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.19-23, 2024; 9:40-10:30/10:30-11:20 Quarter: THIRD QUARTER
DATE February 19, 2024 February 20, 2024 February 21, 2024 February 22, 2024 February 23, 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 differentiates permutation from combination of n objects taken r at a time. M10SP-IIIc-2
LC code The learner solves problems involving permutations and combinations. M10SP-IIId-e-1
Specific Objectives: The learners should be able to: The learners should be able to: The learners should be able to: The learners should be able to:
1. Determine the 1.Recall the FCP and the 1. Recall different formulas 1. Identify problems on
combination of n objects different formulas of of permutation; combination;
permutation; 2. Solves problems involving 2. Solves problems involving
taken at a time ;
2. Solves problems involving permutations; and combination; and
2. Derive the formula for permutations; and 3. Work cooperatively with a 3. Appreciate the use of solving
finding the number of 3.Work harmoniously with partner in doing the combination problems. CATCH -UP FRIDAY
combinations of n objects groupmates in doing their assigned tasks.
taken r at a time. ; and assigned tasks.
3. Show patience in deriving
the formula for finding the
number of combinations of n
objects taken r at a time.
Problems Involving Problems Involving Problems Involving
II. CONTENT Combination
Permutations Permutations Combinations
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages Pages 259-265 256 - 257 256 -257 Pages 242 - 270
2. Learner’s Materials pages 296 -297
Pages 301-309 296-297,302, Pages 275 - 316
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Powerpoint Presentation, Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
Resources television, activity

IV. PROCEDURES
A. ENGAGE The teacher asks the question, The teacher reviews with the The teacher says: The teacher asks the students:
“What is the difference between students their understanding Last meeting we were refreshed 1.How do we solve combination
permutation and combination of about permutations. with the different formulas of problems?
 n object taken r at a time?”
B. EXPLORE The teacher lets the students
work by triad and do the
following:
1.Form different triangles out of
four points of which no three are
collinear.
2. List all the possible names of
triangles in which order is
important. How many
possibilities are there?
3. List all the possible names of
triangles in which order is not
important. How many
possibilities are there?
C. EXPLAIN The teacher discusses the
process of deriving the formula
for finding the number of
combinations of n objects taken r
at a time.
D. ELABORATE The teacher discusses thoroughly
how to apply the combination
formula to determine the
combination of n objects taken r
at a time.
E. EVALUATE The teacher let the students
answer individually the
formative assessment.
The teacher lets the students
solve the problems with a
partner.
The teacher asks the students:
What can you say with the first
problem? What’s the value of n?
r?
This is a problem of permutation
of objects taken all at a time,
what formula is fitted for this?
Teacher then says:
Now let’s have the second
problem, what is it all about?
What formula are we going to
use?
Answer this:
1. In how many ways can
you arrange 8 figurines on a
shelf?
2. Thirty students of San
Fernando City are applying for a
scholarship program of the
City mayor of San Fdo. City. If
there are 5 slots allotted for the
project (through
permutations.
Is there anyone who can refresh
us again of the different
formulas of permutations?
What is distinguishable
permutations? What is its
formula?
What is circular permutations?
What is its formula?
The teacher lets the students
solve the problems.
How do we solve permutation
problems involving
distinguishable permutations?
What about solving permutation
problems involving circular
permutations?
Assignment:
How many different
arrangements are possible for 10
cars in a line, if 2 are red, 3 are
black and 5 are white?
2.What formula are we going to
use to solve these problems?
Let the students answer the
problems.
The teacher lets the students
solve the problems.
The topic is about combination
and its applications in real life.
The teacher emphasizes that
tasks that tasks wherein
arrangement or order is
important is called permutation
while tasks which do not require
order are called combinations.
In Angel’s Pizza, there are 7
different toppings, where a
customer can order any number
of these toppings. If you dine in
at the said pizza parlor, with how
many possible toppings can you
actually order your pizza?
 ranking), in how many ways can
they be accommodated?
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.19-23, 2024; 7:30-8:20/1:50-2:40 Quarter: THIRD QUARTER
DATE February 19, 2024 February 20, 2024 February 21, 2024 February 22, 2024 February 23, 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 illustrates triangle congruence. M8GE-IIId-1
Competency/ The learner illustrates the SAS, ASA and SSS congruence postulates. M8GE-IIId-e-1
LC code
Specific Objectives: The learners should be able to: The learners should be able to: The learners should be able to: The learners should be able to:
1.Identify the corresponding parts 1. Illustrate the concepts of triangle 1. Complete the congruent marks to 1. Illustrate congruent triangles
of congruent triangles; congruence(ASA Congruence illustrate that the triangles are through SSS Congruence
2.Define congruent triangles; Postulate); congruent through SSS Congruence Postulates
3.Illustrate triangle Congruence; 2. Complete the congruent marks to Postulate; 2. Identify whether pair of
4.Demonstrate appreciation on how illustrate that the triangles are 2. Match the given sides of triangles are congruent through
important congruent triangles in congruent through ASA triangles to show that the triangles SSS Congruence Postulate CATCH – UP FRIDAY
our surroundings. Congruence Postulate; and are congruent through SSS 3. Show interest during
3. Describe the importance of Congruence Postulate discussion
equality in society. 3. Describe the importance of 4. Demonstrate cooperation
triangle congruence in real-life during activity
situation.

II. CONTENT Triangle Congruence Postulates: Triangle Congruence Postulates: Triangle Congruence( SSS
Triangle Congruence
ASA Congruence Postulate SSS Congruence Postulate Congruence Postulate)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Module 7: Pages 380-383 384-387 384-387 Pg. 356 – 357
2. Learner’s Materials pages Pages 343-352 Pages 354- 355 Pages 354- 355 Pg. 95 – 96
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Powerpoint Presentation, activity Powerpoint Presentation, pencil, Powerpoint Presentation Powerpoint Presentation
Resources sheet ruler, protractor, paper, drinking
straws, scotch tape
IV. PROCEDURES
A. ENGAGE The teacher lets the students do the The teacher reviews the previous The teacher asks the following: The teacher asks the students:
activity. They will search for the lesson by letting the students find a “How do you state SSS
 jigsaw piece that is exactly similar
to the space on the board, or, that is
congruent to it.
B. EXPLORE The teacher lets the students
observe the figures of two
triangles.
Tell the students to write statement
of correspondence between the
two triangles.
C. EXPLAIN
The teacher discusses with the
students the process of identifying
the corresponding parts of a given
triangles.
D. ELABORATE The teacher discusses and
illustrates thoroughly that: Two
triangles are congruent if their
vertices can be paired so that
corresponding sides are congruent
and corresponding angles are
congruent.
E. EVALUATE The teacher lets the students
answer individually the formative
assessment.
partner and do the activity.
Question: If two triangles had the
same given information from the
review activity, would they have to
be congruent? Why or why not?
Think-Pair-Share
 Students fill in the blank
 Label picture with markings and
make a congruency statement.
The teacher summarizes the
concepts of Triangle Congruence
Postulate by asking:
1. How will you state the ASA
Congruence Postulate?
The teacher lets the students answer
individually the formative
assessment.
1. What did we discussed
yesterday?
2. Who can recall what ASA
Congruence Postulate is?
The teacher ask the students: “Do
you know how to determine the
congruence of these two triangles
colored blue and yellow by dealing
only on their sides not the angles?
The teacher will group the students
in 4 and let them do the activity.
The teacher let the students answer
the questions based on the two
triangles given.
Individual Assessment:
Complete the congruent marks
of the following pairs of
triangles to illustrate that they
are congruent through SSS
Congruence Postulate.
congruence postulate?
Let the students find a pair, and
let them do the activity.
Cut out the triangle and
compare it with those of your
classmates.
1. What seems to be true about
triangles?
2. What part of the triangle
have specific measures?
3. Are these parts enough to
show that the triangles are
congruent?
The teachers discusses the
process of arriving at the
answer with the given exercise.
The teacher let the students
answer individually the
formative assessment.
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