANSWER KEY FOR EVALUATING LEARNING (LC 40 – SUBTASK 1)
1. a. Simple Event. There’s only one outcome for getting a 5. {5}
b. Not a simple event. There could be many outcomes such as {2,4,6}.
c. Not a simple event. The outcomes are many {1,2,3,4,5}
d. Simple Event. There’s only 1 outcome for getting a 3. {3}
2. Simple Event. There’s only one outcome for getting {TH}.
3. Not a simple event. There are many possible outcomes.
128
Grade 10
Quarter Three Week Six Day Two
I. OBJECTIVES
C. Learning The learner illustrates events, and union and
Competencies/Objectiv intersection of events. (M10SP-III-f-1)
es Subtasks 2: Illustrates compound event
using a tree diagram.
each
II.CONTENT Compound Event using Tree Diagram
A. References
1. Teacher’s Guide Grade 10 Mathematics Teachers Guide 280-
pages 290
2. Learner’s Materials Grade 10 Mathematics Learners Module
pages pages 328 -332
3. Textbook pages 1. Julieta G. Bernabe et al (2014). Quezon
City. Our World of Math Grade 10 pages 184.
Vibal Group Inc..
2. Orlando A. Oronce and Marilyn O.
Mendoza (2010). Manila. Advanced Algebra
and Trigonometry (E-Math) page 453. Rex
Book Store.
from Learning
Resource Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Group students into three.
lesson or presenting the new ACTIVITY: UNDERSTANDING
lesson COMPOUND EVENTS
Consider the situation below. Use a tree
diagram in answering the question that
follow.
A school canteen serves lunch for
students. A set of menu consists of 1 type of
rice, 1 type of viand, and 1 type of drink. The
tree diagram below shows the possible menu
combinations.
129
Group I:
1. Give the sample space of combination of
rice, viand, and drink. How many possible
outcomes are there?
2. List the outcomes of selecting a lunch with
pineapple juice.
Group II:
3. How many outcomes are there for selecting
any lunch with pineapple juice?
a lunch with steamed rice and with pineapple
juice?
Group III:
a lunch with chicken adobo and pineapple
juice?
a lunch with pinakbet and an orange juice?
B. Establishing a purpose  How do you determine the

for the lesson outcomes/sample space?
 What does the tree diagram tell you?
 What kind of events are given in the
previous activity?
In this lesson we will tackle about compound
events using a tree diagram.
C. Presenting examples/  Were you able to recognize that
Instances of the lesson the events in the given situation are
not simple events?
 How do you define compound
events?
D. Discussing new An experiment is performed by tossing a

concepts and practicing new coin three times. Find the sample space of
skills #1 the experiment, and list down all events with
7 outcomes.
Solution:
Let T and H stands for “tails” and “heads”
respectively. Because only one coin is
tossed three times, there will be an order of
the outcomes. For example, TTH means tails
comes out in the first toss, tails again in the
second toss and heads in the third toss.
130
Thus the sample space S of this experiment
of tossing a coin three times is.
𝑆 = {𝐻𝐻𝐻, 𝐻𝐻𝑇, 𝐻𝑇𝐻, 𝐻𝑇𝑇, 𝑇𝐻𝐻, 𝑇𝐻𝑇, 𝑇𝑇𝐻, 𝑇𝑇𝑇}
E. Discussing new
concepts and practicing new
skills #2
F. Developing Mastery Work in pair
(Leads to formative ACTIVITY:
assessment) Use a tree diagram to answer the problems
below.
1. A box contains 4 cards numbered 1, 3, 6
and 9. The second box contains 3 cards
numbered 1, 4 and 5.
a. List all the possible outcomes.
b. How many outcomes are there?
2. If there are two spinners and the first
spinner is divided into three numbers such as
2, 4, 6 and the second spinner is numbered 3,
5, and 7. How many sample space is there?
G. Finding practical Describe a situation in your life that involves

applications of concepts compound events.
H. Making generalizations  How did you get the number of
abstractions about the lesson. outcomes of a compound event?
 How do you differentiate simple event
from compound event?
See attached worksheet.
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
131
earned 80% in the
evaluation.
remediation
lesson.
continue to require
remediation.
encounter which my
help me solve?
to share with other
teacher?
132
WORKSHEET FOR EVALUATING LEARNING (LC 40 – SUBTASK 2)
Answer the following using tree Answer the following using tree
diagram. diagram.
1. A family has three children. Use a 1. Rene Alarcon is a disc jockey. He

tree diagram to show the possible chooses different types of records for
genders of the children. How many each hour of his three-hour program.
outcomes are there? The possible choices are listed below.
What are the possible outcomes?
2. Rene Alarcon is a disc jockey. He
chooses different types of records for First Hour Second Hour Third
each hour of his three-hour program. Hour
The possible choices are listed below. Rock Instrumental Opera
What are the possible outcomes? Folk Jazz Classical
First Hour Second Hour Third2. Determine all the possible

Hour outcomes when a coin and a die are
Rock Instrumental Opera tossed.
Folk Jazz Classical a. How many sample space is there?
b. How many possible outcomes are
there in getting a head and an even
number? What about in getting a tail
and an odd number?
133
1. 1.
𝑆 = {𝐵𝐵𝐵, 𝐵𝐵𝐺, 𝐵𝐺𝐵, 𝐵𝐺𝐺, 𝐺𝐵𝐵, 𝑆 = {𝑅𝐼𝑂, 𝑅𝐼𝐶, 𝑅𝐽𝑂, 𝑅𝐽𝐶, 𝐹𝐼𝑂
𝐺𝐵𝐺, 𝐺𝐺𝐵, 𝐺𝐺𝐺} , 𝐹𝐼𝐶, 𝐹𝐽𝑂, 𝐹𝐽𝐶}
B stands for boy, G for girl.
2. 2.
a. There are 12 sample space.
𝑆 = {𝐻1, 𝐻2, 𝐻3, 𝐻4, 𝐻5, 𝐻6,
𝑇1, 𝑇2, 𝑇3, 𝑇4, 𝑇5, 𝑇6}
b. There are 3 sample space in
getting a head and an even number,
and there are also three sample
space in getting a tail and an odd
number.
𝑆 = {𝑅𝐼𝑂, 𝑅𝐼𝐶, 𝑅𝐽𝑂, 𝑅𝐽𝐶, 𝐹𝐼𝑂

, 𝐹𝐼𝐶, 𝐹𝐽𝑂, 𝐹𝐽𝐶}
134
Grade 10
Quarter Three Week Six Day Three
I. OBJECTIVES
probability.
decisions.
each Subtasks 2: Illustrate compound events
by using a table.
II.CONTENT Illustrating Compound Events Using

Table
A. References
280-290
3. Textbook pages Orlando A. Oronce and Marilyn O.
Mendoza (2010). Manila. Advanced
Algebra and Trigonometry (E-Math) page
455, 457. Rex Book Store.
5. Other Learning
Resources
IV. PROCEDURES Average Learners Advanced Learners
A. Reviewing previous Work with a pair
lesson or presenting the new les ACTIVITY: A Coin Toss
Draw a tree diagram to show the sample
space when you toss a coin the given
number of times.
one toss – E-1
two tosses – E-2
three tosses – E-3
1. In exercise 1, how many outcomes are
heads? Tails?
2. In exercise 2, how many outcomes are
heads, then heads? Heads, then tails?
Tails, then heads? Tails, then tails?
135
3. In Exercise 3, how many outcomes are
3 heads? 2 heads and 1 tail in any order?
1 head and 2 tails in any order? 3 tails?
B. Establishing a purpose for  How did you determine the sample
the lesson space?
 Aside from the tree diagram, how
else can you find the total number of
possible outcomes?
C. Presenting examples/ List the sample space when 2 fair
Instances of the lesson sided dice are rolled using a table.
D. Discussing new concepts In rolling 2 dice, how many possible
and practicing new skills #1 outcomes are there for having the sum of
two numbers such as:
a. 7
b. 12
c. 11
 How did you determine the
possible outcomes?
F. Developing Mastery
(Leads to formative Group students into three then give
assessment) each group 1 problem. Allow them to answer
in 5 minutes then ask them to present their
output infront of the class.
ACTIVITY:
Use a table to determine the sample space
of each event.
1. When a die is rolled and a coin is tossed.
2. A canteen offers two desserts, cake and
salad, they also serve three beverages such
as coffee, lemonade and tea.
3. Elias has a choice of ace or king with a
choice of hearts, diamonds, clubs, or
spades.
G. Finding practical Ask students to cite some real life

applications of concepts situations involving compound events.
H. Making generalizations  How do you determine the sample

abstractions about the lesson. space of a compound event?
Illustrate the following through a table.

I. Evaluating Learning 1. In rolling a pair of dice, determine the
events A, B, C, and D such that the sum of
136
the numbers are 5, 9, 10, and 12
respectively.
2. Clocks come in 2 styles, wall or desk.
They come in 4 colors, white, black, red or
orange.
3. In selecting a shirt from three sizes (say
S, M, L) and five colors (say, b, r, y, g, c).
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
remediation
continue to require
remediation.
solve?
137
1. Possible sums for rolling two dice.
D1/D2 1 2 3 4 5 6
1 2 3 4 5 6 7
2 3 4 5 6 7 8
3 4 5 6 7 8 9
4 5 6 7 8 9 10
5 6 7 8 9 10 11
6 7 8 9 10 11 12
𝐴 = {(1,4), (2,3), (3,2), (4,1)}

𝐵 = {(3,6), (4,5), (5,4), (6,3)}
𝐶 = {(4,6), (5,5), (6,4)}
𝐷 = {6,6}
2.
Style/Color White Black Red Orange
Wall (Wall, White) (Wall, Black) (Wall, Red) (Wall, Orange)
Desk (Desk, White) (Desk, Black) (Desk, Red) (Desk, Orange)
3.
Size/Color b r y g C
S {S, b} {S, r} {S, y} {S, g} {S, c}
M {M, b} {M, r} {M, y} {M, g} {M, c}
L {L, b} {L, r} {L, y} {L, g} {L, c}
138
Grade 10
Quarter Three Week Six Day Two
I. OBJECTIVES
probability.
decisions.
each Subtasks 4: Illustrates union of events
II.CONTENT Union of Events

A. References
280-290
3. Textbook pages
5. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Let U = {1,2,3,4,5,6,7,8,9}
lesson or presenting the new Give the following
lesson A = the set of all even numbers
B = the set of multiples of 4
B. Establishing a purpose for  What are the elements that are in

the lesson either A or B?
 What do you call those elements?
 How do you define union of sets?
C. Presenting examples/ In rolling a die, find the union of the
Instances of the lesson events A “the number rolled is even” and B
“the number rolled is greater than three.
Solution:
The outcomes that are either in
A={2,4,6} or B={4,5,6} or both are 𝐴 ∪ 𝐵 =
{2,4,5,6}
139
D. Discussing new concepts  Is the concept of finding the union
and practicing new skills #1 of sets similar to finding the union
of events?
A coin and a die are tossed. Let X be the

event of getting a prime number, then Y the
event of getting a tail and an odd number.
 How many possible outcomes are
there in event X and Y?
 Determine 𝑋 ∪ 𝑌
Solution:
𝑆 = {𝐻1, 𝐻2, 𝐻3, 𝐻4, 𝐻5, 𝐻6,
𝑇1, 𝑇2, 𝑇3, 𝑇4, 𝑇5, 𝑇6}
𝑋 = {𝐻2, 𝐻3, 𝐻5, 𝑇2, 𝑇3, 𝑇5}, there are 6
outcomes
𝑌 = {𝑇1, 𝑇3, 𝑇5}, there are 3 outcomes
 𝑋 ∪ 𝑌 = 𝐻2, 𝐻3, 𝐻5, 𝑇1, 𝑇2, 𝑇3, 𝑇5
Based from the given example, how do
you define union of events?

F. Developing Mastery Answer the problems below.
(Leads to formative 1. Jessie rolled a fair die, find the union of
assessment) events M and N, where M is an odd number
and N is a number divisible by three.
2. A bag contains six identical balls, two
reds, three blues, and one yellow. Three
balls are drawn from this bag. Let A, be the
event consisting of at least one red ball and
B the event of consisting one yellow ball.
Determine 𝐴 ∪ 𝐵.
H. Making generalizations  How do you determine union of
abstractions about the lesson. events?
Answer the problems below.

I. Evaluating Learning 1. A die and a coin are tossed. Let E be the
event that a head comes out, and F the
event a 2 comes out. Determine 𝐸 ∪ 𝐹.
2. A strip of papers numbered from 1 to 50.

Let A be the event of picking up a strip with
at least a digit of 3 on it and B with the
number on it at least 44. Determine 𝐴 ∪ 𝐵.
140
3. A pair of die is rolled. Determine the
union of events P and Q where P is the
event of getting a sum which is even and Q
greater than 7.

V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
remediation
continue to require
remediation.
solve?
141
1. 𝐸 = {𝐻1, 𝐻2, 𝐻3, 𝐻4, 𝐻5, 𝐻6}
𝐹 = {𝐻2, 𝑇2}
𝐸 ∪ 𝐹 = {𝐻1, 𝐻2, 𝐻3, 𝐻4, 𝐻5, 𝐻6, 𝑇2}
2. 𝐴 = {3, 13, 23, 33, 43}

𝐵 = {44, 45, 46, 47, 48, 49, 50}
𝐴 ∪ 𝐵 = {3, 13, 23, 33, 43, 44, 45, 46, 47, 48, 49, 50}
3. 𝑃 = {2, 4, 6, 8, 10, 12}

𝑄 = {8, 9, 10, 11, 12}
𝑃 ∪ 𝑄 = {2, 4, 6, 8, 9, 10, 11, 12}
142
Grade 10
Quarter Three Week Six Day Five
I. OBJECTIVES
probability.
C. Learning The learner illustrates events, and union
Competencies/Objective and intersection of events. (M10SP-III-f-1)
s Subtasks 5: Illustrate intersection of
events.
each
II.CONTENT Intersection of Events
A. References
280-290
2. Learner’s Materials Grade 10 Mathematics Learners Module
pages pages 328 - 332
3. Textbook pages Julieta G. Bernabe et al (2014). Quezon
City. Our World of Math Grade 10 pages
186 -188. Vibal Group Inc..
Learning Resource
Portal
5. Other Learning
Resources
IV. PROCEDURES Average Learners Advanced
Learners
A. Reviewing previous A six-sided die is rolled once, say
lesson or presenting the new E: the number rolled is 4
lesson F: the number rolled is greater than 3.
 List the outcomes for E and F.
 What are the outcomes that are both
in E and F?
B. Establishing a purpose for  What do you call the outcomes that

the lesson are both in E and F?
In this lesson we will tackle about
intersection of events.
C. Presenting examples/ In rolling two dice;
Instances of the lesson 1. Let A be the event of getting a sum that
is even and B the event of getting a sum
143
that is a factor of 12. Determine the sample
space for 𝐴 ∩ B.
2. Let X be the event that the sum of the
numbers that appear is even and Y the
event that one of the numbers that appear
is odd. Determine the sample space for
𝑋 ∩ Y.
there in item number 1? 2?
 What did you observe about the
outcome in item number 2?
 What symbol is used to denote that
there is no intersection between
two events?
D. Discussing new concepts Four letters are chosen from the word
and practicing new skills #1 CUCUMBER. Let X be the event that
exactly two U’s are chosen, and Y the
event that both M and R are chosen.
 Find 𝑋 ∩ 𝑌.
there?
Answer:
 𝑋 ∩𝑌 =
{𝑈𝑈𝑅𝑀, 𝑈𝑈𝑀𝑅, 𝑈𝑅𝑈𝑀, 𝑈𝑅𝑀𝑈,
𝑈𝑀𝑅𝑈, 𝑈𝑀𝑈𝑅, 𝑅𝑈𝑈𝑀, 𝑅𝑈𝑀𝑈, 𝑅𝑀𝑈𝑈, 𝑀𝑅𝑈𝑈,
𝑀𝑈𝑅𝑈, 𝑀𝑈𝑈𝑅}
 There are 12 possible outcomes.

F. Developing Mastery Answer the problems below.
(Leads to formative 1. A coin is being tossed 3 times. What are
assessment) the possible outcomes? How many
outcomes are there for the following?
A: at least one tail is observed
B: more tails are observed
Illustrate the 𝐴 ∩ B.
2. A couple has four children. Let E be the
event that the couple has at least two sons,
and F the event that the couple has exactly
two daughters. Determine 𝐸 ∩ 𝑌.
H. Making generalizations How do you determine the intersection of
abstractions about the lesson. two events?
Illustrate 𝐴 ∩ B.
144
1. A couple has three children. Let X be the
event that the couple has at least two sons,
and Y the event that the couple has at least
one daughter.
2. A coin and a die are tossed. Let A be the
event that heads and an even number
appear, and let B the event that heads
appear.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
remediation
continue to require
remediation.
solve?
to share with other teacher?
145
1. Sample Space = {𝐷𝑆𝑆, 𝐷𝑆𝐷, 𝐷𝐷𝑆, 𝐷𝐷𝐷, 𝑆𝑆𝑆, 𝑆𝑆𝐷, 𝑆𝐷𝑆, 𝑆𝐷𝐷 }
𝑋 = {𝐷𝑆𝑆, 𝑆𝑆𝑆, 𝑆𝑆𝐷, 𝑆𝐷𝑆}
𝑌 = {𝐷𝑆𝑆, 𝑆𝑆𝐷, 𝑆𝐷𝑆}
𝑋 ∩ 𝑌 = {𝐷𝑆𝑆, 𝑆𝑆𝐷, 𝑆𝐷𝑆}
2. 𝐴 = { 𝐻2, 𝐻4, 𝐻6 }
𝐵 = { 𝐻1, 𝐻2, 𝐻3, 𝐻4, 𝐻5, 𝐻6 }
𝐴 ∩ 𝐵 = { 𝐻2, 𝐻4, ℎ6 }
146
Name_______________________ Section: _________________
ICL WORKSHEET
LC #40 (Illustrate events, and union and intersection of events).
Answer the problems below.

1. In rolling a pair of dice (one white and one black), we have the following
events.
A = {(1,6)}
B = {(1,6), (6,1)}
C = {(1,1), (1,2), (1,3), (1,4), (1,5), (1,6)}
D = {(1,1), (1,6), (6,1), (6,6)}
E = {(1,1), (1,3), (5,5)}
a. Which events are compound events? d. What is 𝐴 ∩ 𝐵?
b. Which events are subsets of the other? e. What is 𝐵 ∩ 𝐷?
c. What is 𝐴 ∪ 𝐵?
2. An experiment is performed by simultaneously spinning the two spinners

below. Let X be the event that a spinner stops at an even number, and Y be the
events that a spinner stops at a constant letter. Find 𝑋 ∪ 𝑌 and 𝑋 ∩ 𝑌.
147
ICL WORKSHEET
LC #40 (Illustrate events, and union and intersection of events).
Answer Key:
1. Solution:
a. All events except event A are compound events since each of the
four events B, C, D, and E has 2, 6, 4, and 3 outcomes respectively.
b. A ⊂ 𝐵 since the outcome (1,6) is also in B.
B ⊂ 𝐷 since the outcomes (1,6) and (6,1) are also in D.
c. 𝐴 ∪ 𝐵 = {(1,6), (6,1)}
d. 𝐴 ∩ 𝐵 = {(1,6)}
e. 𝐵 ∩ 𝐷 = {(1,6), (6,1)}
2. Solution:
By writing first the outcomes of the first spinner, the outcomes of the
experiment are
1A, 2A, 3A, 4A, 5A, 1E, 2E, 3E, 4E, 5E, 1I, 2I, 3I, 4I, 5I, 1O, 2O,
3O, 4O, 5O, 1U, 2U, 3U, 4U, and 5U.
If X is the event that a spinner stops at an even number then,
X = {2𝐴, 4𝐴, 2𝐸, 4𝐸, 2𝐼, 4𝐼, 2𝑂, 4𝑂, 2𝑈, 𝑎𝑛𝑑 4𝑈}.
If y is the event that a spinner stops at a constant then, Y is a null
set since the second spinner does not have a constant letter on it.
𝑋 ∪ 𝑌 = {2𝐴, 4𝐴, 2𝐸, 4𝐸, 2𝐼, 4𝐼, 2𝑂, 4𝑂, 2𝑈, 𝑎𝑛𝑑 4𝑈}.
𝑋 ∩𝑌 = {}
148
Grade 10
Quarter Three Week Seven Day One
I. OBJECTIVES
A. Content Standards Demonstrates understanding of key concepts
of combinations and probability
B. Performance Standards Use precise counting technique and
probability in formulating conclusions and
making decisions
C. Learning The learner illustrates the probability of a
Competencies/Objectives union of two events.
Write the LC code for M10SP-lllg-1
each Subtask 1: Illustrates the probability of
simple and compound events
II.CONTENT Simple and Compound Events
A. References
1. Teacher’s Guide pages Mathematics 10 Teachers Guide
Pages 288-291
2. Learner’s Materials Mathematics 10 Learner’s Module
pages pages 328- 331
3. Textbook pages
B. Other Learning Dice, marbles, playing cards
Resources
IV. PROCEDURES
A. Reviewing previous Given a standard die, what is the chance
lesson or presenting the new that an odd numbers will show up?
lesson
B. Establishing a purpose In rolling a die,
for the lesson  What do you mean by 𝑃(4)?
 What do you mean by
𝑃(𝑒𝑣𝑒𝑛 𝑛𝑢𝑚𝑏𝑒𝑟)?
 What do you mean by 𝑃(3)?
 What do you call the outcomes of an
experiment?
 What is the set of all outcomes in an
experiment?
Remember:
When you see 𝑃() this means to find the
probability of whatever is indicated inside
the parenthesis.
Instances of the lesson Activity: Let’s First Identify!
Given the standard die, illustrate the
probability for the following events when
rolling the die one time:
149
a. 𝑃(5)
b. 𝑃(1)
c. 𝑃(𝑒𝑣𝑒𝑛 𝑛𝑢𝑚𝑏𝑒𝑟)
d. 𝑃(7)
D. Discussing new In the example above,
concepts and practicing new  What do you mean by 𝑃(5); 𝑃(1).
skills #1 𝑃(𝑎 𝑛𝑢𝑚𝑏𝑒𝑟 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎 1)
𝑃(𝑒𝑣𝑒𝑛 𝑛𝑢𝑚𝑏𝑒𝑟)𝑎𝑛𝑑 𝑃(7)?
 What is the sample space or the total
number of outcomes? Why?
 In 𝑃(5), what is the chance of rolling a
5? Why?
1? Why?
 What is an event with one possible
outcome?
 In 𝑃(𝑒𝑣𝑒𝑛 𝑛𝑢𝑚𝑏𝑒𝑟), what is the chance
of rolling an even number? Why
7? Why?
 What is the relation between the
number of chance or outcomes an
event can occur to the total possible
outcomes or sample space?
 What is the ratio of the number of ways
a certain outcome can occur to total
possible outcomes in a, b and c?
 What do you call that ratio?
Remember:
The number of favorable outcomes as
the numerator and the total number of
outcomes as the denominator.
E. Discussing new Activity: More Outcomes!
concepts When two dice are rolled, illustrate the
and practicing new skills probability of “getting a5 and a2”.
#2  What is the number of outcomes in
the sample space? Why?
 What are the different outcomes?
 What is the probability of compound
event?
F. Developing Mastery Activity: Select!
(Leads to formative A. There are 4 blue marbles, 5 red
assessment 3) marbles, 1 green marble, and 2
black marbles in a bag. Suppose you
select one marble at random.
Illustrate the probability of:
a. P (Black)
b. P(Blue)
c. P(blue or black)
d. P(not green)
e. P(not black)
B. A family has three children. Illustrate
the probability of having
150
a. 3 girls
b. 2 boys and 1 girl
 What are the possible outcomes?(
Use a Tree diagram)
 How many outcome(s) shows 3
girls?
 How many outcomes showing 2
boys and 1 girl?
H. Making generalizations How do you identify the sample space and
abstractions about the number of outcomes of simple and
lesson. compound events?
I. Evaluating Learning A playing card is drawn at random from a
standard deck of 52 playing cards. Illustrate
the probability of
a. A diamond
b. A red ace
c. A black card
d. A king and a queen
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
remediation
lesson.
continue to require
remediation.
encounter which my
help me solve?
151
Answer Key:
Evaluation:
A playing card is drawn No of possible outcomes Total number

at random from a of outcomes
standard deck of 52
(Sample space)
playing cards. Illustrate
the probability of A diamond 13 52
A red ace 2 52
A black card 26 52
A king and a queen King (4) 52

Queen (4) 52
152
Grade 10
Quarter Three Week Seven Day Two
I. OBJECTIVES
A. Content Standards Demonstrates understanding of key concepts of
combinations and probability
B. Performance Use precise counting technique and probability
Standards in formulating conclusions and making decisions
C. Learning The learner illustrates the probability of a union
Competencies/Objectiv of two events.
es M10SP-lllg-1
Write the LC code for each Subtask 2: Illustrate the probability of
complement of an event
II.CONTENT Probability of Complement of an Event
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Mathematics 10 Teachers Guide
pages Pages 291
pages pages 328 – 331
3. Textbook pages
from Learning Resource
Portal
B. Other Learning Marbles, spinner, dice
Resources
IV. PROCEDURES
A. Reviewing previous Activity: Select the color!
lesson or presenting the There are 4 blue marbles, 5 red marbles, 1
new lesson green, and 2 black marbles in a bag. Suppose
you select one marble at random, illustrate the
probability of
a. Blue
b. Red
c. Black
B. Establishing a In the above activity, illustrate the chance of
purpose for the lesson getting not blue marbles?
If it’s not the blue marbles what are the possible
outcomes?
C. Presenting A venn diagram that illustrates the relationship

examples/ between A and A’ is
Instances of the
lesson
153
A’ A
1 2, 4, 6
5
D. Discussing new In the given illustration,
concepts and practicing a. What is A’?
new skills #1 b. What can you say about event A?
c. What is the relation between A and
A’?
d. What is the sum of event A and A’?
e. What is the Complement Rule?
E. Discussing new Suppose the chance of getting flu this rainy days
concepts is 55%. How will you know that you will not get
and practicing new the flu ?
skills #2 a. Draw the venn diagram.
b. What is the event (A) of getting flu?
c. What is the event of not getting (A’) flu?
d. Show the complement rule
e. What is the complement of an event?
Remember:
Complement of an event: All outcomes that are
NOT the event.
F. Developing Mastery Throw two dice. Illustrate the probability the two
(Leads to formative scores are different?
assessment 3) a. List the different scores.
𝐴
= {(1,2), (1,3), (1,4), (1,5), (1,6), (2,1), (2,3), (2,4) … }
𝑏. 𝐿𝑖𝑠𝑡 𝑡ℎ𝑒 𝑐𝑜𝑚𝑝𝑙𝑒𝑚𝑒𝑛𝑡 ( 𝑠𝑐𝑜𝑟𝑒𝑠 𝑎𝑟𝑒 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒)
𝐴′ = {(1,1), (2,2), (3,3), (4,4), (5,5), (6,6)}
b. Show the complement rule
and
H. Making How do you illustrate complement of an event?
generalizations State the complement rule.
abstractions about
the
lesson.
I. Evaluating Learning Each spinner is divided into three equal sectors.
The pointer in each spinner, when spun, is
equally likely to rest in any one of the three
sectors. The pointer in each spinner is spun
once. Illustrate the probability that the sum of
both scores is as follows:
154
a. Odd
b. Even
Show the complement Rule.
for
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
for
remediation
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
encounter which my
can help me solve?
use/discover which I
teacher?
155
Answer Key:
Evaluation:
Each spinner is divided into three equal sectors. The pointer in each spinner,
when spun, is equally likely to rest in any one of the three sectors. The pointer in
each spinner is spun once. Illustrate the probability that the sum of both scores
is as follows:
+ 1 2 3
1 2 3 4
2 3 4 5
3 4 5 6
The diagram above shows a total of 9 outcomes.

a. Let A be the event that the sum is odd
There are 4 outcomes. (1+2), (2+1), (2+3), (3+2) out of 9 outcomes
b. Let B be the event that the sum is even. Add the outcomes in A and B.
4
Show the complement Rule. 𝑃(𝐵) = 1 −
9
156
Grade 10
Quarter Three Week Seven Day Three
I. OBJECTIVES
of combinations and probability
making decisions
Competencies/Objectives union of two events.(M10SP-lllg-1)
Write the LC code for Subtask 3: Illustrate the probability of
each union and intersection of two
events applying the addition
rule
II.CONTENT Probability of Union and Intersection of Two

Events
A. References
pages 291-292
3. Textbook pages
B. Other Learning Playing cards, dice
Resources
IV. PROCEDURES
A. Reviewing previous There are 4 kings in a deck of 52 cards.
lesson or presenting the new What is the probability of picking a king?
lesson 1. How many ways the event will
happen?
2. What is the total number of
outcomes?
B. Establishing a purpose Activity : At the same Time or Not!

for the lesson Tell if the following events can occur at the
same time or not.
1. Turning left and turning right
2. Getting a head and tail in tossing a
single coin
3. Picking a king and aces in a a deck
of cards
4. Turing left and scratching your head
157
5. Picking a king and hearts
C. Presenting examples/ Activity: Roll It!

Instances of the lesson A die is rolled. Illustrate the probability of
getting an even number or a factor of 2.
D. Discussing new 1. What are the two events?
concepts and practicing 2. How many possible outcomes?
new skills #1 3. What are the favorable outcomes in each
event?
4.What is the ratio between the favorable
outcome to the sample space?
5.In the Venn diagram what do you
observe?
U
5
A B
3
4 6 2 1
,
6. What is #2 in the venn diagram?

7. If outcomes of A and B are to be
added
What happens to #2?
8. What do you do with #2)
9. What kind of events are A and B?
10. What is the additive rule of
probability?
E. Discussing new
skills #2
F. Developing Mastery Activity: Roll It Again!
(Leads to formative Illustrate the probability of the sum of 6 or a
assessment 3) pair of odd numbers if you roll two dice at
the same time.
1. What are the different events?
2. How many possible outcomes? List down
the different outcomes.
3. What are the successful events with the
sum of 6? Pair of odd numbers?
4. What is the probability of the sum of 6?
Pair of odd numbers
5. What are the different outcomes that are
both sum of 6 and a pair of odd numbers?
6. Show the Addition rule.
158
H. Making generalizations How do you illustrate the probability of union
abstractions about the and intersection of two events applying the
lesson. addition rule?
I. Evaluating Learning In a school, there are 9 English teachers

and 4 Mathematics teachers. Five English
teachers and one Mathematics teacher are
males. If a teacher is selected from the
group, illustrate the probability that the
teacher is an English teacher or female.

V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
remediation
lesson.
continue to require
remediation.
encounter which my
help me solve?
teacher?
159
Answer Key:
Evaluation:
In a school, there are 9 English teachers and 4 Mathematics teachers.

Five English teachers and one Mathematics teacher are males. If a teacher is
selected from the group, illustrate the probability that the teacher is an English
teacher or female.
Teachers Females Males Total
English 4 5 9
Mathematics 3 1 4
Total 7 6 13
Based on the table, there are 9 English teachers and 7 females, and there are 4 teachers
that are both English teacher and female.
160
Grade 10
Quarter Three Week Seven Day Four
I. OBJECTIVES
of combinatorics and probability
making decisions
Competencies/Objectives union of two events.(M10SP-lllg-1)
Write the LC code for Subtask 4: Illustrate the probability of
each the complement of union of
two events
II.CONTENT Probability of the Complement of Union of

two Events
A. References
pages 291-292
3. Textbook pages
B. Other Learning Balls
Resources
IV. PROCEDURES
A. Reviewing previous Activity: Draw a ball!
lesson or presenting the new A box contains 5 red balls, 6 green balls, and
lesson 4 blue balls. Elsa draws one ball at random.
Illustrate the probability that the ball is either
green or red? Not red?
B. Establishing a purpose On rainy days, the probability of the person
for the lesson having a car accident is .07. The probability
of a person driving while intoxicated is 0.3,
and the probability of a person having a car
accident while intoxicated is 0.15. Illustrate
the probability of a person driving while
intoxicated or having a car accident.
C. Presenting examples/ On rainy days, the probability of the person
Instances of the lesson having a car accident is .05. The probability
of a person driving while intoxicated is 0.04,
and the probability of a person having a car
accident while intoxicated is 0.20. Illustrate
the probability of a person driving while
intoxicated or having a car accident.
161
D. Discussing new 1. What are the two events?
concepts and practicing new 2. What are the relations between
skills #1 the favorable outcomes and the
sample space of each event?
3. What is the chance of not having
an accident during rainy days?not
intoxicated?
4. Illustrate #3 through a venn
diagram.
5. What did you observe?
E. Discussing new
concepts
#2
F.Developing Mastery If there is 40% chance of rain on Saturday,
(Leads to formative 45% chance of rain on Sunday, and 10%
assessment 3) chance of rain on Saturday and Sunday,
illustrate the probability that it will rain on
either Saturday or Sunday.
 What is the chance that it will not rain
on Saturday? Sunday?
 Illustrate the probability through venn
diagram.
30% 10% 35%
 What do you observe with the venn

diagram?
H. Making generalizations How do you illustrate probability of the
abstractions about the complement of the union of two events?
lesson.
Let A and B event of the sample space S and
let P(A) = 0..7 and P(B)=0.4 and 𝑃(𝐴 ∩ 𝐵) =
0.2. Illustrate the probability of each of the
following events.
162
a. A or B
b. B but not A
c. A but not B
d. Neither A or B
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
remediation
lesson.
continue to require
remediation.
encounter which my
help me solve?
teacher?
163
Answer key:
Evaluation:
Let A and B event of the sample space S and let P(A) = 0..7 and P(B)=0.4 and
𝑃(𝐴 ∩ 𝐵) = 0.2. Illustrate the probability of each of the following events.
a. A or B
𝑃(𝐴 ∪ 𝐵) = 𝑃(𝐴) + 𝑃(𝐵) − 𝑃(𝐴 ∩ 𝐵)
= 0.7 + 0.4 − 0.2
b. B but not A = 0.2
A B
0.5 0.2 0.2
c. A but not B = .4
d. Neither A or B = 1-.0.9
164
Name: Score:
Year & Rating:
Sec.
MATHEMATICS 10
WORKSHEET for ICL
A. A couple plans to have 3 children. Illustrate the probability that all three
will be girls.
Sample space No. of Outcome Ratio
B. A playing card is drawn at random from the standard deck of 52 playing

cards. Illustrate the probability of drawing: an 8, a club and a king.
Total number of No. of favorable Ratio
Outcomes outcomes
An 8
A club
A king
C. A card is drawn at random from a standard deck of cards. Illustrate the

probability of drawing a queen or a king.
Total Number of Number of favorable Ratio
Outcomes outcomes
Queen king
D. Arnel wants to park his motorcycle in a nearby lot beside the school
for free but illegal. The probability that a motorcycle parked in this area will
be ticketed by the barangay tanod is .25, that the motorcycle will be
brought to the barangay hall is .20, and will be ticketed and be brought to
the barangay hall is .15. Illustrate the probability that the motorcycle
parked in nearby lot will be ticketed or be brought to the barangay hall.
165
Name: Score:
Year & Rating:
Sec.
ANSWER TO WORKSHEET
E. A couple plans to have 3 children. Illustrate the probability that all

three will be girls.
Sample space No. of Outcome Ratio
8 (GGG, GGB, GBG, 1 1/8
GBB, BGG, BGB,
BBG, BBB)
F. A playing card is drawn at random from the standard deck of 52

playing cards. Illustrate the probability of drawing: an 8, a club and a
king. 308
Total number of No. of favorable Ratio
Outcomes outcomes
An 8 52 4 4/52
A club 52 13 13/52
A king 52 4 4/52
G. A card is drawn at random from a standard deck of cards. Illustrate the

probability of drawing a queen or a king.
Total Number of Number of favorable Ratio
Outcomes outcomes
Queen king
52 4 4 4/52 + 4/52
H. Arnel wants to park his motorcycle in a nearby lot beside the school
for free but illegal. The probability that a motorcycle parked in this area will
be ticketed by the barangay tanod is .25, that the motorcycle will be
brought to the barangay hall is .20, and will be ticketed and be brought to
the barangay hall is .15. Illustrate the probability that the motorcycle
parked in nearby lot will be ticketed or be brought to the barangay hall.
a. B.
.25 .15 .20 .10 .15

..05
166
Grade 10
Quarter Three Week Seven Day Five
I. OBJECTIVES
of combinations and probability.
making decisions.
C. Learning The learner finds the probability of A∪B.
Competencies/Objectives M10SP-IIIg-h-1
Write the LC code for Subtask 1: Find the probability of simple
each event.
II.CONTENT
PROBABILITY OF A∪B
A. References
pages 288-306
pages pages 328-353
3. Textbook pages
B. Other Learning Coins, dice, playing cards, colored marbles
Resources
IV. PROCEDURES
A. Reviewing previous Activity:
lesson or presenting the new What if fair of coin is flipped or tossed
lesson high in the air, what is the chance that a
head will show up? Why?
(Note: Varied answer will arise.)
B. Establishing a purpose  What is your observation when you
for the lesson roll a die, toss a coin or randomly
choosing a ball from a box
repeatedly?
 What do you call the outcomes of an
experiment?
 What is the set of all outcomes in an
experiment?
 What about if there is only one
outcome in an experiment?
C. Presenting examples/ Activity: Rolling….
Instances of the lesson A die is rolled once. Find the probability
of obtaining
a. a 5
b. a 6
167
 What is the possible outcome in a? in
b?
D. Discussing new Activity:

concepts and practicing new In the example above, Find the
skills #1 probability of obtaining
a. a 5
b. a 6
c. a 7
1 2 3 4 5 6
No. of
tossing 1 2 3 4 5 6
a coin
 What is the number of ways the
event can occur in a? in b?
 What is the number of possible
outcomes in a? in b?
event can occur in c?
outcomes in c?
 What is the ratio of number of ways
the event can occur and the number
of possible outcomes?
Remember:
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑤𝑎𝑦𝑠 𝑡ℎ𝑒 𝑒𝑣𝑒𝑛𝑡 𝑐𝑎𝑛 𝑜𝑐𝑐𝑢𝑟
𝑃(𝐸) =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
Where:
If 𝑃(𝐸) = 0, this means that the event
will never happen.
If 𝑃(𝐸) = 1, this means that the event
will surely happen.
E. Discussing new
concepts
#2
F. Developing Mastery Activity: Pick Me Up!
(Leads to formative Work in Pair
assessment 3) A nontransparent bag contains 5
marbles: 1 blue, 1 red, 2 yellow and 1 green.
If a ball is picked from a bag, what is the
probability of getting,
a. a blue
b. a red
c. a green
d. a white

event can occur?
168
outcomes?
 What is the probability of getting a
blue marble?
red marble?
green marble?
white marble?
H. Making generalizations  What is the minimum or the smallest
abstractions about the value the probability of an event can
lesson. have? When does this happen?
 What is the maximum or the largest
value the probability of an event can
have? When does this happen?
 Is it possible to have a value of the
probability greater than 1? Why?
Roma selects cards from a standard of 52
cards. Once a card is selected, it is not replaced.
Find the probability of each outcome.
a. a King of heart
b. a Queen of spade
c. an Ace of flower
d. an Ace of diamond
e. a Jack of heart
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
remediation
lesson.
continue to require
remediation.
169
encounter which my
help me solve?
170
ANWER KEY FOR THE EVALUATION
1
1.
52
1
2.
51
1
3.
50
1
4.
49
1
5.
48
171
Grade 10
Quarter Three Week Eight Day One
I. OBJECTIVES
A. Content Standards Demonstrates understanding of key concepts of
combinations and probability.
B. Performance Use precise counting technique and probability
Standards in formulating conclusions and making
decisions.
Competencies/Objective M10SP-IIIg-h-1
s Subtask 2: Find the probability of
Write the LC code for each compound events.
II.CONTENT PROBABILITY OF A∪B
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Mathematics 10 Teachers Guide
3. Textbook pages
4. Additional Materials Coins, dice, playing cards, colored marbles
from Learning Resource
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Average Learners Advanced Learners
lesson or presenting the new Activity:  Who can give
lesson When a fair die examples of
is rolled once, what is probability of
the probability of simple events.
a. a 4
b. a 6
c. not a 5
d. an even
number
e. a seven
f. a number
greater than 0
B. Establishing a  In the given activity above what are the

purpose for the lesson different outcome(s) in a and b? in c, d,
f?
 What do you call an event with two or
more outcomes?
172
Instances of the
lesson
concepts and practicing new A fair of die rolled once. Find the
skills #1 probability that;
a. At least one die shows 4.
 How many numbers of outcomes an
event occur?
 How many numbers of outcomes a
space occur?
 What are the possible outcomes?
Let E = {𝑥 ∶ 𝑎𝑡 𝑙𝑒𝑎𝑠𝑡 𝑜𝑛𝑒 𝑑𝑖𝑒 𝑠ℎ𝑜𝑤𝑠 𝑎 4}.

Then E =
(4,1), (4,2), (4,3), (4,4), (4,5), (4,6), (1,4), (2,4),
{ }
(3,4), (4,4), (5,4), (6,4),
Possible outcome:
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
Thus; P (𝑎𝑡 𝑙𝑒𝑎𝑠𝑡 𝑜𝑛𝑒 𝑠ℎ𝑜𝑤𝑠 𝑎 4) = 𝑃(𝐸)

𝑛(𝐸)
=
𝑛(𝑆)
11
=
36
b. Both dice shows the same number.

 How many numbers of outcomes an
event occur?
 How many numbers of outcomes a
space occur?
 What are the possible outcomes?
Let F = {𝑥: 𝑏𝑜𝑡ℎ 𝑑𝑖𝑐𝑒 𝑠ℎ𝑜𝑤 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒 𝑛𝑢𝑚𝑏𝑒𝑟}.

Then F = {(1,1), (2,2), (3,3), (4,4), (5,5), (6,6)}
Thus:
𝑃(𝑏𝑜𝑡ℎ 𝑑𝑖𝑐𝑒 𝑠ℎ𝑜𝑤 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒 𝑛𝑢𝑚𝑏𝑒𝑟) = 𝑃(𝐹)
𝑛(𝐹)
= (𝑆)
𝑛
6
=
36
1
=
6
E. Discussing new Example: A family has three children. Find the

concepts and practicing new probability of having
skills #2 a. 3 boys
173
 What is the other way of showing the
possible genders of the children?
Using tree diagram:
There are 8 possible outcomes. Hence, 𝑛(𝑆) =

8.
a. 𝑃(3 𝑏𝑜𝑦𝑠) = 𝑃(𝐵𝐵𝐵)
1
=
8
b. Let E =
{𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 𝑠ℎ𝑜𝑤𝑖𝑛𝑔 2 𝑔𝑖𝑟𝑙𝑠 𝑎𝑛𝑑 1 𝑏𝑜𝑦}
= (𝐵𝐺𝐺, 𝐺𝐵𝐺, 𝐺𝐺𝐵)
3
Thus, 𝑃(2 𝑔𝑖𝑟𝑙𝑠 𝑎𝑛𝑑 1 𝑏𝑜𝑦) =
8
F. Developing Mastery Activity:
(Leads to formative Work with pair:
assessment 3) Find the probability of the following:
A school canteen serves lunch for
students. A set of menu consists of 1 type of
rice, 1 type of viand, and 1 type of drink.
A. Rice – Fried Rice and Steamed rice
B. Viand – Chicken adobo and pinakbet
C. Drink – pineapple juice and orange juice
1. What is the probability that the student

chose pineapple juice as a drink?
2. What is the probability that the student
chose steamed rice and pineapple
juice?
3. What is the probability that that the
student chose chicken adobo and
orange juice?
4. What is the probability that the students
chose pinakbet and pineapple juice?
 Check and compare your answer with
your seatmate.
 Is there any difference with your
answer? Why?
174
H. Making  How do you find the probability of
generalizations abstractions compound event?
about the lesson.
I. Evaluating Learning AVERAGE LEARNERS ADVANCED LEARNERS
A box contains 3
red, 5 blue and 2 white Note:
marbles. If one marble Make problems for
is drawn, find the advanced learners.
probability that it is.
a. red
b. not red
c. blue
d. white
e. red or blue
f. green
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
for
remediation
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
encounter which my
can help me solve?
use/discover which I
teacher?
175
ANSWER KEY FOR EVALUATION
3
a.
10
7
b.
10
5 1
c. 𝑜𝑟
10 2
2 1
d. 𝑜𝑟
10 2
8 4
e. 𝑜𝑟
10 5
f. 0
176
Grade 10
Quarter Three Week Eight Day Two
I. OBJECTIVES Demonstrates understanding of key concepts
A. Content Standards Use precise counting technique and
making decisions.
B. Performance Standards The learner finds the probability of A∪B.
M10SP-IIIg-h-1
Subtask 3: Find the probability of
complement of an event.
C. Learning
Competencies/Objectives PROBABILITY OF A∪B
each
II.CONTENT Demonstrates understanding of key concepts
of combinatorics and probability.
A. References
pages 290
3. Textbook pages
B. Other Learning
Resources
IV. PROCEDURES
lesson or presenting the new A box contains 3 red, 5 blue and 2
lesson white marbles. If one marble is drawn, find the
probability that it is.
a. Red
b. Blue
c. White
B. Establishing a purpose In the above activity, what is the
for the lesson probability of getting not red marble?
C. Presenting examples/ If the probability of getting not red marble
7
Instances of the lesson is , what is the probability of getting not
10
blue marble? Not white marble?
177
concepts and practicing new A box contains 3 red, 5 blue and 2
skills #1 white marbles. If one marble is drawn, find
the probability that it is.
a. red
b. not red
c. blue
d. white
e. red or blue
f. green
 What is the probability of a and b?

 What is the sum of the probabilities in
a & b?
 What is the relation between a and b?
 What is the probability that the event
will not happened?
Remember:
Symbols of complement,
𝐸̅ , 𝐸′ 𝑎𝑛𝑑 𝐸𝑐
E. Discussing new Activity:

concepts Give the complement of each event in c
and practicing new skills and e, then find their probability.
#2
 What is 𝑃(𝑏𝑙𝑢𝑒′)?
 What is 𝑃(𝑤ℎ𝑖𝑡𝑒′)?
Another way of finding 𝑃(𝑛𝑜𝑡 𝐸) in

letter is
𝑃(𝑛𝑜𝑡 𝐸) = 1 − 𝑃(𝐸)
𝑃(𝑛𝑜𝑡 𝑏𝑙𝑢𝑒) = 1 − 𝑃(𝐸)
1
=1−
2
1
=
2
F. Developing Mastery Work with pair:

(Leads to formative A die is rolled. Give the complement of
assessment 3) each and find the 𝑃( 𝑛𝑜𝑡 𝐸) or 𝑃(𝐸′)
a. a six
b. an even number
c. a multiple of 3
 What are the numbers/outcomes

that are not 6?
 What are the outcomes that are not
even numbers?
178
 What are the outcomes that are not
multiples of 3?
G. Finding practical Solve:

applications of concepts A coin is tossed 3 times. List the sample
and skills in daily living. space and find the complement of each;
a. All tails
b. Not all tails
c. Exactly, 2 heads
 What are the outcomes that are not
all tails?
 What are the outcomes that are all
tails?
 What are the outcomes that are
exactly, 2 heads?
H. Making generalizations  How will you find the probability of

abstractions about the complement of an event?
lesson.
I. Evaluating Learning AVERAGE LEARNERS ADVANCED
LEARNERS
Kyle works at a local music store. The
store just received a shipment of new CD’s. in
the shipment, there were 10 country CDs, 5
rock CDs, 12 hip hop CDs and 3 jazz CDs.
a. What is the probability that Kyle will
select a jazz and then, without
replacing the CD, select country DC?
b. What is the probability that the first
CD selected will not be hip hop?
c. What is the probability that the first
CD Kyle chooses from the box will be
country?
V. REMARKS
VI. REFLECTION
earned
require
remediation
179
lesson.
continue to require
remediation.
encounter which my
help me solve?
teacher?
180
Grade 10
Quarter Three Week Eight Day Three
making decisions.
M10SP-IIIg-h-1
Subtask 4: Illustrates the probability of
intersection of two event.
C. Learning
each
A. References
pages 288-306
pages pages 328-353
3. Textbook pages
B. Other Learning
Resources
IV. PROCEDURES
lesson or presenting the new Suppose a die is rolled once, find the
lesson probability of
a. Even number
b. Odd number
c. Less than 7
B. Establishing a purpose Can you give the probability of the
for the lesson even and odd numbers of the above cases?
C. Presenting examples/ Given the elements.
Instances of the lesson 𝐴 = {2,4,6}
𝐵 = {1,3,5}
𝐶 = {1,2,3,4,5,6}
 What are the elements in A that

occurs in C?
181
 What are the elements in B that occur
in C?
 What are the elements in A that
occurs in B?
D. Discussing new In the above activity, using Venn Diagram it

concepts and practicing new shows:
skills #1
A C B
2 3
4 1 5
6
𝐴 = {2,4,6}
𝐵 = {1,3,5}
𝐶 = {1,2,3,4,5,6}
 What are the elements that are both
in A and C?
 What are the elements that are both
in B and C?
 What is 𝑃(𝐴)?
 What is 𝑃(𝐶)?
 What is the product of
𝑃(𝐴) 𝑎𝑛𝑑 𝑃 (𝐶)?
Remember:
 The product of 𝑃(𝐴) 𝑎𝑛𝑑 𝑃 (𝐶) are
the elements that occurs both in A
and C, B and C is the intersection of
an events.
In Symbols:
𝐴 ∩ 𝐶 = {2,4,6}
3 1
𝑃(𝐴 ∩ 𝐶) = or
6 2
𝐵 ∩ 𝐶 = {1,3,5}
3 1
𝑃(𝐵 ∩ 𝐶) = or
6 2
 The elements that are both in A and

B is nothing or none, this means that
there is no intersection between the
2 sets of elements.
In symbol:
𝑃(𝐴 ∩ 𝐵) = { }
𝑃(𝐴 ∩ 𝐵) = ∅
Null set or empty set
182
E. Discussing new Another way in finding the intersection
concepts of an event.
and practicing new skills That the probability of A
3 1
#2 𝑃(𝐴) = or
6 2
6
𝑃(𝐶) = 𝑜𝑟 1
6
𝑃(𝐴 ∩ 𝐶) = 𝑃(𝐴)𝑥𝑃(𝐶)
3
= 𝑥1
6
3 1
= 𝑜𝑟
6 2
3 1
𝑃(𝐵) = or
6 2
𝑃(𝐵 ∩ 𝐶) = 𝑃(𝐵)𝑥𝑃(𝐶)
3
= 𝑥1
6
3 1
= 𝑜𝑟
6 2
3 1
𝑃(𝐵 ∩ 𝐶) = 𝑜𝑟
6 2
F. Developing Mastery Find the indicated probability.

(Leads to formative assessment 3 5
a. 𝑃(𝐴) = , 𝑃(𝐵) = , 𝑃(𝐴 ∩ 𝐵) =?
4 6
3)
b. 𝑃(𝐴) = 0.5, 𝑃(𝐵) = 0.6, 𝑃(𝐴 ∩ 𝐵) =?
3 1
c. 𝑃(𝐴) = , 𝑃(𝐴 ∩ 𝐵) = , 𝑃(𝐵) =?
4 2
H. Making generalizations/  How will you find the intersection of
abstractions about the two event?
lesson.
LEARNERS
Solve the problem:
1. Two cards are drawn in succession
from a standard pack with
replacement.
a. What is the probability that:
i.The first is a diamond, the second is
club?
ii. both are clubs
iii. we draw a heart and a spade?

183
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
remediation
lesson.
continue to require
remediation.
encounter which my
help me solve?
teacher?
184
ANSWER KEY
103
1.
204
99
2.
204
103
3.
204
185
Grade 10
Quarter Three Week Eight Day Four
I. OBJECTIVES
A. Content Standards Demonstrates understanding of key
making decisions.
Competencies/Objectives M10SP-IIIg-h-1
Write the LC code for Subtask 5: Find the probability of union
each of two events.
II.CONTENT PROBABILITY OF A∪B
A. References
pages 291
pages pages 328-353
3. Textbook pages
B. Other Learning
Resources
IV. PROCEDURES Average Learner Advanced Learner
A. Reviewing previous lesson Given:
or presenting the new lesson E = {2,4,6}
F = {1, 2,3}
 What are the elements of E?
 What are the elements of F?
 What do you call when you
combine the elements of 2 sets?
B. Establishing a purpose for  What is the union of the 2 events?
the lesson  How will you read 𝐸 ∪ 𝐹?
(“E union F”)
Instances of the lesson U E
4 F
2 1
3 𝐸∪𝐹
 The universal set U is the sample

space S.
 The shaded region is the union of
set.
D. Discussing new concepts Activity:
186
and practicing new skills A fair six-sided die is rolled. Find
#1 a. The odds that the number is even.
b. The probability that the number is
i. Even
ii. Multiple of 3
iii. Multiple of 5
iv. Even and a multiple of 3
v. An even or a multiple of 5
Solution:
The list of possible outcomes are
{1, 2, 3, 4, 5, 6}.
a. The numbers 2, 4, and 6 are even.
There are 3 favorable outcomes.
The numbers 1, 3, and 5 are not
even. Thus, the number of
unfavorable outcomes is 3.
3
𝑂𝑑𝑑𝑠 𝑜𝑓 𝑎𝑛 𝑒𝑣𝑒𝑛 𝑛𝑢𝑚𝑏𝑒𝑟 = 𝑜𝑟 1
3
b. (i) There are six possible outcomes
and 3 favorable outcomes. Thus,
3 1
𝑃(𝑒𝑣𝑒𝑛) = 𝑜𝑟
6 2
(ii) The list of favorable outcomes is

{3,6}. The number of favorable outcomes
is 2.
2 1
𝑃(𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑒𝑠 𝑜𝑓 3) = 𝑜𝑟
6 3
(iii) The list of favorable outcomes is

{5}. The number of favorable outcomes is
1.
1
𝑃(𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑒𝑠 𝑜𝑓 5) =
6
(iv) The list of favorable outcomes is
{6}. The number of favorable outcomes is
1.
𝑃(𝑎𝑛 𝑒𝑣𝑒𝑛 𝑛𝑢𝑚𝑏𝑒𝑟 𝑎𝑛𝑑 𝑎 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑒𝑠 𝑜𝑓 3)

1
=
6
(v) The list of favorable outcomes is
{2, 4, 6, 5}. The number of favorable
outcomes is 4.
4 2
𝑃(𝑎𝑛 𝑒𝑣𝑒𝑛 𝑜𝑟 𝑎 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑒𝑠 𝑜𝑓 5) = 𝑜𝑟
6 3
 In a six-sided die experiment
187
If A represents the event that the
number is even,
B represents the event that the
number is a multiple of 3, and
C represents the event that the
number is a multiple of 5, then the
example can be represented by the Venn
Diagram below.
A B C
1
2
6 3 5
4
The Venn diagram shows the sample

space S and the events A, B, and C.
Thus, the sample space is the union of

A, B and C is {1,2,3,4,5,6}.
E. Discussing new concepts The above example can be solved as:
and practicing new skills Given: 𝑃(𝐴) = {2, 4, 6}
#2 𝑃(𝐵) = {3, 6}
𝑃(𝐴 ∪ 𝐵) = 𝑃(𝐴) + 𝑃(𝐵) − 𝑃(𝐴 ∩ 𝐵)

3 2 1
= + −
6 6 6
4 2
= 𝑜𝑟
6 3
F. Developing Mastery Activity:

(Leads to formative assessment Divide the class into four groups and
3) answer the problem below.
Twenty balls in a jar are
numbered from 1 to 20. A ball is drawn at
random. Find the probability that the
number on the ball is;
a. Even numbers
b. Multiples of 3
c. Multiples of 5
d. Multiples of 10
Group 1
 What is 𝑃(𝐴)?
 What is 𝑃(𝐵)?
 What is 𝑃(𝐶)?
Group II
 What is 𝑃(𝐷)?
 What is 𝑃(𝐴 ∪ 𝐵)?
188
 What is 𝑃(𝐵 ∪ 𝐶)?
Group III
 What is 𝑃(𝐶 ∪ 𝐷)?
 What is 𝑃(𝐴 ∪ 𝐷)?
Group IV
 What is the 𝑃(𝐴 ∪ 𝐵 ∪ 𝐶 ∪ 𝐷)?
 How will you 𝑃(𝐴 ∪ 𝐵 ∪ 𝐶 ∪ 𝐷)?
H. Making generalizations/  How do you find the probability of
abstractions about the union of two events?
lesson.
I. Evaluating Learning Average Advanced
Learners Learners
Solve:
One die is tossed. What is the
probability of tossing a 4 or a number
greater than 3?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
remediation
the lesson.
continue to require
remediation.
encounter which my
can help me solve?
teacher?
189
Grade 10
Quarter Three Week Eight Day Five
of combinatorics and probability.
making decisions.
M10SP-IIIg-h-1
Subtask 6: Solve problems involving the
probability of A∪B.
C. Learning
each
A. References
Page 291
pages pages 328-353
3. Textbook pages
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Answer briefly:
lesson or presenting the new  How will you find the probability of
lesson simple event? Compound event?
Complement of an event?
Intersection of two events? Union of
two events?
B. Establishing a purpose
for the lesson
D. Discussing new
skills #1
E. Discussing new
concepts
190
#2
F. Developing Mastery Group Activity:
(Leads to formative
assessment 3) See attached worksheet.
H. Making generalizations  How will find the union and
abstractions about the intersection of an event?
lesson.
LEARNERS
Solve:
What is the probability of tossing a
coin five times and getting five tails?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
remediation
lesson.
continue to require
remediation.
encounter which my
help me solve?
teacher?
191
ACTIVITY SHEET
Group Activity:
Divide the class into five groups and ask them to work cooperatively. Let
one representative from each group to pick question from the box with five
problems and ask them to report their output to the class.
Group 1
A jar contains 3 red, 2 blue, 5 yellow, and 6 green marbles. What is the
probability of
a. Green
b. Yellow or green
c. Red or blue
d. Yellow
Group II
What is the probability of tossing a coin three times and getting exactly three
heads.
Group III
What is the probability of drawing 4 hearts in 4 draws from a standard deck
of cards without replacement? (leave answer in factored form).
Group IV
What is the probability of guessing correctly on four true-false questions in
a row?
Group V
What is the probability of drawing three jacks on three consecutive draws
without replacement?
(Leave answer in factored form).
192
ANSWER KEY FOR THE ACTIVITY
6 3
1. a. 𝑜𝑟
16 8
5 6 21
b. + = =
16 16 16
3 2 5
c. + =
16 16 16
5
d.
16
1 1 1 1
2. 𝑥 𝑥 =
2 2 2 8
13 12 11 10
3. 𝑥 𝑥 𝑥
52 51 50 49
1 1 1 1 1
4. 𝑥 𝑥 𝑥 =
2 2 2 2 16
4 3 2
5. 𝑥 𝑥
52 51 50
Answer key – Evaluation:
1 1 1 1 1 1
𝑥 𝑥 𝑥 𝑥 =
2 2 2 2 2 32
193
Name: Score:
Year & Rating:
Sec.
MATHEMATICS 10
WORKSHEET for ICL
A. A bag contains 3 red balls and 2 white balls. A ball was drawn at random
and its color was noted down. It was replaced, then another ball was
drawn.
1. Complete the table below to represents the sample space.

2ND DRAW
R R R W W
1 R R,R
S R
T R R,W
W
DRAW W
2. Find the probability that the balls drawn are

a. Both red
b. Both white
c. Red followed by white
d. White followed by red
3. Represents #2 using tree diagram,
Outcomes Probability
R
R
W
Start
R
W
W
4. What is the sum of the probabilities of the different outcomes?
B. A bag contains 3 red balls and 2 white balls. A ball was drawn at random
and its color was noted down. Without replacement, another ball was
drawn.
1. Find the probability that the balls drawn are:

a. Both red
b. Both white
194
c. Red followed by white
d. White followed by red.
2. Represent #1 using tree diagram.
3. What is the sum of the probabilities of the different outcomes?
 What is the difference between the two activity?

 If we are going to return the ball to the bag, will this affect the probability of
the events in the second draw? Justify your answer?
 What about the second activity?
195
ANSWER TO WORKSHEET
1.
2ND DRAW
R R R W W
1 R R,R R,R R,R R,W R,W
S R R,R R,R R,R R,W R,W
T R R,R R,R R,R R,W R,W
W W,R W,R W,R W,W W,W
DRAW W W,R W,R W,R W,W W,W
9 4 6 6
2. a. b. c. d.
25 25 25 25
Before answering #3 of Activity A, tell students that multiplying

probabilities of events is not new. Show this using the following examples.
a. 𝑛(𝑆) = 5 ∙ 5 = 25
𝑛(𝐸) = 3 ∙ 3 = 9
3∙3 9
𝑃(𝐸) = =
5∙5 25
b. 𝑛(𝑆) = 5 ∙ 4 = 20
𝑛(𝐸) = 3 ∙ 2 = 6
3∙2 6
𝑃(𝐸) = =
5∙4 20
In these examples, we have used FCP for both 𝑛(𝑆) and 𝑛(𝐸). This idea
should be emphasized to students, also, show them that
3∙3 9
a. 𝑃(𝐸) = =
5∙5 25
= 𝑃(1𝑠𝑡 𝑒𝑣𝑒𝑛𝑡) ∙ 𝑃(2𝑛𝑑 𝑒𝑣𝑒𝑛𝑡)
3∙2 6
b. 𝑃(𝐸) = =
5∙4 20
= 𝑃(1𝑠𝑡 𝑒𝑣𝑒𝑛𝑡) ∙ 𝑃(2𝑛𝑑 𝑒𝑣𝑒𝑛𝑡)
3.
R 3 3 9
RR 𝑥 =
5 5 25
R
W 3 2 6
RW 𝑥 =
5 5 25
Start
R 2 3 6
WR 𝑥 =
5 5 25
W
W 2 2 4
WW 𝑥 =
5 5 25
196
4. 1
Activity B
3 1 3 3
1. a. b. c. d.
10 10 10 10
2.
R 3 1 3
RR 𝑥 =
5 2 10
R
W 3 1 3
RW 𝑥 =
5 2 10
Start
R 2 3 6
WR 𝑥 =
5 4 20
W
W 2 1 2 1
WW 𝑥 = 𝑜𝑟
5 4 20 10
3. 1
197
Rubric for Group Work
Score Descriptors
5 The formula and solution are accurately made, presentable,
appropriate and properly labeled.
appropriate but not properly labeled.
3 The formula and solution are accurately made, presentable and
appropriate.
2 The formula and solution are accurately made but appropriate.
1 The formula and solution are not accurately made and not
appropriate.
198
Grade 10
Quarter Three Week Nine Day One
I. OBJECTIVES
probability.
C. Learning The learner illustrates mutually exclusive
Competencies/Objectives events. M10SP-IIIi-1
Write the LC code for each Subtask 1: Differentiate mutually
exclusive event from not mutually
exclusive event.
II.CONTENT Mutually Exclusive Event
A. References
pages 288-293
2. Learner’s Materials pages Mathematics 10 Learner’s Module
pages 334-337
3. Textbook pages PASMEP pp.762-765; Math IV SEDP
Series pp. 218-221
H. Other Learning Resources Playing Cards, Coin
IV. PROCEDURES
A. Reviewing previous lesson Activity: Which is/are different?
or presenting the new
lesson Which of the following event(s) is/are
different from the other?
1. Singing and dancing
2.Taking a bath and eating noodles
3. Biking and texting
4. Biking and driving a car
5. Riding a bus and planning for an
outing
B. Establishing a purpose for  Why do you say that events 1 and 5

the lesson are different from the other?
 You were able to determine the

events that can happen at the same
time and not.
 In today’s lesson, we will differentiate

mutually exclusive events from not
mutually exclusive events.
199
C. Presenting examples/ Consider the following pair of events;
Drawin Drawin
ga g an
queen ace
Can you get an ace that is a queen?
Drawin Drawin
ga g a red
diamon face card
dd
Can you get a red face card that is a

diamond?
Which event cannot happen at the

same time? How about the event that
can happen at the same time?
D. Discussing new concepts What do you call the event that cannot
and practicing new skills #1 happen at the same time?
Remember that;
 Events that cannot happen at

the same time are called
mutually exclusive. In logic,
two propositions are mutually
exclusive or disjoint if they
cannot both be true.
Example:
1. If we toss a coin, either heads or
tails might turn up, but not heads and
tails at the same time.
2. Drawing a queen or an ace from a
deck of cards.
Drawing a queen Drawing an

ace
200
E. Discussing new concepts How about the event that can happen
and practicing new skills #2 at the same time?
 Two events are called not

mutually exclusive if they have
at least one outcome in
common. If the two events A
and B are not mutually
exclusive events, then A∩B ≠
ϕ. Thus they must have at least
one common point between
them.
Example:
1. Rolling a 5 and an odd number on a
single roll of a die.
A = {5} and B = {1,3,5}
2. Drawing a red face diamond and a red
face from a deck of cards.
Drawing a red face Drawing a red

face card
F. Developing Mastery (Leads Activity: Howcard

diamond sure are you?
Identify whether mutually exclusive event
or not.
1. D = {M,A,T,H} and E = {L,O,V,E}
2. F = {1,2,3,4,5} and G = {3, 5,7,9,11}
3. Drawing a queen or a diamond from a
standard deck of cards.
201
4. Rolling a 3 or 4 on a single roll of a
number cube.
5. A card selected from a deck will be
either an ace or a king.
6. Rolling a number greater than 8 and
rolling an even number when a pair of
dice is rolled.
and
H. Making generalizations How do you differentiate mutually
abstractions about the exclusive events from not mutually
lesson. exclusive events?
I. Evaluating Learning Identify each pair of events as mutually
exclusive or not mutually exclusive.
Event A Event B
a Randomly Randomly
drawing a grey drawing a wool
sock from a sock from a
drawer drawer
b Randomly Randomly
selecting a selecting a
student with student on the
brown eyes honor roll
c Having an even Having an odd
number of number of
students in your students in your
class class
d Rolling a six Rolling a prime
with a die number with a die
e Your birthday Your birthday
falling on a falling on a
Saturday next weekend next
year year
f Getting an A on Passing the next
the next test test
V. REMARKS
VI. REFLECTION
remediation
202
I. Did the remedial lesson
lesson.
J. No. of learners who
continue to require
remediation.
K. Which of my teaching
L. What difficulties did I
encounter which my
help me solve?
M. What innovation or
to share with other
teacher?
203
Answer Key
Evaluating Learning
Identify each pair of events as mutually exclusive or not mutually exclusive.
Event A Event B Answer
A Randomly drawing Randomly drawing a Not mutually
a grey sock from a wool sock from a exclusive event
drawer drawer
B Randomly Randomly selecting Not mutually
selecting a student a student on the exclusive event
with brown eyes honor roll
C Having an even Having an odd mutually exclusive
number of number of students event
students in your in your class
class
D Rolling a six with Rolling a prime mutually exclusive
a die number with a die event
E Your birthday Your birthday falling Not mutually
falling on a on a weekend next exclusive event
Saturday next year year
F Getting an A on Passing the next Not mutually
the next test test exclusive event
204
Grade 10
Quarter Three Week Nine Day Two
I. OBJECTIVES
probability.
Write the LC code for Subtask 2: Find the probability of
mutually exclusive event.
each
II.CONTENT Probability of Mutually Exclusive Event
A. References
1. Teacher’s Guide pages Mathematics 10 Teachers Guide pages
221-229
2. Learner’s Materials pages Mathematics 10 Learner’s Module pages
252-270
Series pp. 218-221
IV. PROCEDURES
A. Reviewing previous lesson Activity: Looking Back
lesson 1. C = {a,r,e} and D = {i,s}
2. A = {2,4,6} and B = {1,3,5}
 Is there a common outcome for the

events C and D? A and B?
B. Establishing a purpose for  What do you notice about the two

the lesson events?
 Draw a Venn diagram showing the

events A and B.
C. Presenting examples/ Consider this Venn diagram of events A
Instances of the lesson and B,
A B
2 4 1 3
6 5
205
Since A = {2,4,6} does not contain in B
= {1,3,5}, E ∩ G = ɸ means there is no
common outcome for the events A and
B.
In this lesson, you will able to find the

probability of mutually exclusive
event?
D. Discussing new concepts  The diagram shows from an
and practicing new skills experiment in a rolling a die, S
#1 = {1,2,3,4,5,6}, the probability
of getting an even number or
an odd number is
3 3 6
P(even or odd) = + = = 1
6 6 6
Remember: If two events, A and B,

are mutually exclusive, the
probability that either A and B occurs
is the sum of their probabilities. In
symbols,
P(A or B) = P(A) + P(B)
 Another example:
A bowl contains 15 chips numbered 1 to

15. If a chip is drawn randomly from the
bowl, what is the probability that it is
a. 7 or 15?
b. 5 or a number divisible by 3?
Using Venn diagram,
7 15
P (7 or 15)
a. Since there is one 7 and one 15

out of 15 chips in a bowl, then
P(7 or 15) = P(7) ) + P(15)

1 1 2
= + =
15 15 15
. P( 5 or divisible by 3)
3
5 69
12
P (5 or divisible by 3)
206
P(5 or divisible by 3) = P(5 ) +
P(3,6,9,12,15)
1 5 6 2
= + = =
15 15 15 5

and practicing new skills#2
F. Developing Mastery Activity: Try Me…
(Leads
to formative assessment 3) Find the probability of each of the
following events.
1. If a die is rolled, what is the probability

of getting a 2 or 4?
2. If two dice are rolled, what is the

probability that the outcome will be a sum
of 3 or sum of 5?
3. A bowl contains 25 chips numbered 1 to

25. If a chip is drawn randomly from the
bowl, what is the probability that it is a 5 or
10 or greater than 20?
and
H. Making generalizations How do you find the probability of mutually
abstractions about the exclusive event?
lesson.
AVERAGE ADVANCED
LEARNERS LEARNERS
Try more… Try more…
Find the probability Find the probability

of each of the of each of the
following events. following events.
1. In rolling a die, 1. Suppose you
Find the probability draw one card at
of getting a 1 or random from a
greater than 5. standard deck of 52
playing cards. Find
2. Suppose you the probability of
draw one card at a. a jack or an ace
random from a b. a 5 or 10 or an
standard deck of ace.
52 playing cards.
Find the probability 2. Popo has 25 red
of chips, 8 blue chips,
a. a jack or an ace and 13 white chips.
b. a 5 or 10 or an What is the
ace. probability that
Popo randomly
207
3. Popo has 25 red selects a red chip
chips, 8 blue chips, or a white chip?
and 13 white chips.
What is the 3. The spinner may
probability that stop on any one of
Popo randomly the eight numbered
selects a red chip sectors of the
or a white chip? circle. (Assume that
the spinner will not
stop on the line
between two
sectors.)Find the
probability of a 8 or
odd numbers?

V. REMARKS
VI. REFLECTION
earned
require
remediation
lesson.
continue to require
remediation.
solve?
teacher?
208
Answer key
Evaluating Learning
Average Advanced
1. 1/3 1. 2/13
2a. 2/13 2b. 4/13 2. a. 2/13 2b. 4/13
3. 19/23 3. 5/8
209
Grade 10
Quarter Three Week Nine Day Three
I. OBJECTIVES
probability.
Write the LC code for Subtask 3: Find the probability of not
each
II.CONTENT Probability of Not Mutually Exclusive
Event
A. References
pages 221-229
pages 252-270
Series pp. 218-221
IV. PROCEDURES
A. Reviewing previous lesson Activity: Guess what?
lesson Consider the situation below.
A bowl contains 15 chips numbered 1

to 15. If a chip is drawn randomly from
the bowl, what is the probability that it
is a number divisible by 3 or divisible
by 4?
What is your idea about the problem?
B. Establishing a purpose for  What do you notice about the

the lesson event?
 Draw a Venn diagram showing the

sample space.
C. Presenting examples/ The diagram below shows the
Instances of the lesson events,
210
A = {3,6,9,12,15} and B = {4,8,12}
from a bowl containing 15 chips
numbered 1 to 15.
1 2 5 7 10 11 13 14
B
A
12 4
3 6 9 8
15
P(A or B)
 What chip(s) is/are common to

them? How many chip(s)?
In this lesson, you will able to find

the probability of not mutually
exclusive event?
D. Discussing new concepts  The Venn diagram shows that
and practicing new skills #1 there are five chips divisible by 3,
three chips divisible by 4 and one
chip common to both of them.
Remember; 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.
A
B
P(A or B)
In symbols,
P(A or B) = P(A) + P(B) – P(A and B)
Thus, P(divisible by 3 or divisible by 4)

= P(5) + P(3) - P(1)
211
5 3 1
= + −
15 15 15
7
=
15
F. Developing Mastery (Leads Activity: Try this…
A. Find the probability of each of the
following events.
1. A card is drawn at random from a deck

of 52 playing cards. Find the probability
that the card drawn is a king or a
diamond.
.
B. Use the sample space in throwing two
balanced dice in answering the following
questions.
2. What is the probability of a sum of 9 or

the first number is greater than 3?
3. What is the probability of the first

number is prime or the second number is
a multiple of 3?
H. Making generalizations How do you find the probability of not
abstractions about the mutually exclusive event?
lesson.
I. Evaluating Learning Try More…
Find the probability of each of the

following events.
12 1
11 2
10 3
9 4
8 5
7 6
1. Use the spinner to find the probability of

spinning each of the following.
a. a multiple of 2 or a multiple of 3
b. a prime number or a number greater
than 9
212
c. a shaded number or an even number
2. A card is drawn at random from a deck

of 52 playing cards. Find the probability of
drawing a king or a heart.

V. REMARKS
VI. REFLECTION
remediation
N. Did the remedial lesson
lesson.
O. No. of learners who
continue to require
remediation.
P. Which of my teaching
Q. What difficulties did I
encounter which my
help me solve?
R. What innovation or
teacher?
213
Answer key
Evaluating Learning
1. a. 2/3
b. 7/12
c. 2/3
2. 4/13
214
Grade 10
Quarter Three Week Nine Day Four
I. OBJECTIVES
probability.
C. Learning Competencies/ The learner illustrates mutually exclusive
Objectives events. M10SP-IIIi-1
Write the LC code for Subtask 4: Solve problems involving
mutually exclusive and not mutually
each
exclusive events.
II.CONTENT Problem Solving on Mutually Exclusive
and Not Mutually Exclusive Events
A. References
pages 221-229
pages pages 252-270
Series pp. 218-221
from Learning Resource Portal
IV. PROCEDURES
A. Reviewing previous lesson Consider this situation:
lesson Phia 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?
 Identify the events in the problem
whether mutually exclusive or not
B. Establishing a purpose for Analyze the problem and recall the
the lesson appropriate formula.
C. Presenting examples/ With your seatmate, identify the events
Instances of the lesson from the sample space of the problem.
Phia 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
215
the probability that she will wear a blue or
a red shirt?
D. Discussing new concepts Guide questions:
and practicing new skills 1. How many colored shirts in the
#1 closet? 2. What are the colors?
3. How many shirts for each color?
To solve:
Given: Total number of shirts in the
closet = 15
B (blue shirts) = 5
R (shades of red) = 4
DC (different colors) = 6
Required: P (B or R)
Solution: P(B or R) = P(B) + P(R)

5 4 9 3
= + = =
15 15 15 5
The probability that Phia will wear a
blue
3
or a red shirt is .
5
E. Discussing new concepts Activity: Think and Share…
and practicing new skills Solve this problem with your partner.
#2 16 people study French, 21 study Spanish
and there are 30 altogether. What is the
probability of studying French and
Spanish?
(The teacher will guide the students to
answer the problem.)
F. Developing Mastery Group Activity: Let’s solve…
(Leads
to formative assessment Divide the class into 6 and let the first 3
groups answer number 1 and the last 3
3)
groups to answer number 2. Ask 1 group
for each problem to discuss their solutions
to the class.
Direction: Solve each of the following

problems.
1. 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?
2. Of 240 students, 176 are on the honor
roll, 48 are members of the varsity team,
and 36 are in the honor roll and are also
members of the varsity team. What is the
probability that a randomly selected
student is on the honor roll or is a member
of the varsity team?
216
H. Making generalizations How do you solve problems involving
abstractions about the mutually and not mutually exclusive
lesson. events?
I. Evaluating Learning Solve more…
Solve each of the following problems.

Work independently.
1. Out of 5200 households surveyed, 2017

had a dog, 807 had a cat, and 303 had
both a dog and a cat. What is the
probability that a randomly selected
household has a dog or a cat?
2. Carl’s basketball shooting records
indicate that for any frame, the probability
that he will score in a two-point shoot is
30%, a three-point shoot, 45% , and
neither, 25 %. What is the probability that
Cindy will score either in a two-point shoot
or in a three-point shoot?
V. REMARKS
VI. REFLECTION
earned
require
remediation
the lesson.
continue to require
remediation.
encounter which my
can help me solve?
teacher?
217
Rubric for Group Work
Score Descriptors
appropriate and properly labeled.
appropriate but not properly labeled.
3 The formula and solution are accurately made, presentable and
appropriate.
2 The formula and solution are accurately made but appropriate.
1 The formula and solution are not accurately made and not
appropriate.
218
Answer Key
Evaluating Learning
1. 23/27
2. 75 %
219
Name: ____________________________ Grade & Section: _______Score:____
ICL Worksheet (Average Learners)

LC # 43 (Illustrates mutually exclusive events.)
A. Determine if the events below are mutually exclusive or not mutually exclusive
1. A = {H,O,P,E} and B = {F,I,T}
2. M = {T,R,U,E} and N = {F,A,L,S,E}
3. Tossing a 4 or a number greater than 3 if one die is tossed.
4. Drawing a black card or a face card from a deck of cards.
5. A card selected from a deck will be either a black or a king.
6. Selecting a boy or a senior to represent the glee club from the glee club, where
9 of the 15 girls are seniors and 5 of 12 boys are seniors.
7. Selecting an Algebra book or a Geometry book from 8 Algebra books and 7
Geometry books on a shelf
B. Find the probability of each of the following problems.

8. A number is drawn at random from the set {1,2,3,…,40}. Find the probability
that the number chosen is a multiple of 2 or a multiple of five?
9. The probability that Mark will win the singing contest is 0.35 and the probability
that Mara will win the same contest is 0.28. Find the probability that either Mark
or Mara will win.
10. The probability that Mr. Samson will visit Bohol and Boracay are 0.31 and
0.22 respectively. Find the probability that Mr. Samson will visit Bohol or Boracay.
220
Answer Key
ICL Worksheet (Average Learners)

1. Mutually EE
2. Not ME
3. Not ME
4. Not ME
5. Not ME
6. Not ME
7. Mutually EE
8. 3/8
9. 0.63
10. 0.53
221
Name: ________________________Grade & Section: ___________Score:____
ICL Worksheet (Advanced Learners)

1. A = {H,O,P,E} and B = {F,I,T}
2. M = {T,R,U,E} and N = {F,A,L,S,E}
3. Tossing a 4 or a number greater than 3 if one die is tossed.
4. Drawing a black card or a face card from a deck of cards.
5. A card selected from a deck will be either a black or a king.
6. Selecting a boy or a senior to represent the glee club from the glee club, where
9 of the 15 girls are seniors and 5 of 12 boys are seniors.
7. Selecting an Algebra book or a Geometry book from 8 Algebra books and 7
Geometry books on a shelf.

8. A number is drawn at random from the set {1,2,3,…,40}. Find the probability
that the number chosen is a multiple of 2 or a multiple of five?
9. The probability that Mark will win the singing contest is 0.35 and the probability
that Mara will win the same contest is 0.28. Find the probability that either Mark
or Mara will win.
10. The probability that Mr. Samson will visit Bohol and Boracay are 0.31 and
0.22 respectively. Find the probability that Mr. Samson will visit Bohol or Boracay.
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.
11. Find the probability of getting candies with the flavor chocolate or coffee.
12. Find the probability of getting candies with the flavor caramel or not coffee.
222
Answer Key
ICL Worksheet (Advanced Learners)

1. Mutually EE
2. Not ME
3. Not ME
4. Not ME
5. Not ME
6. Not ME
7. Mutually EE
8. 3/8
9. 0.63
10. 0.53
11. 3/5
12. 11/15
223
Grade 10
Quarter Three Week Ten Day One
I. OBJECTIVES
The learner demonstrates understanding of
A. Content Standards the key concepts of combinations and
probability.
The learner is able to use precise counting
B. Performance
Standards
The learner solves problems involving
C. Learning probability. M10SP-IIIi-j-1
Competencies/
Objectives Subtask 1: Solve problems involving
Write the LC code probability of compound events using
for each counting techniques
COUNTING TECHNIQUES AND

II. CONTENT
PROBABILITY OF COMPOUND EVENTS
III.LEARNING
RESOURCES
A. References
pages Page 293
2. Learner’s Grade 10 Mathematics Learner’s Module
Materials pages Page 338
Elementary Statistics by Allan G. Bluman
3. Textbook pages
Pages 237-245
4. Additional
Materials from
Learning
Resources Portal
B. Other Learning
Resources
IV. PROCEDURES
Divide the class into groups of 5.
A. Reviewing Activity: Looking Back!

previous lesson or Consider the situation below and answer the
presenting the new questions that follow.
lesson
There is a total of 48 students in Grade 10
Charity. Twenty are boys and 28 are girls.
224
How many ways can a teacher selects
students to form a committee of 3 if the
committee must have
a. all girls?
b. all boys?
c. 2 boys and 1 girl?
d. 2 girls and 1 boy?
e. no condition?
 How did you find the number of ways

asked for in each item?
 What mathematics concepts or
principles did you apply?
 How did you apply these concepts or
principles?
You learned about counting techniques and

you were able to differentiate permutation
B. Establishing a from combination. Let us see how these
purpose for the
concepts can be used in solving probability
lesson
problems.
Think-Pair-Share
Activity: What’s the probability?

Consider again the situation in the previous
activity and answer the following questions.
What is the probability that the committee of

C. Presenting three consists of
examples/
a. all girls?
instances of the
lesson b. all boys?
c. 2 boys and 1 girl?
d. 2 girls and 1 boy?
 How did you answer each question?

 In finding the probability of each event
above, what concepts are needed?
D. Discussing new Activity: Let’s do more…

concepts and Solve the following problem by answering the
practicing new questions that follow.
skills #1
225
A box contains 24 transistors, 4 of which are
defective. If 4 are sold at random, find the
following probabilities.
a. Exactly 2 are defective
b. None is defective.
The teacher may use the following questions

to help the learners solve the above problem.
 How many ways are there to sell the 4

transistors? What does this number
represent?
a. Exactly 2 are defective

 What does “exactly 2 are defective”
means?
 What will be our formula to find the
probability that exactly 2 are
defective?
 How many ways are there to sell 2
defective and 2 non defective
transistors?
 What is the probability that exactly 2
are defective?
b. None is defective
 What does “none is defective”
means?
 What will be our formula to find the
probability that none is defective?
 How many ways are there to sell 4
transistors none of which is
defective?
 What is the probability that none is
defective?
E. Discussing new
concepts and
practicing new
skills #2
F. Developing Activity: Try this!
Mastery (Leads to Answer the following.
226
Formative Average Learners Advanced Learners
Assessment 3) A parent-teacher A parent-teacher
committee consisting committee consisting
of 4 people is to be of 4 people is to be
formed from 20 formed from 20
parents and 5 parents and 5
teachers. Find the teachers. Find the
probability that the probability that the
committee will consist committee will consist
of these people. of these people.
(Assume that the (Assume that the
selection will be selection will be
random.) random.)
a. All teachers a. 2 parents and
b. 2 parents and 2 teachers
2 teachers b. 3 parents and
c. 3 parents and 1 teacher
1 teacher c. At least 1
parent.
applications of
concepts and skills
in daily living
H. Making How do we solve probability problems using
generalizations/ counting techniques?
abstractions about
the lesson
Solve the following. Solve the following.
1. Find the 1. Find the

probability of probability of
selecting 3 getting 4 aces
science books and when 5 cards are
4 math books from drawn from an
I. Evaluating
8 science books ordinary deck of
Learning
and 9 math books. cards.
The books are 2. The red face cards
selected at and the black
random. cards numbers 2 –
2. In a company 9 are put into a
there are 7 bag. Four cards
executives: 4 are drawn at
women and 3 random without
227
men. Three are replacement. Find
selected to attend the following
a management probabilities:
seminar. Find the a. At least one of
probability that all the cards is
3 selected are red.
men. b. 2 cards are red
and 2 cards
are black.
for application or
remediation
V. REMARKS
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation
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 this work?
I encounter where
the principal or
supervisor can
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
228
The learner solves problems involving probability. M10SP-IIIi-j-1
Subtask 1: Solve problems involving probability of compound events using

counting techniques
ANSWER KEY (Evaluating Learning)
Average Learners
𝐶(8,3)⋅𝐶(9,4) 7056
1. 𝑃 (3 𝑆𝑐𝑖𝑒𝑛𝑐𝑒, 4 𝑀𝑎𝑡ℎ) = = 19448
𝐶(17,7)
𝐶(3,3) 1
2. 𝑃 (𝑎𝑙𝑙 𝑚𝑒𝑛) = 𝐶(7,3) = 35
Advanced Learners
𝐶(4,4)⋅𝐶(48,1) 48 1
1. 𝑃 (4 𝑎𝑐𝑒𝑠) = = 2,598,960 = 54,145
𝐶(52,5)
2.
𝐶(16,4) 629
a. 𝑃 (𝑎𝑡 𝑙𝑒𝑎𝑠𝑡 𝑜𝑛𝑒 𝑟𝑒𝑑 ) = 1 − 𝐶(24,4) = 759
𝐶(8,2)⋅𝐶(16,2) 80
b. 𝑃 (2 𝑟𝑒𝑑, 2 𝑏𝑙𝑎𝑐𝑘 ) = = 253
𝐶(24,4)
229
Grade 10
Quarter Three Week Ten Day Two
I. OBJECTIVES
probability.
B. Performance
Standards
Competencies/
Objectives
Subtask 2: Distinguish independent from
Write the LC code
for each dependent events.
INDEPENDENT AND DEPENDENT

II. CONTENT
EVENTS
III.LEARNING
RESOURCES
A. References
Materials pages Pages 341 - 345
3. Textbook pages
Pages 211-220
4. Additional
Materials from
Learning
Resources Portal
B. Other Learning Elementary Statistics by Allan G. Bluman
Resources
IV. PROCEDURES
A. Reviewing  When do we celebrate our
previous lesson or Independence Day?
presenting the new  Why do we celebrate it?
lesson
B. Establishing a  How do you define the word
purpose for the independent? dependent?
lesson
C. Presenting Think-Pair-Share
examples/
230
instances of the Activity: Dependent or Independent?
lesson Tell whether the second phrase is
independent or dependent on the first phrase
in each of the following situations. The first
item is done for you.
1. Buying a lottery ticket and having a

child with blue eyes
Answer: Independent since buying a
lottery ticket has no effect on having a
child with blue eyes.
2. Parking in a no-parking zone and
getting a parking ticket.
3. Winning a game and running out of
milk.
4. Using of prohibited drugs and going to
jail.
5. Having a large shoe size and having a
high IQ.
6. Having high grades and getting a
scholarship.
Based from the examples, how do you

differentiate independent and dependent
events?
Two events are independent if the

occurrence of one of the events gives us no
information about whether or not the other
event will occur; that is, the events have no
influence on each other.
D. Discussing new Examples:
concepts and  Winning a game and running out of
milk.
#1
 Having a large shoe size and having a
high IQ.
When the outcome of one event affects the

outcome of another event, they are
dependent events.
Examples:
 Parking in a no-parking zone and
getting a parking ticket.
231
 Using of prohibited drugs and going to
jail.
 Having high grades and getting a
scholarship
E. Discussing new
concepts and
#2
Activity: Try this!
State which events are independent and
which are dependent.
1. Tossing a coin and drawing a card
from a deck
2. Drawing a ball from an urn, not
replacing it, and then drawing a
F. Developing Mastery second ball
(Leads to 3. Smoking excessively and having a
Formative lung cancer
Assessment 3) 4. Eating an excessive amount of ice
cream and smoking an excessive
amount of cigarettes
5. Drawing a card from a deck and
getting a queen, replacing it, and
drawing a second card and getting a
queen
Reflection Essay.
G. Finding practical Describe a situation in your life that involves
applications of dependent and independent events. Explain
concepts and skills why the events are dependent or
in daily living independent.
H. Making  Differentiate a dependent event from

generalizations an independent event.
abstractions about
the lesson
Activity: What am I?
Determine whether the events are

I. Evaluating Learning independent or dependent.
1. A card is drawn from a deck and
replaced; then a second card is
drawn.
232
2. Three cards are drawn from a deck
without replacement.
3. Tossing a coin and then rolling a die
4. Rolling a die and getting a 6, and then
rolling a second die and getting a 3
5. Drawing a card from a deck, not
replacing it, and then drawing a
second card
for application or
remediation
V. REMARKS
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
I encounter where
the principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
233
Subtask 2: Distinguish independent from dependent events.

1. Independent Event
2. Dependent Event
5. Dependent Event
234
Grade 10
Quarter Three Week Ten Day Three
I. OBJECTIVES
probability.
B. Performance
Standards
Competencies/
each probability of independent events
II. CONTENT PROBABILITY OF INDEPENDENT EVENTS

III.LEARNING
RESOURCES
A. References
Materials pages Pages 341 – 345
3. Textbook pages
Pages 211-220
4. Additional
Materials from
Learning
Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES
Show a coin and ask whether the outcome of
A. Reviewing the flip of a fair coin is independent of the
previous lesson or outcome of the flips that came before it. Let
presenting the new
lesson them explain their answers.
Activity: Tossed Coin

B. Establishing a
purpose for the
Consider the situations below and answer the
lesson
questions that follow
235
Situation 1: Suppose a coin is tossed twice,
what is the probability of getting two heads?
Situation 2: Suppose a coin is tossed thrice,

what is the probability of getting three heads?
 How did you find the answer?
How about this one?
A bag contains 6 black marbles, 9 blue

marbles, 4 yellow marbles, and 2 green
marbles. A marble is randomly selected,
C. Presenting replaced, and a second marble is randomly
examples/ selected.
instances of the
lesson
 Is the situation independent? Why?
 Can you find the probability of selecting
a black marble, then a yellow marble
using the method you used earlier?
How?
 How do you find the probability of two
independent events that occur in
sequence?
Let us consider this example:

A bag contains 6 black marbles, 9 blue
marbles, 4 yellow marbles, and 2 green
marbles. A marble is randomly selected,
replaced, and a second marble is randomly
D. Discussing new
selected. Find the probability of selecting a
concepts and
practicing new black marble, then a yellow marble.
skills #1
Solution:
Step 1: Find the probability of each event
occurring separately.
 What is the probability of selecting a
black marble?
Answer: Since there are 21 marbles in the bag and 6 of
6 2
which is black, so, P(black)=21 = 7.
 What is the probability of selecting a

yellow marble?
236
Answer: Since the first marble is replaced, there are still 21
marbles inside the bag and 4 of which are yellow. Thus,
4
P(yellow)=21.
Step 2: Multiply the probabilities.
𝑃(𝑏𝑙𝑎𝑐𝑘 𝑎𝑛𝑑 𝑦𝑒𝑙𝑙𝑜𝑤) = 𝑃(𝑏𝑙𝑎𝑐𝑘)

⋅ 𝑃(𝑦𝑒𝑙𝑙𝑜𝑤)
= 2 4
⋅
7 21
= 8
147
Therefore, the probability of selecting a

8
black marble, then a yellow marble is .
147
Remember:
To find the probability of two independent
events that occur in sequence, find the
probability of each event occurring separately,
and then multiply the probabilities. That is,
If two events A and B, are independent, then

the probability of both events occurring is
the product of the probability of A and the
probability of B. In symbols,
𝑃(𝐴 𝑎𝑛𝑑 𝐵) = 𝑃 (𝐴) ⋅ 𝑃(𝐵).
E. Discussing new
concepts and
practicing new
skills #2
Activity:
Solve the following using the formula.
1. Suppose a coin is tossed four times, what
is the probability of getting four heads?
F. Developing 2. Spin a spinner numbered 1 to 7, and toss a
Mastery (Leads to
coin. What is the probability of getting an
Formative
Assessment 3) odd number on the spinner and a tail on
the coin?
3. A rental agency has 12 white cars, 8 gray
cars, 6 red cars, and 3 green cars for rent.
Mr. Escobar rents a car, returns it because
237
the radio is broken, and gets another car.
What is the probability that Mr. Escobar is
given a green car and then a gray car?
applications of
concepts and
skills in daily living
H. Making  How do we find the probability of
generalizations independent events?
abstractions about
the lesson
Activity:
1. Suppose a coin is tossed five times,
what is the probability of getting five
heads?
2. A bag of jelly beans contains 10 red, 6
green, 7 yellow, and 5 orange jelly
beans. What is the probability of
I. Evaluating randomly choosing a red jelly bean,
Learning
replacing it, randomly choosing another
red jelly bean, replacing it, and then
randomly choosing an orange jelly
bean?
3. A card is drawn from a deck and
replaced; then a second card is drawn.
Find the probability of getting a queen
and then an ace.
J. Additional
activities for
application or
remediation
V. REMARKS
A. No. of learners
who earned 80%
in the evaluation
238
B. No. of learners
who require
for remediation
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 this work?
F. What difficulties
did I encounter
where the principal
or supervisor can
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
239
Subtask 3: Solve problems involving probability of independent events

1 1
1. 𝑃(𝑓𝑖𝑣𝑒 ℎ𝑒𝑎𝑑𝑠) = =
25 32
10 10 5 125
2. 𝑃(𝑟𝑒𝑑, 𝑟𝑒𝑑, 𝑜𝑟𝑎𝑛𝑔𝑒) = ⋅ ⋅ =
28 28 28 5488
4 4 1
3. 𝑃(𝑞𝑢𝑒𝑒𝑛, 𝑎𝑐𝑒) = ⋅ =
52 52 169
240
Grade 10
Quarter Three Week Ten Day Four
I. OBJECTIVES
The learner demonstrates understanding of the key
A. Content Standards
The learner is able to use precise counting technique
B. Performance
and probability in formulating conclusions and making
Standards
decisions.
The learner solves problems involving probability.
C. Learning M10SP-IIIi-j-1
Competencies/
Objectives
Subtask 4: Solve problems involving probability of
each dependent events
II. CONTENT PROBABILITY OF DEPENDENT EVENTS

III.LEARNING
RESOURCES
A. References
pages Pages 296 – 300
pages Pages 341 – 345
3. Textbook pages
Pages 211-220
from Learning
Resources Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous  Can you give an example of dependent
lesson or presenting events? Explain your answer.
the new lesson
Think-Pair-Share
Activity: Put it back!

B. Establishing a Consider a box that contains 4 red balls, 2 blue balls,
purpose for the and 3 yellow balls. A ball is drawn at random and the
lesson color is noted and then put back inside the box. Then,
another ball is drawn at random. Find the probability
that:
a. both are blue.
241
b. the first is yellow and the second is red.
Call volunteers to answer to write and explain their

answers in front.
 Suppose in the situation the two balls are

drawn one after the other without putting back
C. Presenting examples/ the first ball, will the probabilities for both
instances of the cases remain the same?
lesson
That’s what we are going to find out in this lesson.
 If the ball was not placed back in the box, then

drawing the two balls would have been
dependent events. In this case, the event of
drawing the second ball is dependent on the
event of drawing the first ball.
 Let us consider the first case. Find the

probability that both are blue.
 On the first draw, what is the probability
of getting a blue ball?
 On the second draw, what is the
probability of getting another blue ball?
 So,
2 1 2 1
𝑃(𝑏𝑜𝑡ℎ 𝑏𝑙𝑢𝑒) = ⋅ = =
D. Discussing new 10 9 90 45
concepts and  How about the second case? What is the
practicing new skills probability that the first is yellow and the
#1 second is red?
 What is the probability that it will be a
yellow ball on the first draw? A red on
the second draw?
 So,
3 4 12 2
𝑃 (𝑦𝑒𝑙𝑙𝑜𝑤, 𝑟𝑒𝑑 ) = ⋅ = =
10 9 90 15
Remember:
If two events, A and B, are dependent, then the
probability of both events occurring is the product of
the probability of A and the probability of B after A
occurs. In symbols,
𝑃(𝐴 𝑎𝑛𝑑 𝐵) = 𝑃(𝐴) ⋅ 𝑃 (𝐵 𝑓𝑜𝑙𝑙𝑜𝑤𝑖𝑛𝑔 𝐴).
242
E. Discussing new
concepts and
#2
Activity:
Solve the following probability problems.
1. A toy box contains 12 toys, 8 stuffed animals,
and 3 board games. Maria randomly chooses
2 toys for the child she is babysitting to play
with. What is the probability that she chose 2
F. Developing Mastery stuffed animals as the first two choices?
(Leads to Formative
2. A basket contains 6 apples, 5 bananas, 4
Assessment 3)
oranges, and 5 guavas. Dominic randomly
chooses one piece of fruit, eats it, and
chooses another piece of fruit. What is the
probability that he chose a banana and then
an apple?
applications of
concepts and skills in
daily living
H. Making  How do we find the probability of dependent
generalizations events?
abstractions about
the lesson
Activity
1. Three cards are drawn from an ordinary deck
and not replaced. Find the probability of these
events.
a. Getting 3 jacks
b. Getting an ace, a king, and a queen in
order
c. Getting a club, a spade, and a heart in
order
d. Getting 3 clubs
2. A flashlight has 6 batteries, 2 of which are
defective. If 2 are selected at random without
replacement, find the probability that both are
defective.
for application or
remediation
243
V. REMARKS
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
strategies worked
well? Why did this
work?
encounter where the
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to share
with other teachers?
244
Subtask 4: Solve problems involving probability of dependent events

1.
4 3 2 1
a. 𝑃 (3 𝑗𝑎𝑐𝑘𝑠) = 52 ⋅ 51 ⋅ 50 = 5525
4 4 4 8
b. 𝑃 (𝑎𝑐𝑒, 𝑘𝑖𝑛𝑔, 𝑞𝑢𝑒𝑒𝑛) = 52 ⋅ 51 ⋅ 50 = 16575
13 13 13 169
c. 𝑃 (𝑐𝑙𝑢𝑏, 𝑠𝑝𝑎𝑑𝑒, ℎ𝑒𝑎𝑟𝑡) = 52 ⋅ 51 ⋅ 50 = 10200
13 12 11 11
d. 𝑃 (3 𝑐𝑙𝑢𝑏𝑠) = ⋅ ⋅ =
52 51 50 850
2 1 1
2. 𝑃 (𝑏𝑜𝑡ℎ 𝑑𝑒𝑓𝑒𝑐𝑡𝑖𝑣𝑒) = ⋅ =
6 5 15
245
Grade 10
Quarter Three Week Ten Day Five
I. OBJECTIVES
probability.
B. Performance
Standards
Competencies/ probability. M10SP-IIIi-j-1
Objectives
Write the LC code Subtask 5: Solve problems on conditional
for each probability
II. CONTENT CONDITIONAL PROBABILITY
III.LEARNING
RESOURCES
A. References
pages Pages 300-306
Materials pages Pages 346-352
3. Textbook pages
Pages 216-220
4. Additional
Materials from
Learning
Resources Portal
B. Other Learning
Resources
IV. PROCEDURES
Group Activity
Consider the situation and answer the

A. Reviewing questions that follow.
previous lesson or Mario bought four different batteries. Of
presenting the new these four, one is defective. Two are to be
lesson selected at random for use on a particular
day.
1. Draw a tree diagram associated with
the experiment of selecting two
246
batteries from among four, in which
one is defective.
2. List the sample space. How many
outcomes are there?
3. Find the probability that the second
battery selected is not defective.
4. What is the probability that the second
battery is not defective, given that the
first was not defective?
 How did you answer question number

3? How is the condition different from
that of question number 4?
B. Establishing a  How did you find the probability that
purpose for the
the second battery selected was not
lesson
defective, given that the first was not
defective?
Notice that in the activity, a condition was

C. Presenting given when you were asked to find the
examples/ probability of an event. This probability
instances of the involving conditions is called conditional
lesson probability.
Example: Mario bought four different

batteries. Of these four, one is defective. Two
are to be selected at random for use on a
particular day. What is the probability that the
second battery is not defective, given that the
Solution:
D. Discussing new Step 1: Make a representation.
concepts and Let G = selecting not defective
#1 batteries
D = selecting defective battery
Step 2: What do we need to find?

The probability that the second
battery is not defective, given that the
first was not defective. That is, the
problem is to find 𝑃(𝐺2 |𝐺1 ).
247
Step 3: What formula do we need to use?
The rule states that 𝑃 (𝐺2 |𝐺1) =
𝑃(𝐺1 𝑎𝑛𝑑 𝐺2 )
.
𝑃(𝐺1 )
Step 4: What is the probability that the first

battery is not defective 𝑃(𝐺1 )?
3
𝑃(𝐺1 ) =
4
Step 5: What is the probability that the two

are not defective 𝑃 (𝐺1 𝑎𝑛𝑑 𝐺2 )?
3 2 1
𝑃 (𝐺1 𝑎𝑛𝑑 𝐺2 ) = ⋅ = .
4 3 2
Step 6: What is the probability that the

1
2
𝑃(𝐺2 |𝐺1 ) = 2 =
3 3
4
Therefore, the probability that the

second battery is not defective, given
2
that the first was not defective is 3.
Remember:
The conditional probability of an event B in
relationship to an event A was defined as the
probability that event B occurs after event A
has already occurred. The formula is
𝑃(𝐴 𝑎𝑛𝑑 𝐵)
𝑃 ( 𝐵 | 𝐴) = .
𝑃(𝐴)
Let’s try another example.
Example: The probability that Arnel studies

E. Discussing new and passes his math test is 0.45. If the
concepts and probability that he studies is 0.80, what is the
#2 probability that he passes the math test,
given that he has studied?
Solution:
248
Step 1: Make a representation.
Let S = event of studying
P = event of passing
Step 2: What do we need to find?

The probability that he passes the
math test, given that he has studied.
That is, the problem is to find 𝑃(𝑃 |𝑆).
Step 3: What formula do we need to use?

𝑃(𝑆 𝑎𝑛𝑑 𝑃)
The rule states that 𝑃(𝑃 |𝑆) = .
𝑃(𝑆)
Step 4: What are the given data?

𝑃(𝑆 𝑎𝑛𝑑 𝑃) = 0.45
𝑃(𝑆) = 0.80
Step 5: What is the probability that the

𝑃 (𝑆 𝑎𝑛𝑑 𝑃) 0.45
𝑃 (𝑃 |𝑆) = = = 0.5625
𝑃 (𝑆 ) 0.80
Therefore, the probability that he passes the

math test, given that he has studied is 0.5625
Activity
Solve the following conditional probability

problems.
1. A mathematics teacher gave her class
two tests. Twenty-five percent of the
class passed both tests and 42% of
F. Developing Mastery the class passed the first test. What
(Leads to
percent of those who passed the first
Formative
Assessment 3) test also passed the second test?
2. In a group of 100 sports car buyers, 40
bought alarm systems, 30 purchased
bucket seats, and 20 purchased an
alarm system and bucket seats. If a
car buyer chosen at random bought an
alarm system, what is the probability
they also bought bucket seats?
249
applications of
concepts and skills
in daily living
H. Making  How do we find the conditional
generalizations probability of an event?
abstractions about
the lesson
Activity
Solve the following conditional probability

problems.
1. A circuit to run a model railroad has 8
switches. Two are defective. If you
select 2 switches at random and test
them, find the probability that the
second one is defective, given that the
first one is defective.
2. A box contains black chips and white
chips. A person selects two chips
without replacement. If the probability
of selecting a black chip and a white
15
chip is , and the probability of
56
selecting a black chip on the first draw
3
is 8, find the probability of selecting the
white chip on the second draw, given
that the first chip selected was a black
chip.
for application or
remediation
V. REMARKS
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
lesson work? No. of
learners who have
250
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
I encounter where
the principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
251
Subtask 5: Solve problems on conditional probability

𝑃(𝐷1 𝑎𝑛𝑑 𝐷2 ) 1
1. 𝑃 (𝐷2 |𝐷1) = =7
𝑃(𝐷2 )
𝑃(𝐵 𝑎𝑛𝑑 𝑊) 5
2. 𝑃 (𝑊 |𝐵) = =7
𝑃(𝐵)
252
Grade 10
Quarter Three Week Ten Day Five
I. OBJECTIVES
probability.
B. Performance
Standards
Competencies/
Write the LC code conditional probability of independent and
for each dependent events.
CONDITIONAL PROBABILITY OF
II. CONTENT
INDEPENDENT AND DEPENDENT EVENTS
III.LEARNING
RESOURCES
A. References
pages Pages 300-306
Materials pages Pages 346-352
3. Textbook pages
Pages 216-220
4. Additional
Materials from
Learning
Resources Portal
B. Other Learning
Resources
IV. PROCEDURES
This activity can be done through recitation to
test learner’s ability to interpret data given a
 Reviewing table.
previous lesson or
presenting the
Activity: Can you interpret me?
new lesson
Consider the situation and answer the
questions that follow.
253
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 (M) Female Total

(F)
Pass (P) 24 36 60
Fail (F) 16 24 40
Total 40 60 100
1. How many male employees pass the

examination?
2. How many female employees fail the
examination?
3. What percent of the examinees are
male? female?
4. What percent of the employees pass
the examination?
Using the same data above, an employee is

selected at random
a. What is the probability that the
employee passed the exam?
b. What is the probability that the
employee is a male?
c. What is the probability that the
 Establishing a employee passed the exam and he is a
purpose for the
male?
lesson
d. What is the probability that the
employee is a male, given that a
passing grade was received?
 How did you find the probability for

each item?
 Are the event M (selecting male

 Presenting employee) and event P (selecting
examples/ employee who passed the exam)
instances of the
lesson independent? Why?
254
Let us find out in our discussion.
 What do you notice about the

probabilities in a and d?
 Does the occurrence of event M give
information about the probability of
event P? Why or why not?
 Are the events P and M independent or
dependent? Why?
 What is the relationship among the
 Discussing new probabilities in a, b, and c?
concepts and  What conclusion can you make based
practicing new
from our observations?
skills #1
Remember:
Two events A and B are said to be
independent if either:
i. 𝑃(𝐴|𝐵) = 𝑃(𝐴), i.e. 𝑃 (𝐵|𝐴) = 𝑃(𝐴),
or equivalently
ii. 𝑃(𝐴 𝑎𝑛𝑑 𝐵) = 𝑃 (𝐴) ⋅ 𝑃(𝐵).
 Discussing new
concepts and
practicing new
skills #2
Activity: Gift Baskets
The Gift Basket Store had the following

premade gift baskets containing the following
combinations in stock.
Cookies Mugs Candy
Coffee 20 13 10
Tea 12 10 12
 Developing
Mastery (Leads to Choose 1 basket at random.
Formative 1. Solve for these probabilities
Assessment 3)
a. The basket contains coffee given
that it contains a mug
b. The basket contains tea given that it
contains a mug
c. The basket contains candy given
that it contains tea
2. Are the following events independent?
Why?
255
a. Coffee and mug
b. Tea ang mug
c. Candy and tea
Source: www.infoplease.com
 Finding practical
applications of
concepts and skills
in daily living
 Making  How do we determine independent and

generalizations
dependent events using the concept of
abstractions about
the lesson conditional probability?
Activity: Survey on Women in the Military
A recent survey asked 100 people if they

thought women in the armed forces should be
permitted to participate in combat. The results
of the survey are shown.
Gender Yes No Total
Male 32 18 50
Female 8 42 50
Total 40 60 100
 Evaluating 1. Solve for these probabilities.

Learning a. The respondent answered yes.
b. The respondent was a female.
c. The respondent was a female and
she answered yes.
d. The respondent answered yes,
given that the respondent was a
female.
2. Are the events “Female” and “Yes”
independent or dependent? Why?
Suggestion: Teacher may remove item 1 for the

advanced learners.
Activity:
Assume S and Q are independent events with
 Additional 𝑃 (𝑆) = 0.2 and 𝑃(𝑄 ) = 0.3. Let 𝑇 be the event
activities for that at least one of 𝑆 or 𝑄 occurs, and let 𝑅 be
application or
remediation the event that exactly one of S or Q occurs.
Find the following probabilities:
a. 𝑃(𝑇)
256
b. 𝑃(𝑅)
c. 𝑃(𝑆|𝑅)
d. 𝑃(𝑅|𝑆)
Determine whether S and R are independent
events.
V. REMARKS
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation
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 this work?
F. What difficulties
did I encounter
where the principal
or supervisor can
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
257
Subtask 6: Solve problems involving conditional probability of independent

and dependent events.

1.
2
a. 𝑃 (𝑌𝑒𝑠) = 5
1
b. 𝑃 (𝐹𝑒𝑚𝑎𝑙𝑒) = 2
2
c. 𝑃 (𝐹𝑒𝑚𝑎𝑙𝑒 𝑎𝑛𝑑 𝑌𝑒𝑠) =
25
2
25 4
d. 𝑃 (𝑌𝑒𝑠|𝐹𝑒𝑚𝑎𝑙𝑒 ) = 1 = 25
2
2. Dependent
Reason:
𝑃(𝑌𝑒𝑠|𝐹𝑒𝑚𝑎𝑙𝑒) ≠ 𝑃(𝑌𝑒𝑠)
or
𝑃(𝐹𝑒𝑚𝑎𝑙𝑒 𝑎𝑛𝑑 𝑌𝑒𝑠) = 𝑃(𝑓𝑒𝑚𝑎𝑙𝑒) ⋅ 𝑃(𝑦𝑒𝑠)
258
ICL Worksheet
Solve the following problems. Show your complete solutions.
Olympic Medals
The medal distribution from the 2004 Summer Olympic Games for the top
23 countries is shown below.
Gold Silver Bronze

United States 35 59 29
Russia 27 27 38
China 32 17 14
Australia 17 16 16
Others 133 136 153
Choose 1 medal winner at random.

a. Find the probability that the winner won the gold medal, given that
the winner was from the United States.
b. Find the probability that the winner was from the United States,
given that she or he won a gold medal.
c. Are the events “medal winner is from United States” and “gold
medal won” independent? Explain.
Source: New York Times Almanac.
Rubric for Problem Solving

Score Descriptors
4 Used an appropriate strategy to come up with a
correct solution and arrived at the correct answer.
3 Used an appropriate strategy to come up with a
solution. But part of the solution led to an incorrect
answer.
2 Used an appropriate strategy but came up with an
entirely wrong solution that led to an incorrect answer.
1 Attempted to solve the problem but used an
inappropriate strategy that led to a wrong solution.
259
Answer Key (ICL)
35
𝑃(𝑈𝑆 𝑎𝑛𝑑 𝑔𝑜𝑙𝑑) 749 35
a. 𝑃 (𝑔𝑜𝑙𝑑|𝑈𝑆) = = 123 = 123
𝑃(𝑈𝑆)
749
35
𝑃(𝑔𝑜𝑙𝑑 𝑎𝑛𝑑 𝑈𝑆) 749 35
b. 𝑃 (𝑈𝑆|𝑔𝑜𝑙𝑑) = = 244 = 244
𝑃(𝑔𝑜𝑙𝑑)
749
c. Dependent
Reason:
𝑃(𝑈𝑆 𝑎𝑛𝑑 𝑔𝑜𝑙𝑑 ) ≠ 𝑃 (𝑈𝑆) ⋅ 𝑃 (𝑔𝑜𝑙𝑑 )
260
REPUBLIC OF THE PHILIPPINES
REGION V (BICOL)
POST – TEST
MATHEMATICS – 10
THIRD QUARTER
Instruction: Read each item carefully then choose the letter of your
answer among the options. Write only the letter on your answer sheet.
1. What do you call the different arrangements of the objects of a

group?
a. selection c. permutation
b. differentiation d. combination
2. Which situation illustrates permutation?

a. Forming a committee of councilors
b. Selecting 10 questions to answer out of 15 questions in a test
c. Choosing 2 literature books to buy from a variety of choices
d. Assigning rooms to conference participants
3. If P(9,r) = 504, what is r?

a. 7 b. 6 c. 5 d. 3
4. What is P (12,4)?
a. 40 320 b. 11 880 c. 990 d. 495
5. If P(n,4) = 17 160, then n =____.

a. 9 b. 11 c. 13 d. 14
6. Which of the following expressions represents the number of

distinguishable permutations of the letters of the word
CONCLUSIONS?
11! 11! 11!
a. 11! b. c. d.
8! 2!2!2! 2!2!2!2!
7. How many ways can a family of 4 persons sit in a round table with 4
seats?
a. 16 b. 12 c. 8 d. 6
8. How many 3-digit numbers can be formed from the digits 1, 3, 4, 6,

7, 9 if repetition of digits is not allowed?
a. 840 b. 720 c. 360 d. 120
9. Which of the following situations illustrates combination?

a. Arranging books in a shelf
b. Drawing names from a box containing 200 names
c. Forming different numbers from 5 given digits
261
d. Forming plate numbers of vehicles
10. Which of the following situations does not illustrate combination?

a. Selecting fruits to make a salad
b. Assigning telephone numbers to homes
c. Choosing household chores to do after classes
d. Selecting posters to hang in the walls of your room
11. Which of the following situation does not show “order or

arrangement is important”?
a. Opening a combination lock
b. Winning in a contest
c. Entering the PIN (Personal Identification Number) at your ATM
card.
d. Choosing 5 questions to answer out of 10 questions in a test
12. C(18,4) = _____

a. 2400 b. 3060 c. 4896 d. 73 440
13. Which of the following can be a value of r in C (15,r) = 1 365?

a. 6 b. 5 c. 4 d. 3
14. If C (n,5) = 252, then n = ____.

a. 7 b. 8 c. 9 d. 10
15. Evaluate: C(25,4) + C (30,3) + C (35,2)
a. 17 900 b. 17 305 c. 16 710 d. 4 655
16. In how many different ways can 7 potted plants be arranged in a

row?
a. 5 040 b. 2 520 c. 720 d. 210
17. In how many different ways can 10 different-colored horses be

positioned in a carousel?
a. 504 b. 4 032 c. 362 880 d. 3 628 800
18. In how many possible ways can Joe answer a 10-item matching
type quiz if there are also 10 choices and he answers by mere
guessing?
a. 3 628 800 b. 40 320 c. 720 d. 10
19. In a gathering, each of the guests shook hands with everybody

else. If a total of 378 handshakes were made, how many guests
were there?
a. 30 b. 28 c. 25 d. 23
20. A soloist is auditioning for a musical play. If she is required to sing

any three of the 7 prepared songs, in how many ways can she
make her choice?
a. 35 b. 36 c. 37 d. 210
262
21. If 4 marbles are picked randomly from a jar containing 8 red
marbles and7 blue marbles, in how many possible ways can at
least 2 of the marbles picked are red?
a. 1 638 b. 1 568 c. 1 176 d. 1050
22. If a committee of 8 members is to be formed from 8 sophomores

and 5 freshmen such that there must be 5 sophomores in the
committee, which of the following is/are true?
I- The 8 committee members can be selected in 1 287 ways.
II- The sophomores can be selected in 56 ways.
III- The 3 freshmen can be selected in 10 ways.
a. I only b. I and II c. II and III d. I, II and III
23. It is the set of all outcomes in an experiment.

a. probability c. event
b. sample space d. union
24. A coin is tossed, find the sample space.

a. 4 b. 2 c. 1 d. 0
25. Given two events A and B such that P(A) = 0.67, P(B) = 0.23 and P(A
B) = 0.12, find P(A’).
a. 0.77 b. 0.67 c. 0.33 d. 0.23
26. If a card is drawn from a well-shuffled deck of 52 cards, what is the
probability that it is a king of diamonds?
a. 1/13 b. 1/16 c. 1/52 d. ½
27. It is a set that contains all of the elements that are in both events.
a. union c. not mutually exclusive events
b. intersection d. mutually exclusive events
28. A number is selected from {1,2,3,…,11,12}. Find the probability of a

number drawn is even or divisible by three.
a. 2/3 b. ½ c. 1/3 d. 1/6
29. The probability of heads landing up when you flip a coin is ½. What
is the probability of getting tails if you flip it again?
a. ¼ b. 1/3 c. ½ d. 3/4
30. A large box contains 365 tickets, one for each day of a common
year. Suppose one ticket is selected at random. Find the probability
that the selected day is December?
a. 31/365 b. 30/365 c.12/365 d.
1/365
For numbers 31-32. Two men and three women are in a committee. Two of
the five are to be chosen to serve as officers.
31. If the officers are chosen randomly, what is the probability that both
officers will be women?
a. ¾ b. 1/3 c. 3/8 d. 3/10
263
32. What is the probability that both officers will be women given that
at least one is woman?
a. ¾ b. 1/3 c. 3/8 d. 3/10
33. Events that have no outcomes in common is called______.

a. union c. not mutually exclusive events
b. intersection d. mutually exclusive events
34. In a Statistics class, there are 18 juniors and 10 seniors; 6 of the

seniors are females and 12 of the juniors are males. If a student is
selected at random, find the probability of selecting a senior or a
male.
a. 11/14 b. 9/14 c. 5/14 d. 13/14
35. Refer to # 34, find the probability of selecting a junior or a senior.

a. 9/14 c. 5/14 c. 1 d. 0
36. Refer to # 35, find the probability of selecting a junior or a senior.

b. 9/14 c. 5/14 c. 1 d. 0
For numbers 37-39, use the following situation:

The International Club of a school has 105 members, many of whom speak
multiple languages. The most commonly spoken languages in the club are
English, Korean and Chinese. Use the Venn diagram below to determine
the probability of selecting a student who
37. Does not speak English.

a. 70/105 b. 41/89 c. 33/105 d. 16/105
38. Speaks Korean given that he/she speaks English.

70/105 b. 41/89 c. 33/105 d. 16/105
39. Speaks Korean and English but not Chinese.

70/105 b. 41/89 c. 33/105 d. 16/105
264
40. Popoy and Popo are playing games. Popoy places tiles numbered
1 to 50 in a bag. Popoy select a tile at random. If he selects a prime
number or a number greater than 40, then he wins. What is the
probability that Popoy will win on his first turn?
a. 25/50 or ½ b. 23/50 c. 13/50 d. 10/50 or 1/5
265
3rd Quarter
Key to Correction
Mathematics Grade 10
1. C 21. D
2. D 22. C
3. D 23. B
4. B 24. B
5. C 25. C
6. D 26. C
7. D 27. B
8. D 28. A
9. B 29. C
10. B 30. A
11. D 31. D
12. B 32. B
13. C 33. D
14. D 34. A
15. B 35. D
16. A 36.C
17. C 37. C
18. A 38. B
19. B 39. C
20. A 40. C
266

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Daily Lesson Plans

LC 33 -The learner illustrates the permutation of objects.

LC 34 -The learner derives the formula for finding the number of

LC 35 -The learner solves problems involving permutations.

LC 37 -The learner differentiates permutation from combination of n

LC 38 -The learner derives the formula for finding the number of

LC 39 -The learner solves problems involving permutations and

LC 40 - The learner illustrates events and union and intersection of

LC 41 -The learner illustrates the probability of a union of two events.

LC 42 -The learner finds the probability of (A U B). (M10SP-IIg-h-1)

LC 43 -The learner illustrates mutually exclusive events. (M10SP-IIIi-1)

LC 44 -The learner solves problems involving probability.

We would like to extend our heartfelt gratitude to the following people

36. Illustrates the combination of 3 2 6% 1 1 9,10

37. Differentiates permutation

38. Derives the formula for finding

Solve problems involving 6 5 12% 1 2 2 16-20

41. Illustrates the probability of a 4 3 8% 1 1 1 25-27

1. It refers to the different arrangements of a set of objects.

2. Which situations illustrates permutation?

3. If 𝑃(7, 𝑟) = 840, what is r?

4. What is P(10, 5)?

5. If 𝑃(𝑛, 3) = 30 240, then n =____.

6. Which of the following expressions represents the number of

7. How In how many ways can 7 potted plants be arranged in a row?

8. How many four-digit numbers can be formed from the numbers 1. 3, 4,

9. Which of the following situations illustrates combinations?

12. 𝐶(15, 4) = _____

13. Which of the following can be a value of r in C(17, r) = 6 188?

14. If 𝐶(𝑛, 4) = 1 820, then n = _____

15. Evaluate: 𝐶(27, 3) + 𝐶(30,3) + 𝐶(33, 2)

17. In how many different ways can 10 different-colored horses be

22. If a committee of 8 members is to be formed from 8 juniors and 5

A. I only B. I and II C. II and III D. I, II and III

23. It is the set of all outcomes in an experiment.

24. A coin is tossed, find the sample space.

26. If a card is drawn from a well-shuffled deck of 52 cards, what is the

28. A number is selected from {1, 2, 3,…,11,12}. Find the probability of a

33. Events that have no outcomes in common is called______.

34. In an English class, there are 18 freshmen and 10 sophomores; 6 of

35. Refer to # 34, find the probability of selecting a freshmen or a

For numbers 36-39, use the following situation:

The International Club of a school has 105 members, many of whom

37. Speaks Korean given that he/she speaks English.

38. Speaks Korean and English but not Chinese.

39. Speaks English given that he/she speaks Chinese.

 Can you list down the possible choices?

1. Assuming that any skirt can be paired with any

F. Developing Mastery Average Learners Advanced Learners

1. Suppose you secured your bike using a

2. If Juan has 12 T-shirts, 6 pairs of pants, and 3

For Average Learners

1. Teachers of Zeferino Arroyo High School are required to undergo medical

Male - High - AB Male - Normal - AB Male - Low - AB

Female - High - AB Female - Normal - AB Female - Low - AB

Female - High - AB Female - Normal - AB Female - Low - AB

The Fundamental Counting Principle(also known

1. In how many ways can Aling Rosa arrange 6

2. Suppose that in a certain association, there are 12

1. In how many ways can 7 people arrange

3. You want to order your lunch from the school

Pants 1 - Blouse 1 - Shoes 1 Pants 2 - Blouse 1 - Shoes 1

Name:_______________________ Grade &Section: _Score:

Name:_______________________ Grade &Section _Score: