Jose Panganiban National High

School Grade Level 10

School
Learning
Teacher MICHAEL D. PAITAN MATHEMATICS 10
DAILY Area
LESSON Teaching
APRIL 18, 2023
LOG Dates Quarter Third Quarter
9:45-10:45 AM
and Time
I. OBJECTIVES
The learner demonstrates understanding of key concepts of combinatorics and
A. Content Standards
probability.
B. Performance The learner is able to use precise counting technique and probability in formulating
Standards conclusions and making decisions.
MELC: The learner finds the probability of A∪B. (M10SP-IIIg-h-1)
C. Learning Specific Objectives:
Competencies/Objec
tives
At the end of the period, the learners are expected to:
Write the LC code
for each 1. Illustrate simple and compound events.
2. Find the probability of simple and compound events.
3. Relate concept on probability in real-life situations.
II. CONTENT PROBABILITY OF SIMPLE AND COMPOUND EVENTS (OVERVIEW
APPROACH)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG pp. 278-280
pages
Learners Material pp. 328 – 339
2. Learner’s
Material Pages
3. Textbook Pages E- Mathematics 10 p.356-358
4. Additional Dice Experiments (Probability)
Materials from Department of Education. (2013, May 30). LR Portal. Deped LR Portal.
Learning https://lrmds.deped.gov.ph/detail/1793
Resource (LR)
portal
https://www.mathsisfun.com/data/probability.html
B. Other Learning https://www.mathsisfun.com/data/probability-events-types.html
Resources https://www.calculators.org/math/probability.php
Powerpoint presentation
TARGET RPMS
IV. PROCEDURES
OBJECTIVE/S
A. Reviewing previous PRELIMINARIES
lesson or presenting Prayer OBJ. 4 Managed classroom
new lesson Checking of Attendance structure to engage learners,
individually or in groups, in
meaningful exploration,
DISCIPLINE BUILDING discovery, and hands-on
The teacher will remind the learners of the following: activities within a range of
a. Proper health protocols must be observed in the Physical learning
entire duration of the class. environments.
b. Hand sanitizing will be done after every activity or
if necessary. OBJ. 5 Managed learner
c. Raise their hand if they want to answer and listen behavior constructively by
while others are answering. applying positive and non-
d. Be always respectful. violent discipline to ensure
learning-focused
environment.
Motivation:
CHIKA MINUTE (3 minutes)
The teacher will post some pictures of different games
which involves probability.
OBJ. 1 Applied knowledge
of content within and across
 curriculum teaching areas.

OBJ 2. Used a range of

teaching strategies that
enhance learner’s
achievement in literacy and
numeracy skills.

OBJ. 3 Applied a range of

teaching strategies to
develop critical and creative
thinking as well as other
higher order thinking skills.

The sharing will proceed using the following prompts: OBJ. 4 Managed classroom
structure to engage learners,
1. Are you familiar with the following games? individually or in groups, in
2. Have you ever played one of these games? meaningful exploration,
3. How do you place your bet in these games? discovery, and hands-on
activities within a range of
As we move forward to our today’s lesson, let us try to Physical learning
decode the following terms that we will use, using the environments.
given definition.

JUMBLE DUMBLE! (3 minutes)

The teacher will show jumbled words related to probability
and a definition of each word/term. The students will try to OBJ. 6 Used differentiated
arrange and identify the word. developmentally appropriate
learning experiences to
EENPXM RIET address learner’s gender,
An activity that produce results or outcomes. needs, strengths, interests
and experiences.
TENEV
The result that we are interested in

OMECOUT
Result of an experiment

APLESM ACEPS
Set of all possible outcomes

EETR GRAMIAD OBJ. 6 Used differentiated

An illustration used to identify the sample space. developmentally appropriate
learning experiences to
PORBIBATYLI address learner’s gender,
Chance/likelihood of an event to happen. needs, strengths, interests
and experiences.
Based on the words that you decoded, what do you think
will be our topic for today?

Note: Learners who participated in the activity will be

given one recitation point per correct answer. Recitation
points will be counted and posted after the class session.

For LSENS/ Strugglers: Learners will be given a concept

map where the diagram has already answered on it. This
may use it to participate in the class as reference.
For advance learners: They may add additional
information/concepts that are not written on the concept
 map. Or students may include illustrations on each
concept.

The teacher will call a student to read the objectives.

OBJ. 4 Managed classroom
The teacher presents a power point of the objectives of the structure to engage learners,
B. Establishing a lesson. individually or in groups, in
purpose for the At the end of the period, I am expected to: meaningful exploration,
lesson discovery, and hands-on
1. Illustrate simple and compound events. activities within a range of
2. Find the probability of simple and compound events. Physical learning
3. Relate concept on probability in real-life situations. environments.

ACTIVITY 1. LET’S GET ACROSS (INDIVIDUAL)

OBJ. 1 Applied knowledge
In your English class, You have been taught simple and of content within and across
compound sentence? Say I have these sentences: curriculum teaching areas.

Today is a sunny day.

Today is a sunny day, but tomorrow could be rainy.
OBJ 2. Used a range of
How do you differentiate the two sentences? teaching strategies that
(Answer may vary) enhance learner’s
achievement in literacy and
Simple sentence contains one independent clause. A numeracy skills.
compound sentence contains more than one! Put another
way: a simple sentence contains a subject and a predicate,
but a compound sentence contains more than one subject
and more than one predicate.
OBJ. 3 Applied a range of
In Chemistry, we also have the following concepts: teaching strategies to
develop critical and creative
Element: H (Hydrogen) thinking as well as other
Compound: H2 O (Water) higher order thinking skills.

Try to differentiate an element with a compound.

C. Presenting
Very good! An element is the simplest form of matter
examples/instances
while a compound is a combination of two or more
of the lesson
elements.

Now, in probability, we also have simple and compound

events.
Let us discover the difference between the two using this OBJ 2. Used a range of
example: teaching strategies that
Suppose in rolling a die, we have the sample space S= enhance learner’s
[1,2,3,4,5,6]. achievement in literacy and
numeracy skills.
Questions:
1. How many elements do we have in a sample
space?
2. What kind of event is getting a 5? Why?
3. How about getting a number less than 5? What are
those possible events?
4. What is the difference between simple and
compound event? OBJ. 3 Applied a range of
teaching strategies to
Yes! A simple (or single) event is an event with a single develop critical and creative
outcome (only one "answer") while a compound event is thinking as well as other
the combination of two or more simple events (with two or higher order thinking skills.
more outcomes).

SCORING GUIDE:
One correct answer is equal to one recitation point.
D. Discussing new
concepts and ACTIVITY 2: LET’S ANALYZE (Think-Pair-Share)
practicing new skills Now, let us go back with basics on finding the probability OBJ. 1 Applied knowledge
#1 of events. of content within and across
Probability is defined as the chance/ likelihood of an event curriculum teaching areas.
to happen.

Probabilities can be expressed as fractions (ratio), decimals

or percentage. OBJ 2. Used a range of
teaching strategies that
Suppose a die is rolled. Consider the following questions. enhance learner’s
achievement in literacy and
1. What is the sample space? numeracy skills.
2. What is the probability of getting a 5?
3. What is the probability of getting a number lesser
than 5?
4. What is the probability of getting an even number?
5. What is the probability of getting number greater OBJ. 3 Applied a range of
than 5? teaching strategies to
6. How did you find the probability of the events develop critical and creative
above? thinking as well as other
higher order thinking skills.
Presentation of Each Pair (Thru the Sharer) will be graded using
this rubric.
Criteria Points
Communicates ideas accurately. 10
Shows in-depth comprehension
of the pertinent concepts and/or
processes.
Communicates ideas accurately. 7
Shows comprehension of the
pertinent concepts and/or
processes.

Demonstrate little 5
comprehension OBJ. 1 Applied knowledge
of content within and across
The teacher will also provide feedbacks and inputs after the curriculum teaching areas.
presentation of the whole class.
In general, the symbol P means probability, P(n) reads as
“probability of n.

In a finite sample space S where each outcome is

equally probable, the probability of an event E, denoted by
P(E) is given by
• P(Event) = (number of favorable outcome to an
event E)/(total number of possible outcome)
• In symbols, P(E) =(n(E))/(n(S)) OBJ 2. Used a range of
• The probability that an event will happen is teaching strategies that
between 0 and 1 inclusive. enhance learner’s
• A probability of 1 means the event is certain to achievement in literacy and
happen. numeracy skills.
• A probability 0 means the event is impossible.

STEPS IN FINDING THE PROBABILITY OF AN

EVENT:
a. List the outcomes of the experiment.
b. Count the number of possible outcomes of the
experiment. OBJ. 3 Applied a range of
c. Count the number of favorable outcomes. teaching strategies to
d. Use the probability formula. develop critical and creative
thinking as well as other
higher order thinking skills.
Example 1:

What is the probability of getting a tail when a coin is

tossed?
 S= [H, T]
½

Example 2:
What is the probability of rolling a 3 on a die?
S= [1,2,3,4,5,6]
1/6

Example 3:

What is the probability of rolling an even number less than

5 on a die?
S= [1,2,3,4,5,6]

(2/6) or (1/3)

[Even numbers {2,4,6}; less than 5 {1,2,3,4}; both

{2,4}]

E. Discussing new
concepts and ACTIVITY 3: DEEPENING
practicing new skills GROUP ACTIVITY (DIFFERENTIATED OBJ. 1 Applied knowledge
#2 INSTRUCTION) of content within and across
curriculum teaching areas.
Now let’s do this activity for at most eight (8) minutes.

Group 1: COIN TOSS

What is the probability of each event?

1.Getting a head when a coin is tossed. (½)
2. Getting both tail when two coins are tossed. (1/4)
3.Getting at least one tail when two coins are tossed. (¾)
Getting an odd number when a die is rolled. (3/6 or ½) OBJ 2. Used a range of
4.Getting two tails when two coins are tossed? teaching strategies that
Getting a sum of three when two dice are rolled. (2/36 or enhance learner’s
1/18) achievement in literacy and
numeracy skills.

GROUP 2: DIE EXPERIMENT

What is the probability of each event?

1.Getting a number greater than 3 when a die is rolled. (3/6
or ½) OBJ. 3 Applied a range of
2. Getting an even number when a die is rolled. (3/6 or ½) teaching strategies to
3. Getting an odd number when a die is rolled. (3/6 or ½) develop critical and creative
4.Getting a number lower than 6 when a die is rolled. (5/6) thinking as well as other
higher order thinking skills.

GROUP 3: CARD EXPERIMENT/JAR

What is the probability of each event?

1. A deck of cards is shuffled, and one card is drawn.
What is the probability of getting a red card?
(26/52 or 1/2)
2. A deck of cards is shuffled, and one card is drawn.
What is the probability of getting a face card?
(12/52 or 3/13)
3. A deck of cards is shuffled, and one card is drawn.
 What is the probability of getting a spade? (13/52
or ¼) OBJ. 1 Applied knowledge
4. A jar contains 30 jellybeans, 10 of which are red, of content within and across
10 of which are green, and 10 of which are blue. If curriculum teaching areas.
one jellybean is drawn randomly, what is the
probability of getting a green jellybean? (10/30 or
1/3)

OBJ 2. Used a range of

GROUP 4: teaching strategies that
Reflect and react on the following issues and situations. enhance learner’s
1. Is there a HIGH chance that DEPED calendar will achievement in literacy and
be reverted to the original one? Justify your numeracy skills.
answer. (WATCH Integration)
2. Will there be an extension to the deadline of SIM
registration? Why or why not? (WATCH
Integration)
3. Suppose that you are living in a far-flung barangay
here in Jose Panganiban, do you think that the
location of your house will affect your chance of
passing/failing the school year? Justify your OBJ. 3 Applied a range of
answer. (Geographical Isolation) teaching strategies to
develop critical and creative
SCORING GUIDE: thinking as well as other
ACTUAL SCORE EQUIVALENT higher order thinking skills.
3 or more 98
2 92
1 86
0 but with effort 80

OBJ. 4 Managed classroom

structure to engage learners,
After each presentation of the group, the presenter will be individually or in groups, in
asked by the other group and they will be giving their meaningful exploration,
F. Developing mastery feedback. They will also give their group rating on the discovery, and hands-on
(Leads to Formative presenters using the rubrics written at the end of this DLP. activities within a range of
Assessment 3) Physical learning
environments.
The teacher will input/clarify important points or concepts
not pointed out by the learners.
G. Finding practical OBJ. 1 Applied knowledge
application of Indeed, the concept on probability is used in different of content within and across
concepts and skills aspects of our day to day living. curriculum teaching areas.
in daily living
OBJ 2. Used a range of
Can you give me a situation or a scenario in which teaching strategies that
probability is used in the following? enhance learner’s
achievement in literacy and
1. Simple decision making numeracy skills.
2. Games and sports
3. Planning OBJ. 3 Applied a range of
4. Business teaching strategies to
5. Economics develop critical and creative
thinking as well as other
Students’ answers may vary. higher order thinking skills.

OBJ. 4 Managed classroom

The teacher will input/clarify important points or structure to engage learners,
concepts not pointed out by the learners individually or in groups, in
meaningful…..
 OBJ 2. Used a range of
MIND MAPPING teaching strategies that
enhance learner’s
The teacher will ask the following questions: achievement in literacy and
numeracy skills.
How do you define probability? OBJ. 3 Applied a range of
teaching strategies to
develop critical and creative
H. Making How do you find the probability of an event?
thinking as well as other
generalizations and
higher order thinking skills.
abstractions about
the lesson In what situations can you use concepts on probability?
OBJ. 4 Managed classroom
structure to engage learners,
individually or in groups, in
meaningful exploration,
SCORING GUIDE: discovery, and hands-on
One answer is equal to one recitation point. activities within a range of
Physical learning
environments.

Answer the following correctly and concisely. OBJ 2. Used a range of

teaching strategies that
1. Tell whether each event is a simple or a compound enhance learner’s
event. achievement in literacy and
A. Getting a 3 of spade when a card is drawn numeracy skills.
From a deck.
B. Getting a number lower than 4 when a die a OBJ. 3 Applied a range of
rolled. teaching strategies to
2. What is probabilty? How do you find the probability develop critical and creative
of certain event? thinking as well as other
3. Use the probability formula to find the probability in higher order thinking skills.
the ff. situations.
A playing card is drawn at random from a standard OBJ. 4 Managed classroom
deck of 52 playing cards. Find the probability of structure to engage learners,
getting: individually or in groups, in
a. A diamond meaningful exploration,
b. A red ace discovery, and hands-on
I. Evaluating learning c. A black card activities within a range of
4. A nontransparent bag contains 5 marbles: 1 blue, 1 Physical learning
red, 2 yellow and 1 green. If a ball is picked from a environments.
bag, what is the probability of getting,
a. a blue
b. a red
c. a green
d. a white
5. Give at least one application of probability in day to
day living.

For slow/struggling learners, they can use an

calculator.

J. Additional activities Provision for Struggling/Slow Learners OBJ. 4 Managed classroom

for application or structure to engage learners,
remediation They can open a website with simplified discussion individually or in groups, in
at: meaningful exploration,
https://www.mathsisfun.com/data/probability.html discovery, and hands-on
https://www.mathsisfun.com/data/probability- activities within a range of
events-types.html Physical learning
environments.
 K. REMARKS
L. REFLECTION
A. No. of learners who 10 –Reliable
earned 80% in the
evaluation
B. No. of learners who 10 –Reliable
require additional
activities for
remediation and who
scored below 80%
C. Did the remedial 10 –Reliable
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who 10 –Reliable
continue to require
remediation
E. Which of my
strategies worked
well? Why did these
works?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or A SHORT CHIKA MINUTE FOR MOTIVATION
localized materials did JUMBLE DUMBLE
I use/discover which I
wish to share with
other teachers?
Prepared by: Reviewed by:

MICHAEL D. PAITAN MARIFE S. OSORIO

Teacher III, Math Department Master Teacher I, Math Department

ANDREO S. TAGLE
Head Teacher III, Math Department

Noted:

MARLO FIEL P. SULTAN

School Principal III