School: DR. QUINTIN BALCITA SR.

NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12 Teacher: RONALYN O. LIM Learning Area: Mathematics
DAILY LESSON
LOG Teaching Dates and Time: Feb.5-9, 2024; 10:00-11:00/11:00-12:00 Quarter: THIRD QUARTER
DATE February 5, 2024 February 6, 2024 February 7, 2024 February 8, 2024 February 9, 2024
DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards Demonstrates understanding of key concepts of combinatorics and probability.
B. Performance Standards The learner is able to use precise counting technique and probability in formulating conclusions and making decisions.

C. Learning Competency/ The learner illustrates the permutation of objects. M10SP-IIIa-1

LC code The learner solves problems involving permutations. M10SP-IIIb-1
Specific Objectives: The learners should be able to: The learners should be able to: The learners should be able to:
1. Identify permutation; 1. Define distinguishable and
1.Illustrate the permutation of 2. Derive the formula for finding circular permutation;
objects; the number of permutations of n 2. Apply the formula for finding
2.Distinguish the different kinds CITY MEET objects taken r at a time; and the number of permutations of CATCH – UP FRIDAY
of permutations; and 3. Appreciate the importance of distinguishable and circular
3.Display patience in illustrating deriving formulas of permutation; and
permutations. permutation. 3. Demonstrate logical and
critical thinking skills.
II. CONTENT Permutations Permutations Statistics and Probability
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages Pages 250-253 Pages 242 - 259 Pages 242 - 259
2. Learner’s Materials pages Pages 283-286 Pages 275 - 300 Pages 275 - 300
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning
Resources

IV. PROCEDURES
A. ENGAGE The students recap the lesson on As part of introduction to the The teacher gives the activity
permutations. topic the teacher discusses the and let the students answer the
answer of the assignment given following.
last meeting. Activity 4: Let’s 1. Find P(7,3)
Find Out, Page 286-287 of the 2. Find P(15,5)
learner’s module. 3. P(5,5)

B. EXPLORE The teacher says “ Today you The teacher lets the students The teacher lets the students
 are going to learn the different
kinds of permutations”
The teacher says“ Do you know
that the word MATHEMATICS
has also its permutation?”
understand that the concept of
permutation helps in forming
conclusions and making wise
decisions.
understands that the concept of
permutation helps in forming
conclusions and making wise
decisions.

The teacher then says yes the

word MATHEMATICS has its
own permutation. This word is
the best example for
distinguishable permutation
since some of the letters are
being repeated. Do you want to
know other kinds of
permutations?

C. EXPLAIN The teacher facilitates in the The teacher asks the students, The teacher presents example
discussion “How do we find the number 5 on page 292:
permutations of objects? “
Find the number of permutations
of the letters of the word
STATISTICS.

D. ELABORATE The teacher asks the students,”
How do you distinguish
permutation with different
objects from distinguishable
permutation? How about
distinguishable permutation
from a circular permutations?
How about permutation with
different objects from a circular
permutation?
E. EVALUATE The teacher lets the students
answer individually the
formative assessment.
Tell whether the problem is
illustrating a permutation with
different objects, distinguishable
permutation, or circular
permutation.
The teacher discusses the
examples.
The teacher lets the student
answer the activity.
Solve the unknown in each item,
and them answer the questions
that follow.
1. P(8,r) = 6720
2. P(8,3) = ____
3. P(n,4) = 3024
4. P(12,3) = ____
5. P(13,2) = ____
The teacher discusses the
examples on page 293 of the
learner’s module to understand
about circular permutation.
The teacher lets the students
answer Activity 6: Mission
Possible, item number 4,5,7 and
8 on page 296 of the learner’s
module.

V. REMARKS
VI. REFLECTION

Prepared by: Checked by:

RONALYN O. LIM HEIDI C. LUNA RODRIGO B. PANIT, JR.

Subject Teacher OIC-Head Teacher Principal II
 School: DR. QUINTIN BALCITA SR. NATIONAL HIGH SCHOOL Grade Level: 8
GRADES 1 to 12 Teacher: RONALYN O. LIM Learning Area: MATHEMATICS
DAILY LESSON
LOG Teaching Dates and Time: Feb.5-9, 2024; 7:30-8:30/3:00-4:00 Quarter: THIRD QUARTER
DATE February 5, 2024 February 6, 2024 February 7, 2024 February 8, 2024 February 9, 2024
DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards Demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
B. Performance 1. is able to formulate an organized plan to handle a real-life situation.
Standards 2. is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems involving congruent triangles
using appropriate and accurate representations.
C. Learning The learner describes a mathematical system. M8GE-IIIa-1
Competency/ The learner illustrates the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: (a)defined terms; (b) undefined
LC code terms; (c) postulates; and (d) theorems. M8GE-IIIa-c-1
Specific Objectives: The learners should be able to: The learners should be able to: The learners should be able to:
1. Define the different terms in 1. Determine the different 1. Determine the different
mathematical system; undefined terms; defined terms;
2. Describes a mathematical 2. Illustrate the different undefined 2. Illustrate defined terms; and
system; and terms; 3. Demonstrate appreciation
3. Demonstrate appreciation of CITY MEET 3. Classify real life examples as through active participation and CATCH – UP FRIDAY
mathematical system through point, line, or plane; and coordination with varied
active participation and 4. Demonstrate appreciation activities.
coordination with varied through active participation and
activities. coordination with varied activities.

Defined terms (Coplanar,

II. CONTENT Undefined terms (Point, Line,
Mathematical System Colinear, Rays, Line
Plane)
Segments, Intersections)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Powerpoint Presentation,
Resources Manila Paper,
IV. PROCEDURES
A. ENGAGE The teacher asks the following The teacher asks the students: The teacher asks the students:
questions: 1. What did we do last meeting? 1. What did we do last meeting?
1. What did we do last meeting? 2. What are the different parts of 2. What are the different
 2. What is an axiomatic system?
B. EXPLORE The teacher lets the students
realize that axiomatic system is
important in mathematical system.
C. EXPLAIN The teacher shows the axiomatic
structure from their previous
activity and let them observe, then
answer the questions below.
Question:
Which four of the following terms
on the schematic diagram are the
main parts of mathematical
system?
D. ELABORATE The teacher only introduces the 4
parts of mathematical systems.
mathematical system?
The teacher lets the students realize The teacher asks the students to
the importance of the different
undefined terms in defining
geometric terms.
The teacher posts strips of
descriptions and then lets the
students group these descriptions
by putting it to the correct column.
The teacher discusses with the
students’ answer in the activity.
The teacher discusses
illustrates the definitions and some illustrates the definitions and
undefined terms?
do the following:
1. Get 1/4 sheet of paper,
what does the paper
represents?
2. How many lines are there
in your 1/4 sheet of paper,
how do these lines relate
to each other?
3. Plot three points in a 1/4
sheet of paper, how are
these points relate to each
other?
4. Plot points on the same
line, how do these points
relate to each other?
5. Fold the paper in half and
shade the other with a
pen/pencil, what does the
crease of the paper
represents?
6. Put a puncture on the
paper using your
pen/pencil, what does that
puncture represents?
The teacher lets the students
realize that what they did are:
1. Plane = The paper is an
example of a plane.
2. Coplanar lines = The lines
are on the same plane.
3. Coplanar points = the paper
is a plane where the three
points named are contained.
4. Colinear points = the
points are all contained in the
same line.
5. Intersection of two planes is
a line.
6. The intersection of the plane
and a line is a point.
and The teacher discusses and
 She will let the students determine
their definitions through the next
activity “developing mastery”.
E. EVALUATE The teacher lets the students
answer individually the formative
assessment.
of the examples of the three
undefined terms. Furthermore, the
teacher discusses on how to name
the different undefined terms.
The teacher lets the students
answer individually the
formative assessment.
some of the examples of the
following:
1. Collinear points/lines and
Non-collinear points/lines.
2. Coplanar points/lines and
Non-coplanar points/lines.
3. Rays and Line Segments
Intersection of a line and a
point, two lines, a line and a
plane.
The teacher lets the students
answer individually the
formative assessment.

Direction: Give what is asked.

1. These are terms that are not
precisely defined and are generally
accepted.
2-4. Enumerate the three undefined
terms.
5. This is a statement that is taken
to be true, to serve as a premise or
starting point for further reasoning
and arguments.

V. REMARKS

VI. REFLECTION

Prepared by: Checked by:

RONALYN O. LIM HEIDI C. LUNA RODRIGO B. PANIT, JR.

Subject Teacher OIC-Head Teacher Principal II