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MATHEMATICS
Quarter 3 – Module 5 (Week 5):
PROBABILITY OF A UNION OF TWO EVENTS

Self-Learning Module
Mathematics – Grade 10
Self-Learning Module
Quarter 3- Module 5: Probability of a Union of Two Events
First Edition 2020

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Published by the Department of Education

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Writer: Rhea N. Pedroza

Editors: Raymund G. Binggas

Joville P. Bandillo
Mary Junn C. Collamat
Kristine Era Alberto Cañete

Evaluators/Reviewers:
Raymund G. Binggas
Joville P. Bandillo
Mary Junn C. Collamat
Kristine Era Alberto Cañete

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 10
Mathematics
Quarter 3- Module 5:
Probability of a Union
of Two Events

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Introductory Message
For the facilitator:

Welcome to the Mathematics 10 Self Learning Module (SLM) on Probability of a Union

of Two Events!
This module was collaboratively design, developed and reviewed by educators both
form public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that will

help you in guiding the learners.

As a facilitator you are expected to orient the learner on how to use this module. You
also need to keep track of the learners’ progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

Welcome to the Mathematics 10 Self Learning Module (SLM) on (Permutation) !

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

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This module has the following parts and corresponding icons:
What I need to know This will give you an idea of the skills or
Competencies you are expected to learn in the module.

This part includes an activity that aims to Check what

you already know about the lesson to take. If you
What I Know
already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this
module

What’s In This is a brief drill or review to help you link the current
lesson with the previous one.

In this portion, the new lesson will be introduced to you

What’s New
in various ways such as a story, a song, a poem, a
problem opener, an activity or a situation.

This section provides a brief discussion of the lesson.

What is It This aims to help you discover and understand new
concepts and skills.

This comprises activities for independent practice to

What’s More solidify your understanding and skills of the topic. You
may check the answers to the exercises using the
Answer Key at the end of the module.

This includes questions or blank sentence/paragraph

What I have Learned to be filled in the process what you learned from the
lesson.

What I Can Do
This section provides an activity which will help you
transfer your new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities enrich your knowledge or skill of the lesson learned.
This also tends retention of learned concepts.

Answer Key This contains answers to all activities in the module.

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At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this module, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written for you, start module 1 of this module
by assessing your knowledge of the Fundamental Counting Principle and
permutations and combinations. This knowledge and skill will help you
understand probability, which will further help you in forming conclusions and
in making decisions. To be able to do this, perform each activity that follows.
You will learn about these through the following lesson:
• Lesson 1 – Probability of Simple Event and Probability of the Complement
of an Event
After going through the modules, you are expected to:
1.review probability of simple events;
2. illustrate the probability of a union of two events; and
3. find the probability of ( A U B ) and (A ꓵ B).

What I Know
Answer the following comprehensively
1. If a card is drawn randomly from a deck of 52 cards, find the probability
of getting:
a. a number card (4)
𝑛 (4) 4 1
P (4) = 𝑛( 𝐶 ) = 52 = 13

b. a number card (7)

_________________________________________________________

2. A bag contains 3 white balls (W) and 7 pink balls (P). If the balls (B)
have the same sizes and shapes, find the following:
a. Probability of getting a white balls
𝑛 (𝑊) 3
P (W) = ( ) =
𝑛 𝐵 10

b. Probability of getting a pink balls

__________________________________________________________

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 c. Odds of getting a pink balls
Odds of getting a pink balls
= n(W) : n(P)
= 3:7

3. A pair of dice is tossed. find the probability of getting:

a. a total dot sum of 3
_____________________________________________________________

b. a total dot sum of 10

𝑛 (4) 3 1
P(10) = 𝑛( 𝑆) = 36 = 12

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 Lesson PROBABILITY OF SIMPLE EVENT AND PROBABILITY
OF THE COMPLEMENT OF AN EVENT
1
In this lesson you will learn to illustrate the probability of a union of
two events.

What’s In

Activities such as rolling a die, tossing a coin, or randomly choosing a

ball from a box which could be repeated over and over again and which have
well-defined results are called experiments. The results of an experiment are
called outcomes. The set of all outcomes in an experiment is called a sample
space.
An event is a subset of the sample space.

Simple Events: Consider rolling a die.

a. “Getting a number 5” is called a simple event.
b. “Getting a 6” is also a simple event.

What about the event of “getting an odd number”? Compound Events

Simple Events: An event which consists of a single possible outcome in the
sample space is called an elementary or simple event.
Compound Events: Events which consist of more than one outcome are called
compound events. A compound event consists of two or more simple events.

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 What’s New

When the sample space is finite, any subset of the sample space is an
event. An event is any collection of outcomes of an experiment. Any subset
of the sample space is an event. Since all events are sets, they are usually
written as sets (e.g., {1, 2, 3} ).
Probability of Simple Events: An event E, in general, consists of one or more
outcomes. If each of these outcomes is equally likely to occur, then probability
of an event E, denoted as P(E) is given by

𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐰𝐚𝐲𝐬 𝐭𝐡𝐞 𝐞𝐯𝐞𝐧𝐭 𝐜𝐚𝐧 𝐨𝐜𝐜𝐮𝐫

Probability of event E = P (E) =
𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒑𝒐𝒔𝒔𝒊𝒃𝒍𝒆 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔

When you roll a die, you get anyone of these outcomes: 1, 2, 3, 4,

5, or 6. This is the sample space, the set of all outcomes of an
experiment. Thus, we say that an event is a subset of the sample
space. And so the probability of an event E can also be defined as

𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐢𝐧 𝐭𝐡𝐞 𝐞𝐯𝐞𝐧𝐭

P (E) =
𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔 𝒊𝒏 𝒕𝒉𝒆 𝒔𝒂𝒎𝒑𝒍𝒆

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 What is it

Example 1 If a card is drawn randomly from a deck of 52 cards. Find the

probability of getting:
a. a red (r)
b. a heart (h)
c. an ace (A)
d. a face card (F)
e. a number card (N)

Solution
In a deck of cards ( C ) ,
n (C) = 52, n (r) =26, n (h) =13
n (A) = 4, n (F) =12, n (N) = 40
so
𝑛 (𝑟) 26 1
a. P (r) = = =
𝑛( 𝐶 ) 52 2
b. ______________________________________________________
𝑛 (𝐴) 4 1
c. P (A) = 𝑛( 𝐶 ) = 52 = 13
d. _______________________________________________________
𝑛 (𝑁) 40 10
e. P (N) = = =
𝑛( 𝐶 ) 52 13

Example 2 In tossing a coin, find the following:

a. Probability of getting a head
b. Probability of getting a tail

Solution
In tossing a coin (C) , there are only two events that can occur ;
getting a head (H) or getting a tail (T).
n (C) = 2, n (H) =1, n (T) =1
𝑛 (𝐻) 1
a. P (H) = =
𝑛( 𝐶 ) 2
b. _____________________________________________________________
Note that the two events H and T are complementary, that is event
H is the complement of event T. Moreover, the sum of their probabilities
is 1.
Sometimes, it is easier to determine the probability of an event
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using the probability of its complement.
 Sometimes, it is easier to determine the probability of an event using the
probability of its complement.

Probability of the Complement of an event

If E’ is the complement of an event E with respect to
sample space S,
Then P (E’) = 1- P (E)

What’s More

Example 3
PAGASA forecasted that the probability of rainfall for the next
day is 30%. What is the probability that it will not rain?
Solution
The probability that it will rain (R) is 30% or 0.30 the probability
that it will not rain (R’) is:
P (R’) = 1 – P ( R )
= 1 – 0.30
= 0.70 or 70%
Recall that getting a desired outcome is considered a success
and the complement for this event is a failure.

The odd of an event is expressed in terms of ratio, as follows:

Odd of an Event
The odds that an event will happen is equal to the ratio
of the number of ways it can succeed (t) to the number of
ways it can fail (f). In symbols,
Odd = t: f

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Example 4
A bag contains 6 green marbles (G) and 4 yellow marbles (Y). If the
marbles (M) have the same sizes and shapes. Find the following:
a. Probability of getting a green marble
b. Probability of getting a yellow marble
c. Odds of getting a yellow marble

Solution:
n (G) = 6 , n(Y) = 4
n (M) = n (G) + n(Y) = 6 + 4 = 10
𝑛 (𝐺) 6 3
a. P (G) = = =
𝑛( 𝑀 ) 10 5
b. __________________________________________________________
c. Odds of getting a yellow marble
= n(Y) : n(G)
= 4:6
=2:3
Example 5
A pair of dice is tossed. find the probability of getting:
a. a total dot sum of 36
b. a dot sum of 1
c. A dot sum greater than 1 but less than or equal to 12
d. A dot sum of greater than 2

1 2 3 4 5 6
1 2 3 4 5 6 7
2 3 4 5 6 7 8
3 4 5 6 7 8 9
4 5 6 7 8 9 10
5 6 7 8 9 10 11
6 7 8 9 10 11 12

Solution
Let
A= events that a dot sum of 36 occur
B = events that a dot sum of 1 occur
C = events that a dot sum greater than 1 but less than or equal to
12 occur

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 Example 6 How many different committees of 4 people can be formed
from a pool of 7 people?
D= events that a dot sum of greater than 2 occur
Solution: The order of being selected for a committee is not significant.
n (S) = 36,
Thus, the problem asksn for
(A)the
= 0combinations
, n (B’) = 36 of 7 people taken 4 at a time.
7! 7! 7 ∙ 6 ∙ 5 ∙4!
C4
7n(C) = 36, n (D’)
= = = 1= = 35
4!(7−4)! 4! 3! 4! 3!
𝑛 (𝐴) 0
a. P(A) =7𝑛( 𝑆How
Example )
= 36many
= 0. ways can a team consisting of 2 boys and 3 girls be
formed if there are 6 boys and 10 girls who qualified to be in a
b. _____________________________________________________________
c. Since n (C)team?
= n (S) , then P(C) = 1.
Solution: The problem can be separated into two parts: the number of
d. _____________________________________________________________
ways the boys can be chosen, 6 C 2, and the number of ways the
_____________________________________________________________
girls can be chosen 10 C 3 . The committee can be formed in
_____________________________________________________________
6! 10! 6 ∙ 5 ∙ 4! 10 ∙ 9 ∙ 8 ∙ 7!
6 C 2 ∙ 10 C 3 = = 3! 7! = 2! 4! = 3! 7! = 15∙ 120 = 1 800
2! 4!

Example 8 Athe
From boxpreceding
contains 6examples,
red marbles
theand 4 blue marbles.
following Three marbles
basic properties of
are drawn
probability can be deduced:at random. In how many ways can the 3 marbles be
drawn from 10 marbles
a. if the
For every event E incolor is not considered?
a sample space S:
b. if two marbles are red and one is blue?
c. if all three marbles are red?
P (E ) ≥ O
For every event d.
E inif a
allsample space are
three marbles S: blue? means
Solution: 𝑛 (𝐸) impossible
i. P(E) = 𝑛 ( 𝑆) event
10! 10! 10 ∙ 9 ∙ 8 ∙ 7!
a. C = = = 3 ∙ 2 ∙ 1 ! 7! = 120
ii. O < P10(E ) <3 1 3!(10−3)! 3! 7! P (E ) ≤ 1
iii. P(E’) = 1 - P(E ) 6! 4! 6! 4! means sure
iv. b. 6 C 2 ∙ 4C 1 =
If n (E) = n (S) , P(E) =2!(6−2)! ∙
1, and if 1! n((E) = ∙
4−1= )! n (S) then3!
2! 4!
event
P(E’)= 0
6 ∙ 5 ∙ 4! 4 ∙ 3 !
= 2! 4! ∙ 3! =15 ∙ 4 = 60
What Ic.Have Learned
6! 6! 6 ∙ 5 ∙ 4 ∙ 3!
6C 3= = = = 20
3!(6−3)! 3! 3! 3 ∙ 2 ∙ 1 ∙ 3!
4! 4! 4 ∙ 3!
Sampled. 4C 3 =
Space Simple
3!
=
(4−3)! event
3! 1!
=
3!
=4
Example 9 A math teacher requires each student to solve 5 out of 15
Outcome
problems. OfCompound event3 are in Algebra, 7 are in Geometry
the 15 problems
and 5 are in Statistics. In how many ways can a student select
To sum it up, let us complete
each the statements.
of the following Choose your answer from the
for the problems:
box that best
m -completes
n the statement below.
a. 5 Geometry problems?
1. The results b.
of an experiment
5 Algebra are called
or Statistics outcomes.
problems?
c. 3 Algebra and 2 Statistics problems?
2. The set of all outcomes in an experiment is called a sample space.
d. 5 consists
3. An event which Statisticsof
problems?
a single outcome in the sample space is
called an elementary or simple event.
4. Events which consist of more than one outcome are called compound
events

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 By tree diagram : We can find how many numbers can be formed beginning
with one of the digits.
What I Can Do

Answer the following comprehensively.

1. A spinner with 6 equally likely outcomes is spined. The possible
outcomes are 1,2,3,4,5, and 6.
a. What is the probability of getting a 3?
6234,𝟏6243, 6342, 6324, 6432, 6423 and so on…
𝒏 (𝟑)
P(3) = =𝟔
𝒏( 𝑺)
b. ) If any digit may be used more than once,
b. What is the probability of getting a 5?
by FPC, there will be 4 x 4 x 4 x 4 = 256 different numbers that can be
_____________________________________________________________
formed
c. What is the probability of getting an odd number?
𝒏 (𝒐𝒅𝒅) 𝟑 𝟏
P(odd) = is𝒏repeated:
if no digit ( 𝑺)
=𝟔= 𝟐

by reasoning thru FPC : 4 x 3 x 2 x 1 = 24 different numbers that can be formed

d. What is the probability of getting an even number?

AnswerGreat
the following
Job! Youusing
didthe FPC. work applying what you have learned!
a good
1. How many 4-digit numbers can be formed from the digits 1, 3, 5, 7 and 9 if;
a. Repetition is allowed.
b. Repetition is not allowed.

2. How many 4-digit numbers can be formed from the digits 4, 5, 6, 7, 8 and 9 if;
a. without any restrictions and
b. without repetition?

3. If repetition is not allowed, how many 4-digit numbers can be formed from the
digits 0, 1, 2, 3, 4 and 5.
a. If the number formed are Odd?
b. If the numbers formed are Even? _________________________If the numbers
formed

4. In a school dancing competition with 12 contestants, in how many ways can the
organizer arrange the first three dancers?

5. In how many ways can 4 girls and 3 boys arrange themselves in a row for a
pictorial if the boys and girls must stand in alternate positions?
t

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 Assessment

Answer the following comprehensively.

1. A die is rolled
a. What is the probability of getting an odd number?
_____________________________________________________________
b. What is the probability of getting an even number?
𝒏 (𝒆𝒗𝒆𝒏) 𝟑 𝟏
P (even) = = =
𝒏( 𝑺) 𝟔 𝟐

c. What is the probability of getting a number that is a multiple of 2?

_____________________________________________________________
d. What is the probability of getting a number that is a multiple of 3?
𝒏 (𝒎𝒖𝒍𝒕𝒊𝒑𝒍𝒆𝒔 𝒐𝒇 𝟑) 𝟐 𝟏
P (multiples of 3) = = =
𝒏( 𝑺) 𝟔 𝟑

2. A bag contains 5 red marbles, 3 yellow marbles, and 7 blue marbles. a

marble is taken at random from the bag.
a. What is the probability of obtaining a red marble?

b. What is the probability of obtaining a blue marble?

𝒏 (𝒃) 𝟕
P(b) = =
𝒏( 𝑴) 𝟏𝟓

c. What is the probability of obtaining not a red marble?

d. What is the probability of obtaining not a blue marble?

𝟕 𝟖
P(b’) =1- P(b) = 1- =
𝟏𝟓 𝟏𝟓
e. What is the probability of obtaining not a yellow marble?

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 Additional Activities

Show your solution.

1. A bag contains 5 red marbles, 3 yellow marbles, and 7 blue marbles. a

marble is taken at random from the bag.
What is the probability of obtaining not a yellow marble?

Solution:

Congratulations!!!
Well done!!!

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What I know What’s In What’s New
1.a. 1/3 1.
b. -
2. a. 3/10
b.
c. 3:7
3. a.
b. 1/12
What Is It What’s More What I Can DO
1.a. ½ 5. a. 0
b. b. 1. a. 1/6
c. 1/13 c. 1 What I have Learned b.
d. d. 1. Outcomes c. 1/2
e. 10/13 2.
2.a. ½ 3. Simple event
b. 4.
3.
4.a. 3/5
b.
c. 2:3
Assessment Assessment Additional Activities
1. a.
b. 1/2
c.
d. 1/3
2 .a.
b.7/15
c.
d. 8/15
EVENT
PROBABILITY OF THE COMPLEMENT OF AN
PROBABILITY OF SIMPLE EVENT AND
Answer Key
References
Gladys C. Nivera, Ph.D., Minie Rose c. Lapinid, Ph.D. (2015) Patterns and
Practicalities ( K to 12) for Grade 10 Mathematics, Makati City, Don Bosco
Press ,Inc.
Mirla S. Esparrago et.al., (2015) Next Century Mathematics 10, Quezon City,
Phoenix Publishing house, Inc.
Department of Education (DepEd) - Mathematics 10 Learners Module

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For inquiries or feedback, please write or call:
Department of Education – Division of Mandaue City
Plaridel St., Centro, Mandaue City, Cebu, Philippines 6014
Telephone Nos.: (032) 345 – 0545 | (032) 505 – 6337
E-mail Address: mandaue.city001@deped.gov.ph
Website: https://depedmandaue.net

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