Republic of the Philippines
DEPARTMENT OF EDUCATION
School: Cacawan High School
Teacher: Anna Faith M. Abuda.
Teaching Time: 1:00 – 2:00 pm / 2:00 – 3:00 pm
I. OBJECTIVES
A. Learning Competencies
B. Learning Outcome
C. Learning Objectives (KSA)
II. CONTENT
III. LEARNING RESOURCES
A. Reference
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instance of
the new lesson
D. Discussing new concepts and
practicing new skills #1
MIMAROPA REGION
Schools Division of Oriental Mindoro
CACAWAN HIGH SCHOOL
Pinamalayan
MODIFIED DAILY LESSON LOG
Grade Level: Grade 10 A / B
Learning Area: Mathematics 10
Quarter: 4 .
Teacher's Activity
Illustrate Mutually Exclusive
Differentiate Mutually Exclusive and NOT Mutually Exclusive.
Give real life examples of Mutually and NOT Mutually Exclusive
Differentiate Mutually Exclusive and NOT Mutually Exclusive
Mutually Exclusive and NOT Mutually Exclusive
Mathematics learning module 10
Pages 334 – 335
Internet
The student will give a recap about the previous lesson.
1. What do you call to the illustration/ diagram used to represent the relationship
of two or more events?
2. Give the symbols for the set Union and Intersection
“Wika Rambulaan”
The teacher will present the words and the students will guess what is it.
If the students already know the answer they will say the word "Ding" and
"Dong" Only one representative in each group will say those words.
Group I - "Ding" Group II - "Dong"
 MAY WHO TWO WALLLEY
 NAUGHT ME YOU WALL LEE
 EH HEX CLUE WHO SHAVE
The teacher will asked questions about the activity.
The teacher will present the objective
We can say that two events are mutually exclusive if they have no common
outcomes or they cannot happen at the same time. And we can say that two
events are not mutually exclusive if they have common outcomes or they can
happen at the same time.
(The students will watch a short video about Mutually and NOT Mutually
Exclusive and the examples of it.)
NOT MUTUALLY EXCLUSIVE
 Heart and Kings

E. Developing mastery (Leads to
formative assessment)
F. Finding practical application
about the lesson
G. Making generalization and
abstraction about the lesson
H. Evaluating learning
I. Additional Activities for
application or remediation
 Numbers 1 to 4 and Prime Numbers
2 1 5
4
3 7
 Singing and Dancing
(the teacher will show pictures)
(The students will give their own examples of Mutually and NOT Mutually
Exclusive)
Group yourselves into three according to your interest, and each group has their
corresponding task. You only have 8 minutes to prepare your presentation.
GROUP I
 Make a short song with choreograph about Mutually/ NOT Mutually
Exclusive
GROUP II
 Draw a situation that shows Mutually/ NOT Mutually Exclusive
GROUP III
 Make an actual illustration/situation that shows Mutually/ NOT Mutually
Exclusive
(The teacher will show the criteria)
Students will pick questions from the math box and they will answer the
questions orally.
1. What is the difference between mutually and NOT Mutually Exclusive?
Determine the problems below whether the events are Mutually Exclusive or
Not. Write M if the statement is Mutually Exclusive and NM if the statement is
NOT mutually exclusive. Illustrate each through Venn diagram.
1. Chris has 23 red pens, 12 blue pens and 24 black pens. ( Illustrate through
Venn diagram)
2. Out of 400 students of Cacawan High School, 170 are on the soccer team, 200
are members of volleyball team and 30 are in the soccer and volleyball team.
(Illustrate through Venn diagram)
3. Call and text using the same phone at the same time.
4. Putting your tongue out and Breathe
Give at least 5 examples of Mutually and Not mutually exclusive.
V. REFLECTION
A. No. of learners who earned 80% in the E. Which of my teaching worked well?
evaluation Why did this work?

B. No. of learners who required additional activities

for remediation
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?

C. Did the remedial works? No. of learners who caught up

with the lesson.

G. What innovation or localized

material did I use discover which I
D. No. of learners who continue to require wish to share with other teachers?
remediation
Group yourselves into three according to your interest, and each group has their corresponding task. You only have 8
minutes to prepare your presentation. Be guided by the given Rubrics.

GROUP I

 Make a short song with choreograph about Mutually/ NOT Mutually Exclusive

GROUP II

 Draw a situation that shows Mutually/ NOT Mutually Exclusive

GROUP III

 Make an actual illustration/situation that shows Mutually/ NOT Mutually Exclusive

RUBRICS

10 Points 6 Points 4 Points

COOPERATION All members participate Most of the members Few of the members
in the group participate in the participate in the
group group

15 Points 10 Points 5 Points

CREATIVITY The overall impact of The overall impact of The overall impact of
the presentation is the presentation is the presentation is
Highly impressive impressive fair impressive

20 Points 10 Points 5 Points

ACCURACY The content of the The content of the The content of the
presentation are presentation have presentation are all
accurate. few errors. erroneous.

15 Points 10 Points 5 Points

PRESENTATION The overall The overall The overall

presentation is clearly presentation has few presentation is all
present by the errors. erroneous.
members
 GROUP ACTIVITY

GROUP 1-2 "Intercept Me so I won't fall (Wag kang pa-Fall!)"- Draw an inscribed angle with the
corresponding measure that intercepts the given arcs.
Group 3-4 "Collect and collect then Select (Wag kang Playboy!)"- Solve the given puzzle.
Group 5 " Sing me a song (Lika na, mangHarana)"- Find out the title of the song by answering
the questions and then sing it.
Let’s Take an Activity Together

Students will perform the given activities by group. They will draw questions or activities from the
box.
The learner will present the illustrations of the possible case(s) that will always obtain two congruent triangles.

Make sure to present the pair of the corresponding parts of the given triangles and their relationship.