SIBALOM NATIONAL

School Grade Level GRADE 10

DAILY HIGH SCHOOL
LESSON CHEYSERR-MAE-LIBB C. Learning
Teacher MATHEMATICS
ALABATA Areas
PLAN
Teaching
April 4 , 2023 Quarter THIRD
Day
Annex 2B.1 to DepEd Order No.42 ,s. 2016

Time: 4:15 – 5:15 Thursday

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of key concepts of combinatorics and
probability.

B. Performance The learner is able to use precise counting technique and probability in formulating
Standard conclusions and decision making.

C. Most Essential The learner illustrates mutually exclusive events and therir2. (M10SP-IIIi-1).
Learning
Competencies/Objective Specific Objectives: At the end of the session, Grade 10 students should be able
s to:
 Illustrate mutually exclusive events and not mutually exclusive events.
 Find the probability of mutually exclusive events and not mutually
exclusive events.
 Appreciate the concept of mutually exclusive events and not mutually
exclusive events in formulating conclusions and making decisions.

Subject Integration Used listening strategies based on purpose, familiarity with the topic and levels of
difficulty of short texts listened to. EN7LC-II-a-6
Give technical and operational definitions. EN10V-IIa-13.9

II. CONTENT Statistics and Probability: Probability of Compound Events: Mutually Exclusive and
Not Mutually Exclusive Events

Values Integration: Accuracy, cooperation and patience

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Callanta M. .,et.al., (2015), Mathematics Grade 10 Learners Module, DepEd
materials pages IMCS, Pages 332-340

3. Textbook pages
4. Additional https://www.mathsisfun.com/data/probability-events-mutually-exclusive.html
Materials From https://mlcompton.files.wordpress.com/2010/09/sheet7-3mutexnonmutex.pdf
Learning https://lah.elearningontario.ca/CMS/public/exported_courses/MDM4U/
Resources (LR) exported/MDM4UU01/MDM4UU01/MDM4UU01A03/
portal _content.html#:~:text=Mutually%20exclusive%20events%20are
%20events,happen%20at%20the%20same%20time.

B. Other Learning PowerPoint Presentation, Student Activity Sheet, Cut outs, Chalk, & Blackboard
Resources
III. PROCEDURES Annotation
 Preliminary Activities Greet the class.

Prayer CO Indicator CO Indicator 4, 5 and 6

This is teacher’s way of implementing
Reminders: safety policies, guidelines and
Always wear your mask. procedure to establish safe and secure
Wash your hands frequently. learning environment. We also need to
Observe proper cough etiquette. make sure that students are following
Don’t touch eyes, nose, or mouth with by reminding them time to time as
situation needs.
unwashed hands.
Always clean and disinfect your hands
Teacher should interact well with the
and belongings. students supporting respect and care.
Avoid contact with sick people &
maintain social distancing.
Minimize talking with your classmates,
especially when it is irrelevant to our
discussion.
If you have questions, you can directly
ask me.
Don’t share your belongings with your
classmates.
Avoid misbehavior in class, maintain
politeness and participate actively in our
class.

Checking of Attendance

A. Reviewing previous Do you still remember your lesson about

lesson or presenting the probability of union and intersection of
new lesson events? CO Indicator 1
Intradisciplinary: Fundamental
Situation: A group of researchers Counting Principle
conducted a survey on the Grade 10 Interdisciplinary: The teacher relates
students of Sibalom National High the concept taught to idea of how
School about their favorite hobbies. conjunctions “and” and “or” are used.
Their response is show on the Venn
Diagram below.
Cooking CO Indicator 2
Emphasized union and intersection
Unite-union
2 Intersect – intersection
3
1
through “and” and “or” which are
4
“kag” and “ukon”
Dancing Reading

Answer the following questions:

 1. How many students participated in
the survey?
2. How many students like cooking?
3. If a student is randomly chosen, what
is the probability that the student likes
cooking or reading?
4. If a student is randomly chosen, what
is the probability that the student only
likes cooking and dancing?

Very good.

The union of events is always denoted

by the word “or” and shown in symbols
as (A U B), and the intersection of events
is always denoted by the word “and”
and shown in symbols as (A ∩ B).

“Ang union parang kayo, Ikaw si A at

siya si B, pinagtagpo at itinadhana”

“Ang intersection parang tayo, Ikaw si A

at ako si B, pinagtagpo ngunit di
itinadhana”

Now we could continue discussing our

next lesson this morning.

B. Establishing the Okay, class we will have a game entitled

purpose of the lesson “WHERE DO I BELONG?”
I have here on the board the tables that
we will make use in our activity.
I also have here the different cut outs of
cards and all you must do is place these
cut outs on the column where they
belong.
I have two sets of cards and tables for
this activity.
CO Indicator 5
Encourage learning through enjoyable
activities and something students
could relate with, starting with simple
materials.
CO Indicator 6 and 7
Help students get inspired and
motivated to participate and
volunteer on tasks.

Who wants to volunteer to pick a card

and put on the corresponding table on
the board?

What have you noticed on our first

 table?
What about on our second table?

C. Presenting Our lesson for today is about probability (Listening)

examples/instances of of mutually exclusive and not mutually
the lesson events.

At the end of the lesson, you are

expected to:
 Illustrate mutually exclusive
events and not mutually
exclusive events.
 Find the probability of mutually
exclusive events and not
mutually exclusive events.
 Appreciate the concept of
mutually exclusive events and
not mutually exclusive events in
formulating conclusions and
making decisions.

D. Discussing new The first table in which we use the set A

concepts and practicing of cards (ace and king) illustrates the
new skills #1 mutually exclusive events.
Two events are mutually exclusive if
both events cannot occur at the same
time. These events have no elements in
common. They are also called disjoint
events.
On our previous activity, the first table
can be presented using the Venn
Diagram as:
CO Indicator 1. Examples given involve
both knowledge on intradiscipline
(odd and even), and interdiscipline-
physical education (movement and
direction) and science (idea of day and
night)

Here are some of the examples:

 Running and walking
 Day and night
 Walking forward and walking
backwards
 Turning left and turning right

The second table in which we use the

set B of cards (heart and king) illustrates
the not mutually exclusive events.
Two events are not mutually exclusive if
both events can occur at the same time.
These events have common elements.
 They are also called inclusive events.

On our previous activity, the second

table can be presented using the Venn
Diagram as:

Here are some examples of not mutually

exclusive events:
 Turning left and scratching your
head
 Reading and listening to music
 Getting an even number and
number greater than three in
rolling a die

Do you understand?
CO Indicator 3
Consider the different situations that I Although not written, this instance
will present. Analyze each situation if it gives chance for teachers to use the
is mutually exclusive or not mutually communication strategies to solicit
exclusive events. ideas and address inquiries, and
encourage learn
1. Drawing a jack and a club from a
ers to participate by way of
standard deck of cards.
collaborative learning.
2. Electing the President and the
Secretary of the class.
3. Getting a passing grade and getting
a grade of 90.
4. Attending face-to-face class and
sleeping at home
5. Getting a job and having an income

It’s nice to hear that you are now able to

differentiate mutually exclusive from not
mutually exclusive events.

E. Discussing new Let us now proceed in finding the

concepts and practicing probability of mutually exclusive and not
new sills #2 mutually exclusive events.

If two events, A and B, are mutually

exclusive, then the probability that
either A or B occurs is the sum of their
probabilities.
In symbols,

P (A or B)
or = P (A) + P (B)
P (A U B)

For example:
A die is rolled, and it must show a 5 or a
6. Let us find the probability that the die
shows either 5 or 6.
P (E) is the probability of the event that
the die shows either 5 or 6.
P (A) is the probability that the die
shows 5.
P (B) is the probability that the die
shows 6.

P (E) = P (A) + P (B)

1 1
P ( E )= +
6 6
2
P ( E )=
6
1
P ( E )=
3
Therefore, the probability that the die
shows either 5 or 6 is 1/3.

Let us have another example:

A bag contains 4 blue marbles, 8 green
marbles, and 6 red marbles. Carlo draws
one marble at random. What is the
probability that the marble is either red
or green?

P (red or green) = P (red) + P (green)

6 8
P ( red∨green ) = +
18 18
14
P ( red∨green ) =
18
7
P ( red∨green ) =
9
Therefore, the probability that the
drawn marble is either red or green is
7/9.

Now that you are familiar with mutually

exclusive events, let us now proceed in
finding the probability of not mutually
exclusive events.
For any two events A and B of the same
experiment which are not mutually
exclusive events, the probability of the
union of A and B is:

For example:
A die is rolled once. What is the
probability of getting an even number
and a factor of six?
Let:
P (A U B) – probability of getting an even
number or a factor of 6
P (A) – probability of getting an even
number
P (B) – probability of getting a factor of 6
Even: 2,4,6
Factors of 6: 1, 2, 3, 6
Even and factors of 6: 2, 6

1 3 2
P ( A U B )= + −
6 6 6
4 2
P ( A U B )= −
6 6
2
P ( A U B )=
6
1
P ( A U B )=
3
Therefore, the probability of getting an
even number or a factor of six is 1/3.

Do you understand?

Let’s have another example.

If there is 30% chance of rain on
Saturday, 70% chance on Sunday, and
21% chance of rain on Saturday and
Sunday what is the probability that it
will rain on either Saturday or Sunday?

Let:
P (A U B) – probability of rain on
Saturday or Sunday
P (A) – probability of rain on Saturday
P (B) – probability of rain on Sunday
P (A ∩ B) – probability of rain on
Saturday and Sunday
 P ( A U B )=30 %+70 %−21 %
P ( A U B )=100 %−20 %
P ( A U B )=79 %
Therefore, there is 79% chance that it
will rain on Saturday or Sunday.

Do you have any question?

F. Developing mastery I think we are all clear, I will present two

(Leads to formative situations on the screen. Determine if it
assessment) is mutually exclusive or not mutually
exclusive event and find what is asked.
1. A card is drawn at random from a
standard deck of 52 cards. What is
the probability of drawing a 7 or a
king?
2. Supposed out of 100 students, 35
play basketball, 25 play volleyball,
and 10 play volleyball and
basketball. What is the probability
that a student plays basketball or
volleyball?

G. Finding Practical Form 2 groups. I will present the CO Indicator 4

applications of concepts situation on the screen. You will raise is still applicable since the teacher
and skills in daily living the happy emoji if the situation is reminds the students about the health
mutually exclusive, and the sad emoji if protocols while doing the task.
the situation is not mutually exclusive.
1. Getting a prime number and a 1 in CO Indicator 6,7, 8 and 9
rolling a die
2. Raised in Antique and can speak
6- since it involves collaborative
Kinaray-a
learning
3. Drawing a queen and king from a
standard deck of cards 7-group members are expected to work
4. Drawing a face card and a red card cooperatively to succeed in their
from a standard deck of cards. activity by assuming responsibility in
5. Reading a newspaper and playing task assigned
softball
8-Allowing members to choose their
Answer the problem and illustrate each role is a way to help students perform
situation using Venn Diagram. according to their skill and ability
1. During this summer, the Tourism
Office records 60 tourists that visit
Antique in the month of May. 20 9- Examples included are popular
tourists visited Strawberry Farm, 15 places in Antique and common
tourists visited Malumpati Cold situations which are relevant to place
and present situation, which are surely
Spring, and 25 tourist visited
equally understood by varying groups
Strawberry Farm and Malumpati
of students
Cold Spring. What is the probability
that a tourist visited Strawberry
Farm or Malumpati Cold Spring?
 2. The Regional IATF conducted a
random interview on 100 Grade 10
students of Sibalom National High
School. 15 students are from section
Jade, and 5 students are from
section Onyx. Find the probability
that a student is from section Jade
or Onyx.

H. Making Who among you can tell what mutually

generalizations and exclusive events are?
abstractions about the
lesson What about not mutually exclusive
events?

Can we give examples for such?

Preferably those found in your homes,
community or surroundings?

How do we solve the probability of

mutually exclusive events?

How do we find the probability of not

mutually exclusive events?
I. Evaluating learning Please get ½ piece of paper. I will give
you 10 minutes to answer.
I. Read and answer each item showing
complete solution.

1. Each of the numbers 1 – 25 is written

on a slip of paper, rolled, and put in a
box and mixed thoroughly. If a slip of
paper is picked at random, what is the
probability that the number in it is a
multiple of 3 or a multiple of 4?
2. A card is drawn from a standard deck
of 52 cards. What is the probability of
drawing a 3 or a face card?

II. Categorize each statement below

whether mutually or not mutually
exclusive events.
Mutually exclusive Not Mutually
events exclusive events

 Inclusive events
 Events that can occur at the same
time
 P (A U B) = P (A) + P (B)
 Disjoint events
 Events that cannot happen at the
 same time
 P (A U B) = P (A) + P (B) – P (A∩B)

J. Additional activities Problems are posted in our group chat.

for application or Kindly understand each problem for you
remediation. to determine what formula you are
going to use. Deadline of submission will
be tomorrow.

I. Answer each problem completely.

1. A basket contains red, blue and

green balls. One ball is to be chosen
at random. The probability that the
selected ball is blue is equal to five
times the probability that the
selected ball is green. The
probability that the chosen ball is
green is the same as the probability
that the chosen ball is red. Find the
probability that the chosen ball is
blue or red.
2. Twenty-six tiles, each with a letter of
the English alphabet, are placed in a
bag and one tile is drawn at random.
What is the probability of selecting a
vowel or a letter from the word
humble?
3. Each of the numbers 1 – 40 is
written on a card and placed in a
bag. If one card is drawn at random,
what is the probability that the
number is divisible by 4 or a multiple
of 3?

III. Illustrate mutually exclusive and not

mutually exclusive events A and B using
the Venn diagram.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned (80%) in the (Note: 80% in 0=60 transmutation formula is 1/2 of the highest possible score)
evaluation
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial
lessons work? No. Of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
 E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

CHEYSERR-MAE-LIBB C. ALABATA, MAT

Math Teacher

Observed by:
AILEEN Y. BUTON, MAT
Master Teacher II

Observed by:
JAYSON N. GILLESANIA, MAEd
Head Teacher-Designate

Observed by:
LENIE A. ADUANA,PhD.
School Principal I
HEART
ACES
KINGS