Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OFFICE OF PAMPANGA
JUSTINO SEVILLA HIGH SCHOOL
CACUTUD ARAYAT, PAMPANGA

A Semi-Detailed Lesson Plan in Mathematics G10, Quarter 3

Class Observation Number: 1 Date: February 28, 2023

Content Standard:
The learner demonstrates understanding of key concepts of combinatorics.

Performance Standard:
The learner is able to use precise counting techniques in formulating conclusions and in making decisions.

Parts of The Lesson Plan Annotation/Remarks

I. Objectives: At the end of the lesson, the learner should be able to:
a. define fundamental counting principle;
b. solve problems involving fundamental counting
principle; and
c. work cooperatively in groups.
II. Subject Matter:
A. Topic: Problems Involving Fundamental Counting Principle
B. References:  https://www.google.com/search?
q=mcdonalds+saver+meals&tbm=isch&chips=q:m
cdonalds+saver+meals,online_chips:mix:q7CBwM
nZbuY
%3D&hl=fil&sa=X&ved=2ahUKEwjnydiii5_9AhWX
mlYBHQgYCsoQ4lYoA3oECAEQLA&biw=1263&bih
=520#imgrc=As94DNr-BDulBM
 https://www.vedantu.com/maths/fundamental-
principle-of-counting
 https://www.nagwa.com/en/worksheets/
979169673810/
 https://www.slideshare.net/missreynova/a-
sample-of-holistic-scoring-rubric?
next_slideshow=12972216
C. Materials:  Slide presentation
 Ruler
 Protractor
 Compass
III. Procedure: CO Indicator 5
A. Preliminary Set and boost the classroom’s learning atmosphere by - As teachers, it is our
Activities starting with an energetic greeting. Check the duty to give our students
attendance and have a quick “kumustahan”. the tools they need to
strengthen their sense of
community, enhance their
academic achievement,
and develop into

MATH 10 CLASS OBSERVATION Q3 1|Page

 contributing members of
society. Showing an
energetic and welcoming
environment can
boost/influence a positive
behavior from the
students which will
sometimes affects their
actions even on others.
B. Motivation/ Present the Quiz Race Game and its mechanics. CO Indicator 4
Recall - A game-based activity
which entails a physical
learning environment
needs to be planned and
managed carefully. In this
situation, its very
important to set up
everything properly
before starting it.

CO Indicator 2
1. Form two teams with 10 members each. -To strengthen the
2. One member per group will race to get the letter numeracy of students, an
of the correct answer in a question posted on the active learning, planned
screen. and purposeful game
3. The member who gets the letter of the correct creates a rich and
answer will get a chance to move forward or have supportive environment.
a step nearer the medal.
4. The first group to finish the race will be declared CO Indicator 1
as the winner. - By effectively utilizing
Ask the students to arrange the chairs to make a space the students' past
in the middle and make sure everything is set properly understanding of
before starting the game. multiplication as a
springboard for the new
1. 4 ×7 D .28 lesson, the application of
2. 6×9 C. 54 topic knowledge within
3. 7 ×5 × 2 A . 70 the curriculum teaching
4. 6 ×5 × 4 C .120 area is demonstrated.
5. 3 ×7 × 4 A . 84 Since the success of
6. 8 ×2 ×3 B . 48 learning is driven on how
7. 6 ×5 × 4 × 3 D . 360 much a student already
8. 7 ×5 × 2× 6 B . 420 knows about a specific
9. 2 ×9 × 4 ×5 C .360 topic or related topics, it
10. 6 × 8× 2× 2 A . 192 makes the connection
significant.
After declaring the winner of the game, tell them that
the game which is about multiplication of numbers has
something to do with today’s lesson which is about
solving problems involving Fundamental Counting
Principle.

Ask the students to put back the chairs and make sure

MATH 10 CLASS OBSERVATION Q3 2|Page

 everything is set properly before continuing the
lesson.
C. Lesson Proper Enumerate the objectives of the lesson. CO Indicator 2
- Analyzing a real-life
Present the situation in Activity 2: Mix and Match scenario or situation
Combos. builds a learner's
Justino Sevilla High School organizes to have a understanding which is
Junior Performance Night to showcase the different one of the aims of literacy
skills acquired by its Grade 9 and Grade 10 students. instruction.
As one of the G10 students taking Food and Beverage
Services, a specialization in TLE, you are tasked to lead CO Indicator 1
the class decide and order food for the event. Since - Integrating the acquired
you need to consider the price, quality, and variety of skills in Food and
the food to be ordered and served, you proposed to Beverage and including
have MC Savers Mix and Match because its affordable, appropriate
delicious, and varied. Everyone agreed with it. interdisciplinary topics
establishes a meaningful
connection.

CO Indicator 4
- Choosing and presenting
Guided Questions: a combo which entails a
a. What two categories are there for combos? physical learning
The categories are the main dish and the side dish. environment needs to be
b. How many main dishes can we choose from? How planned and managed
about the side dishes? There are 4 main dishes carefully. In this situation,
and 5 side dishes. it’s very important to set
c. Choose a main dish and a side dish in each up everything properly
category to make a combo. (Let the students make before starting it.
a combo using cut-out dishes and present it in
front. CO Indicator 1
d. How many ways can someone choose a combo? -Demonstrating solutions
There are 20 ways. in solving a problem helps
e. What relationship can you form between the the students to
number of the two categories (4 and 5) and the understand the concepts
number of different combo meals (20)? If the other than abstract.
number of the two categories (4 and 5) are
multiplied, the result is equal to the number of CO Indicator 3
different combo meals (20). - Applying questioning
strategies which
After answering the last question in the activity, promotes critical,
emphasize to the students that this relationship is how creative, and higher-
fundamental counting principle works. thinking skills in letting
the students analyze and
Before discussing the definition, tell a short history construct the idea of the
about the lesson. new lesson is
“The term ‘counting’ is the fundamental concept of demonstrated.

MATH 10 CLASS OBSERVATION Q3 3|Page

 Mathematics. The whole world of Mathematics
started with the necessity of counting. Our ancestors
first used fingers for counting and later started using CO Indicator 1
beans, sticks, buttons, and beads to count. However, -Integrating History
they, later, realized that these methods of counting subject in incorporating a
cannot be used in cases where we are forced to count short history of counting
large and large quantities of numbers. That is when showcases the vast
our Mathematicians came out with a way of knowledge of information
determining large counts efficiently and accurately within and across the
with the help of the fundamental counting principle. subject area.
The fundamental counting principle is one of the most
important rules in Mathematics especially in
probability problems and is used to find the number of
ways in which the combination of several events can
occur.

Define a fundamental counting principle.

Fundamental Counting Principle is a rule used to
count the total number of possible outcomes in a
situation. It states that if there are n ways of doing
something, and m ways of doing another thing after
that, then there are n × mways to perform both
actions.

Emphasize the word “and” in the statement and what

it implies.

Sample situations where FCP can be applied: CO Indicator 1

• Possible number of outfits -Emphasizing some
• Possible number of designs important word/s in
• Possible gender of the children a couple could have discussing the lesson
• Possible choices you have in creating your shows mastery of the
password lesson.
D. Application Demonstrate how fundamental counting principle CO Indicator 1
works in Activity 3: Let’s Apply It. -Demonstrating how to
1. A boy has 4 T-shirts and 3 pairs of pants. Find the solve some problems
total number of possible outfits the boy has. helps the students to
4 ×3=12 possible outfits understand the concepts
2. A design your own bag website offers 3 sizes, 8 other than abstract.
colors and 5 types for their bags. How many
different bags can be designed?
3 ×8 × 5=135 possible outfits
3. A couple is planning to have 3 kids. On any birth
the children could be a son of a daughter. Find the
possible combination of kids they could have.
2 ×2 ×2=8 possible outfits
4. A passcode must have a letter followed by 3 digits.
Find the total number of possible passcodes which
can be made.
26 ×10 ×10 × 10=26 000 possible passcodes
E. Generalization Let the students generalize the lesson by asking the CO Indicator 3

MATH 10 CLASS OBSERVATION Q3 4|Page

 following questions: - Applying questioning
1. What is fundamental counting principle? strategies in letting the
2. What keyword/s signals the use of fundamental students generalize what
counting principle in determining the total number they have learnt not only
of possible outcomes in a situation? promotes critical,
3. Give some real-life problems in which creative, and higher-
fundamental counting principle can be applied? thinking skills but also
demonstrates how they
construct their own
knowledge.

CO Indicator 2
-The process of asking
questions also allows
them to articulate their
current understanding of
a topic, to make
connections with other
ideas, and to become
aware of what they do or
do not know.
IV. Evaluation Present the Tic-Tac-Toe and its mechanics.

1. Form two teams. CO Indicator 6

2. Each team will line up where the leader of each - Forming a team with a
team must be at the end not facing the screen. leader and completing
3. The members will be the ones to solve each tasks together showcases
problem and relay the answer to the leader. their abilities and
4. The leader will then ring the bell to have a chance addresses their gender,
to answer. needs, strengths,
5. The leader can answer as many times as possible interests, and
by ringing the bell each time and if the correct experiences.
answer is not yet said.
6. The team will have a chance to make a move on
the Tic-Tac-Toe board each time they get the
correct answer.
7. The first group to get 3 of their marks in a row CO Indicator 4
(up, down, across, or diagonally) is the winner. -Setting up everything
8. When all 9 squares are full, the game is over. properly before starting it
and making sure the
Ask the students to arrange the chairs to make a space structure of the learning
in the middle and make sure everything is set properly

MATH 10 CLASS OBSERVATION Q3 5|Page

 before starting the game. environment fits to
engages students in
A single die is rolled. How many ways can you 3 cooperative game-based
roll a number that is an odd, followed by a 6? activity.
A single die is rolled. How many ways can you 18
roll a number less than 3, then an even, and
then a prime?
In a small town, there are 4 paths from the 40
library and the post office, 5 paths from the
post office and the bank, and 2 paths from the
bank and the park. Determine the number of
ways to walk from the library to the park.
An ice cream store offers 3 different cup sizes 42
and 14 flavors. How many ways are there to
buy a single flavor of ice cream?
From a standard deck of cards, how many 48
ways can you pick a face card, then an ace?
Provided you put the first card back?
From a standard deck of cards, how many 52
ways can you pick a heart, and then a king?
Provided you put the cards back into the deck.
How many ways are there to write a 3-digit 60
positive integer using the digits 1, 3, 5, 7, and
9 if no digit is used more than once?
A men’s department store sells 3 different 72
jackets, 2 different shirts, 3 different ties, and
4 different pairs of pants. How many suits are
possible?
A cafe offers a choice of 20 meals and 9 180
beverages. In how many ways can a person
choose a meal and a beverage?
In how many ways can a 4-digit code be 625
formed using the numbers 1 to 5? Note, the
code can have repeated digits.
V. Assignment Present the assignment and let them pass it on the CO Indicator 2
next meeting. -Forming their own
Assignment: Make My Own problems and solving it
Form two problems involving fundamental counting eventually enriches their
principle and solve each. Each problem and solution literacy and numeracy
will be evaluated using the rubrics below. skills.
RUBRICS:
Scor Description
e
5 Demonstrate complete understanding of the
task. No error in grammar, solution, and answer.
4 Demonstrate little understanding of the task.
Many errors in grammar, solution, and answer.
3 Demonstrate little understanding of the task.
Many errors in grammar, solution, and answer.
2 Demonstrate little understanding of the task.
Many errors in grammar, solution, and answer.

MATH 10 CLASS OBSERVATION Q3 6|Page

 1 Demonstrate no understanding of the task.
0 No response to do the task.

Prepared by:

MARCO DAVID PAGUINTO

Teacher III

Checked:

LEOMELA R. BONDOC
HEAD TEACHER II

Noted:

CATALINA YALUNG
Principal IV

Republic of the Philippines

Department of Education

MATH 10 CLASS OBSERVATION Q3 7|Page

 REGION I
SCHOOLS DIVISION OFFICE OF PAMPANGA
JUSTINO SEVILLA HIGH SCHOOL
Cacutud Arayat, Pampanga

A Semi-Detailed Lesson Plan in Mathematics G10, Quarter 3

Attachments

Class Observation Number: 1 Date: March 01, 2023

SLIDE PRESENTATION

MATH 10 CLASS OBSERVATION Q3 8|Page

 Republic of the Philippines
Department of Education
MATH 10 CLASS OBSERVATION Q3 9|Page
 REGION I
SCHOOLS DIVISION OFFICE OF PAMPANGA
JUSTINO SEVILLA HIGH SCHOOL
Cacutud Arayat, Pampanga

A Semi-Detailed Lesson Plan in Mathematics G10, Quarter 3

Attachments

Class Observation Number: 1 Date: March 01, 2023

SLIDE PRESENTATION

MATH 10 CLASS OBSERVATION Q3 10 | P a g e

 Republic of the Philippines
Department of Education
REGION I
SCHOOLS DIVISION OFFICE OF PAMPANGA
JUSTINO SEVILLA HIGH SCHOOL
Cacutud Arayat, Pampanga

A Semi-Detailed Lesson Plan in Mathematics G10, Quarter 3

Attachments

Class Observation Number: 1 Date: March 01, 2023

SLIDE PRESENTATION

MATH 10 CLASS OBSERVATION Q3 11 | P a g e

 Republic of the Philippines
Republic of the Philippines
Department of Education
REGION I
SCHOOLS DIVISION OFFICE OF PAMPANGA
JUSTINO SEVILLA HIGH SCHOOL
Cacutud Arayat, Pampanga

A Semi-Detailed Lesson Plan in Mathematics G10, Quarter 3

Attachments

Class Observation Number: 1 Date: March 01, 2023

MATH 10 CLASS OBSERVATION Q3 12 | P a g e

 PAPER CUT-OUTS

MATH 10 CLASS OBSERVATION Q3 13 | P a g e