Republic of the Philippines

Department of Education
Region VII – Central Visayas
Schools Division of Bohol
BILAR NATIONAL HIGH SCHOOL
Yanaya, Bilar, Bohol

WEEKLY Student Teacher MELDEMAE A. LOGROÑO Grade Level Grade 10

LESSON Date March 11, 2024 Monday Learning Area Mathematics
PLAN Class Time 2:00pm-3:00pm Quarter THIRD

COMPONENTS
The learner demonstrates understanding of key concepts of combinatorics and
Content Standards
probability.
Performance The learner is able to use precise counting technique and probability in
Standards formulating conclusions and making decisions.
I.LEARNING COMPETENCY/OBJECTIVES
Competency/ies Illustrates events, and union and intersection of events. (M10SP-IIIi-1)
At the end of the lesson, the learners will be able to:
a. identify mutually exclusive events;
Objectives
b. illustrate and solve the probability of mutually exclusive events; and
c. relate probability of mutually exclusive events in real-life situations.
II.CONTENT Mutually Exclusive Events
III.LEARNING RESOURCES
A. References
1.Teacher’s Guide
Callanta, M., et al (2015). Mathematics Learner’s Module Grade 10.
Department of Education.
2. Learner’s Materials
Gubaton, J. (2020). Mathematics 10 Alternative Delivery Mode Module.
Department of Education.
3. Additional Materials
from Learning Resource
B. Materials Needed PowerPoint presentation, chalk, blackboard
IV. PROCEDURES
Teacher's Activity Students' Activity
1. Settling Down
● Prayer
● Greetings
● Classroom Management
● Reminding of Classroom Rules
● Checking of Attendance

2. Review of the Previous Lesson

‘’In our previous discussion, we already
talked about probability of an event.
Who can give the formula in finding the
probability of an event?’’ n ( E)
‘’P(E)= ’’
A. Introductory n (S )
‘’Very good!’’
Activity/ ‘’In rolling a die, what is the probability of
Awareness getting a 6?’’
Springboard/Motivation
‘’Yes, _____.’’
(10mins)
‘’Very good!’’ ‘’1/6 Ma’am.’’

‘’How about in tossing a coin, what is the

probability of getting a Head?’’
‘’½ Ma’am.’’
‘’Yes. Very good! Let’s give ourselves a
round of applause, please.’’

3. Mood Setting

BILAR NATIONAL HIGH SCHOOL

Address: Yanaya, Bilar, Bohol

 ‘’I guess you already understand how to
find the probability of an event. However,
in real life, some events are connected.
Consider this situation below.

Fair Play

Jacob and Indy decided to play

Polynomial Damath to ease their
boredom. They agreed that they will roll
a die to determine who will make the (Students will read the situation.)
first move. Both will roll the die and
whoever gets the higher number makes
the first move. Jacob rolls the die and
gets a 4. What is the probability that
Indy gets to play first? 2/6 or 1/3

Question: What number may turn up on

the die if Indy will roll it so that he will be
the one to play first? ‘’5 Ma’am.’’
‘’6 Ma’am.’’
‘’If you say 5 or 6, you are correct!’’

Rolling a die and getting a 5, and rolling

a die and getting a 6 are two simple
events that cannot occur at the same
time.’’
‘’Let’s have an activity to see other
events that cannot occur at the same
time.’’

Instruction: Identify whether the events

can happen at the same time or not.

1. A= tossing a coin and getting a 1. Can’t happen at the same

head time
B= tossing a coin and getting a 2. Can happen at the same
tail time
2. A= rolling a die and getting a 3. Can happen at the same
B. Activity factor of 6 time
Drill B= rolling a die and getting a 4. Can’t happen at the same
(5mins) prime number time
3. A= a heart is drawn from a deck 5. Can’t happen at the same
of cards time
B= a face card is drawn from a
deck of cards
4. A= an ‘8’ is drawn from a
standard deck of cards
B= a king is drawn from a
standard deck of cards
5. A= a multiple of 3 turning up in
rolling a die once
B= a factor of 4 turning up in
rolling a die once
Process Question:

1. How were you able to identify the

C. Analysis events that can occur at the
Presentation/Discussion same time? How about the (Answer may vary.)
(15mins) events that cannot happen at the
same time?

BILAR NATIONAL HIGH SCHOOL

Address: Yanaya, Bilar, Bohol

 ‘’Based on the activity, what do you think
is the topic for this afternoon?’’ ‘’Events that cannot happen at the same
time.’’

(Presentation of Learning Objectives)

(The students will read the Learning
Objectives.)
Mutually Exclusive Events

Experiment 1: Drawing a card from a

deck of 52 cards.

Event A – Drawing a spade

Event B – Drawing a heart

‘’Is it possible that we can draw a card

that is both a spade and a heart?’’ ‘’No. It is impossible.’’

‘’Yes, it is impossible. Now, if we

illustrate it using a Venn Diagram. How
can we show them?’’
Can someone show it on the board?’’ (One student will volunteer to
illustrate on the board.)

‘’Thank you, very good!’’

The Venn Diagram shows that

the two circles are not overlapping.
It means no outcomes in each
event is common. If two events cannot
happen or occur at the same time,
then the events are mutually exclusive. (Answer vary.)
They are also called disjoints events.

‘’As we grow older, we hear different

sayings and idioms. Some of them seem
make a little sense, some are not, and
some are so brilliantly simple. Have you
ever heard a saying, “You can’t have a
cake and eat it, too? This saying is a
perfect way to explain mutually exclusive
events. The saying refers to the fact that
you cannot both eat and still have it in
front of you at the same time. Statistically
speaking, having your cake, and eating
your cake, are mutually exclusive.’’

BILAR NATIONAL HIGH SCHOOL

Address: Yanaya, Bilar, Bohol

 If two events, A and B, are
mutually exclusive, then the probability
that either A or B occurs is the sum of
their probabilities. In formula,
P( A∨B)=P( A)+ P(B)

Example 1
A card is drawn from a deck of 52
cards. What is the probability that a card
drawn is a spade or a heart?

Remember that drawing a card that is

both spade and heart cannot happen.
So, they are mutually exclusive.
Solution:
In a deck of cards, there are 13 spades
and 13 hearts.
P(spade∨heart )=P( spade)+ P(heart)
(One student will volunteer.)
13 13
P ( spade∨heart )= +
52 52

26 1
P ( spade∨heart )= ∨ ∨50 %
52 2

‘’Who can try example number 2?’’

Example 2
A basket contains three apples,
three peaches, and four pears. You Solution:
randomly select a piece of fruit. It is an P ( apple∨ peach )=P ¿
apple or a peach.
3 3
P ( apple∨ peach )= +
10 10
‘’It is impossible to select a fruit that is
6 3
both an apple and a peach. So, they are P ( apple∨ peach )= ∨ ∨60 %
10 5
mutually exclusive.’’
Solution:
P ( apple∨ peach )=P ( apple ) + P ( peach )
3 3
P ( apple∨ peach )= + ‘’None ma’am’’
10 10
6 3
P ( apple∨ peach )= ∨ ∨60 %
10 5

‘’Very good!’’

‘’Do you have any questions?

Clarifications?’’

‘’If none, let us proceed.’’

D. Abstraction Wrap up:

Generalization
(5mins) 1. Define mutually exclusive events. 1.Events that cannot happen at the
2. What is the other term for same time.

BILAR NATIONAL HIGH SCHOOL

Address: Yanaya, Bilar, Bohol

 mutually exclusive events? 2. Disjoint events
3. What is the formula in finding the 3. P( A∨B)=P( A)+ P(B)
probability of mutually exclusive 4.(Answers may vary.)
events?
4. Can you give some examples of
events that are mutually
exclusive?

Group Activity:
Determine if each pair of events are
mutually exclusive or not. If they are
mutually exclusive events, find the
probability if possible.

1) drawing ‘a jack' and 'a club' from a 1. Inclusive/ not

standard deck of cards 2. ME (5/8 or 15%)
2) drawing 'a 7' and 'a 4' from a standard 3. ME (3/4 or 75%)
deck of cards 4. Inclusive/ not
3) picking 'a blue ball' and 'a red ball' in a 5. ME (1/27 or 3%)
basket with 5 blue, 3 yellow and 4 red 6. Inclusive / not
balls 7. ME (2/3 or 66%)
E. Application
4) getting ‘an even number' and 'a factor 8. Inclusive/ not
( 10mins)
of 4' in rolling a fair die once 9. Inclusive / not
5) electing ‘the president' and 'the 10. ME
secretary' of the class with 54 students
6) getting 'a prime number' and 'a
multiple of 2' in rolling a fair die once
7) getting 'a 1' and ‘a prime number' in
rolling a fair die once
8) getting 'a grade of 90 in Math' and
getting 'a grade of 90 in English'
9) ‘working in Davao' and 'you are an
Ilokano'
10) 'attending a class in the school' and
'sleeping on bed at home'
Find the probability of the following
mutually exclusive events.

1. A bag contains 4 blue marbles, 8

green marbles and 6 red marbles. Carlo
draws one ball at random. What is the 1. 7/9 or 77%
probability that the marble is either red or 2. 3/13 or 23%
green? 3. 2/3 or 66%
2. A card is drawn at random from a 4. 5/6 or 83%
standard deck of 52 cards. What is the 5. 2/5 or 40%
probability of drawing an ace, a 10 or a
F. Assessment king?
(10mins) 3. In this new normal situation', nobody
can go out without wearing a face mask.
Mark has 15 disposable face masks: 4
are red, 6 are blue and 5 are green.
What is the probability that he will wear a
red or a blue face mask today?
4. A fair die is rolled once, what is the
probability of getting a factor of 4 or a
multiple of 3.
5. A number is drawn at random from the
set {1, 2, 3, … 20). Find the probability
that the number chosen is a multiple of 3
or a multiple of 10.
What is the importance of studying (One student will share his/her ideas.)
G. VALUING
mutually exclusive events in our daily
(3mins)
lives?
H. Assignment Find the probability of the following
(2 min) mutually exclusive events.

BILAR NATIONAL HIGH SCHOOL

Address: Yanaya, Bilar, Bohol

 1.You have 20 shirts in your closet: 4
blue, 7 red, 3 green, and 6 black. You 1. ½ or 50%
pick one without looking. What is the 2. 2/3 or 66%
probability that you pick a blue or black 3. 1/3 or 33%
shirt? 4. 2/5 or 40%
2.Mark has three P10, four P5, and five
P1 coins in her pocket. She takes one
coin from her pocket at random. What is
the probability that it is a P10 or a P1?
3.One die is tossed. What is the
probability that it shows a 3 or a 5?
4.A bag contains 3 blue marbles, 4 pink
marbles, 5 purple marbles, 9 green
marbles, and 9 yellow marbles. A marble
is randomly selected from the bag. Find
the probability of selecting a blue marble
or a yellow marble.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my learning strategies worked well? Why did this work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized materials did I use/discover which I wish
to share with other teachers?

Prepared: Checked:
MELDEMAE A. LOGROÑO MARJORIE M. ALBIT
Student Teacher Teacher Mentor

Approved:
FELICIDAD S. ALIPE
School Principal

Date: ____________________

BILAR NATIONAL HIGH SCHOOL

Address: Yanaya, Bilar, Bohol