GRADES 10 School
Teacher
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Texbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
Teaching Dates and Time
MONDAY TUESDAY WEDNESDAY
The learner demonstrates understanding of key concepts of combinatorics
The learner is able to use precise counting techniques in formulating conclusions and in making wise decisions.
M10SP-IIIa-1. Illustrates the permutation M10SP-IIIa-1. Illustrates the permutation M10SP-IIIa-1. Illustrates the permutation
of objects of objects of objects
PERMUTATIONS PERMUTATIONS PERMUTATIONS
TG, Module 6, pp. 249-250 TG, Module 6, pp. 250-252 TG, Module 3, pp. 252-253
LM, Module 6, pp. 283 - 284 LM, Module 6, pp. 284-285 LM, Module 3, pp. 286
None None None
Look for additional material at LR Portals
Review the concept of basic counting
Presenting examples of permutations Presenting examples of permutations
techniques
Recall the concept of basic Counting
illustrate examples of permutations illustrate examples of permutations
Principle
Do activity 1 Do activity 2 Do activity 3
Discuss how to determine if the given
Discuss the answers of the activity 1. Discuss the answers of the activity 2. activity or task is arrangement or order of
selecting the objects is important.

E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to Formative
Assessment)
G. Finding practical applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
MONDAY TUESDAY WEDNESDAY
Give illustrative examples of fundamental
Determine examples of permutations Discuss the answers in activity 3.
counting principle
Use tree diagram or listing in finding the Determine whether the given example Give another set of situation about
list of possibilities does order matter or not arrangement or order is important.
Used the concept of permutation in Cite practical examples that will relate to Let the students justify their answers by
making a wise decision. the topic. giving own example.
What methods did you use in determining How do you determine the exact number In performing a task where order or
the different possibilities in the given of ways of doing each task given in activity arrangement is important, what do you call
situation? 2? its possible arrangement?
 MONDAY TUESDAY WEDNESDAY
I. Evaluating Learning Formative test Give the prepared test. Formative test
J. Additional activities for
application or remediation
none Provide another set of problems. none
V. REMARKS carried carried carried
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require

additional activities for remediation
who scored below 80%

C. Did the remedial lessons work? No.

of learners who have caught up
D. with thelearners
No. of lesson.who continue to
require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I used/ discover which
I wish to share with other teachers?
 Grade Level 10
Learning Area Mathematics
Quarter 3rd
THURSDAY FRIDAY

M10SP-IIIa-2. derives the formula for M10SP-IIIa-2. derives the formula for
finding the number of permutations of n finding the number of permutations of n
objects taken r at a time objects taken r at a time
PERMUTATIONS PERMUTATIONS

TG, Module 6, pp. 253-255 TG, Module 6, pp.255

LM, Module 6, pp. 286-294 LM, Module 6, pp.295

None None

Review the Fundamental Counting

Review the concept of permutations
Principle

Solve examples of permutation using the

Discuss more examples of permutations
formula P(n,r) = n!/(n-r)!
Discuss: Derivation of Formula:

P(n,r)= Do activity 5

Do Activity 4 Discuss how they find the value of n and r.

 THURSDAY FRIDAY
Let the students present their answer to Discuss techniques in finding n and r in the
the class. formula P(n,r) = n!/(n-r)!.
�!/(�−𝑟)!
Let the students discover the concept of Use the formula P(n,r) = n!/(n-r)!in solving
permutation by giving own example. permutations

Let the students share their experiences

Cite practical examples that will relate to
similar to the situations mention in activity
the topic.
4.
How do distinguishable permutation differ
from circular permutations? How did you calculate the different
permutations?
 THURSDAY FRIDAY
Provide another set of problems. Give prepared test

none none
carried carried
 GRADES 10 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
MONDAY TUESDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of combinatorics
B. Performance Standards The learner is able to use precise counting techniques in formulating conclusions and in making
C. Learning Competencies / Objectives. M10SP-IIIb-1. solve problems involving M10SP-IIIb-1. solve problems
Write the LC code for each permutations involving permutations

II. CONTENT PERMUTATIONS PERMUTATIONS

III. LEARNING RESOURCES
A. References

1. Teacher's Guide pages TG, Module 6, pp.255 TG, Module 6, pp. 256-257

2. Learner's Material pages LM, Module 6, pp. 296 LM, Module 6, pp. 297

3. Texbook pages
4. Additional Materials from Learning
Look for Additional materils at LR Portals
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Review the derivation of formula
new lesson Review the concept of permutation.
P(n,r) = n!/(n-r)!
B. Establishing a purpose for the lesson Solve examples of permutation using the Solve problems involving
formula P(n,r) = n!/(n-r)! permutations
C. Presenting examples/ instances of the new
Perform Activity 6 Do Activity 7
lesson
D. Discussing new concepts and practicing new
skills #1 Discuss the answers in activity 6. Discuss the answers in activity 7.

E. Discussing new concepts and practicing new

skills #2 Provide another set of problems. Provide another set of problems.

F. Developing Mastery (Leads to Formative

Assessment) Use the formula P(n,r) = n!/(n-r)!in solving Use the formula P(n,r) = n!/(n-r)!in
permutations solving permutations

G. Finding practical applications of concepts and

skills in daily living Let the students give own situation Let the students solve problem
relating the day-discussion. related to real life applications.

H. Making generalizations and abstractions How do you find the answer of

about the lesson What strategies can you think of to
permutation with identical objects and
facilittate your way of solving in activity 6.
circular permutations?
I. Evaluating Learning
Give a prepared test. Give a prepared test.

J. Additional activities for application or

remediation
none none
 V. REMARKS carried carried
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for

remediation who scored below 80%

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 teaching strategies worked well? Why

did these work?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G. What innovation or localized materials did I used/

discover which I wish to share with other teachers?

For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
 Grade Level
Learning Area
Quarter
WEDNESDAY THURSDAY
natorics
ng conclusions and in making wise decisions.
M10SP-IIIb-1. solve problems M10SP-IIIb-1. solve problems
involving permutations involving permutations
PERMUTATIONS PERMUTATIONS
TG, Module 6, pp. 257-258 TG, Module 6, pp. 258
LM, Module 6, pp. 298 LM, Modukle 6, pp.299
Review the previous lesson Review the previous lesson
Solve problems involving Solve problems involving
permutations permutations
Do activity 8 Do activity 9
Discuss on how to determine
Discuss problems on permutations
situations or problems involving
completely
permutations
Provide another set of problems. Provide another set of problems.
Use the formula P(n,r) = n!/(n-r)!in Use the formula P(n,r) = n!/(n-r)!in
solving problems involving solving problems involving
permutations permutations
Cite examples of distinguishable Give practical task which will
permutation that is similar to real life demonstrate their understanding of
situation. permutations.
How would you connect permutations What realizations do you have about How do we determine that the situation
to real life situations? permutations? is a circular permutation?
Make a journal describing their
formative test
learning about permutations.
none none
10
Math
THIRD
FRIDAY
M10SP-IIIb-1. solve problems involving
permutations
PERMUTATIONS
TG, Module 6, pp. 257-258
LM, Module 6, pp,299
Review the previous lesson
Solve problems involving permutations
Do activity 10
Discuss on how to determine situations
or problems involving permutations
Provide another set of problems.
Use the formula P(n,r) = n!/(n-r)! in
solving problems involving
permutations
Let the students make their own
seating arrangement.
Give a prepared test.
none
delivered carried delivered
 Grade 10 School Nueva Estrella National High School Grade Level
Teacher Glaiza C. Jugar - Maravillas Learning Area
Daily Lesson Log Teaching Dates and Time January 6 - 10, 2020/7:30 - 8:30(Darwin)/ 2:30 - 3:30(Eisntein) Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES 1. Define combinations 2. Identify examples of combinations 3. differentiate combinations from permutations 4. discuss the concept of combinations 5. derivation of the formula C(n,r) = n!/r!(n-r)! 6. Id

The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
A. Content Standards understanding of key concepts of understanding of key concepts of understanding of key concepts of understanding of key concepts of
combinatorics combinatorics combinatorics combinatorics

The learner is able to use precise The learner is able to use precise The learner is able to use precise The learner is able to use precise
counting techniques in formulating counting techniques in formulating counting techniques in formulating counting techniques in formulating
B. Performance Standards
conclusions and in making wise conclusions and in making wise conclusions and in making wise conclusions and in making wise
decisions. decisions. decisions. decisions.
C. Learning Competencies / Objectives. M10SP-IIIc-2. differentiates M10SP-IIId-1. derives the formula for M10SP-IIId-1. derives the formula for
M10SP-IIIc-1. illustrates the
permutation from combination of n finding the number of combinations of finding the number of combinations of
Write the LC code for each combination of objects
objects taken r at a time n objects taken r at a time n objects taken r at a time
II. CONTENT COMBINATIONS COMBINATIONS COMBINATIONS COMBINATIONS
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages TG, Module 6, pp.259-260 TG, Module 6, pp. 260-261 TG, Module 6, pp. 261-264 TG, Module 6, pp. 261-264

2. Learner's Material pages LM, Module 6, pp. 301-302 LM, Module 6, pp.303 LM, Module 6, pp. 304-309 LM, Module 6, pp. 304-309
3. Texbook pages
4. Additional Materials from Learning
Look for additional materials at LR Portals
Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or presenting the Review problems involving Review the derivation of the formula Presenting the formula of
new lesson Presenting examples of combinations
permutations of permutations combinations C(n,r)= n!/r!(n-r)!
B. Establishing a purpose for the lesson Discuss more examples of deriving the formula of combinations
illustrate examples of combinations illustrate examples of combinations
combinations C(n,r) = n!/r!(n-r)!
 C. Presenting examples/ instances of the new Discuss: Derivation of Formula:
lesson Do activity 1 Do activity 2 Do activity 3
C(n,r) = n!/r!(n-r)!
D. Discussing new concepts and practicing new
Discuss how to determine if the given
skills #1
Discuss the answers of the activity 1. Discuss the answers of the activity 2. activity or task is selection of objects Do Activity 3
is important.
E. Discussing new concepts and practicing new
skills #2 Give illustrative examples of Let the students present their answer
Determine examples of combinations Discuss the answers in activity 3.
fundamental counting principle to the class.

F. Developing Mastery (Leads to Formative

Let the students discover the concept
Assessment) Use tree diagram or listing in finding Determine whether the given example Give another set of situation about
of permutation by giving own
the list of possibilities does order matter or not arrangement or order is not important.
example.
G. Finding practical applications of concepts and Let the students share their
Used the concept of combination in Cite practical examples that will relate Let the students justify their answers
skills in daily living experiences similar to the situations
making a wise decision. to the topic. by giving own example.
mention in activity 3.
H. Making generalizations and abstractions about What methods did you use in How do you determine the exact In performing a task where order or How do you derive the formula of
the lesson determining the different possibilities number of ways of doing each task arrangement is not important, what do combination?
in the given situation? given in activity 2? you call its possible selection?
I. Evaluating Learning Formative test Give the prepared test. Formative test Provide another set of problems.
J. Additional activities for application or
remediation none Provide another set of problems. none none
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
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 teaching strategies worked well? Why

did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
 G. What innovation or localized materials did I used/
discover which I wish to share with other teachers?

For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
 10
Math
THIRD
FRIDAY

nations 5. derivation of the formula C(n,r) = n!/r!(n-r)! 6. Id

The learner demonstrates

understanding of key concepts of
combinatorics

The learner is able to use precise

counting techniques in formulating
conclusions and in making wise
decisions.

M10SP-IIId-1

COMBINATIONS

TG, Module 6, pp.265

LM, Module 6, pp.310

Review the derivation of the formula of

combinations
differentiate permutations from
combinations
 Do activity 5

Discuss how they find the value of n

and r.

Discuss techniques in finding n and r in

the formula C(n,r) = n!/r!(n-r)!.

Use the formula C(n,r) = n!/r!(n-r)!!in

solving combinations

Cite practical examples that will relate

to the topic.

How did you calculate combinations?

Give prepared test

none
 GRADES 10 School
Teacher
DAILY LESSON LOG Teaching Dates and Time
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of combinatorics

B. Performance Standards The learner is able to use precise counting techniques in formulating conclusions and in making wise decisions.

C. Learning Competencies / Objectives.

M10SP-IIId-e-1. solves problems from M10SP-IIId-e-1. solves problems from M10SP-IIId-e-1. solves problems from
combination of n objects taken r at a combination of n objects taken r at a combination of n objects taken r at a
Write the LC code for each time time time

II. CONTENT COMBINATIONS COMBINATIONS COMBINATIONS

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages TG, Module 6, pp. 265 TG, Module 6, pp. 265-266 TG, Module 3, pp. 267-268

2. Learner's Material pages LM, Module 6, pp.295 -296 LM, Module 6, pp.297 LM, Module 3, pp. 298

3. Texbook pages

4. Additional Materials from Learning

Look for additional materials at LR Portals
Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson Review the derivation of formula C(n,r) = n!/r!(n-r)! Review the previous lesson Review the previous lesson

B. Establishing a purpose for the lesson Solve examples of combinations Solve problems involving
Solve problems involving combinations
using the formula C(n,r) = n!/r!(n-r)! combinations
 C. Presenting examples/ instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
Formative Assessment)
Do Activity 5
Discuss problems on combinations
completely
Provide another set of problems.
Use the formula C(n,r) = n!/r1(n-r)!in
solving combinations
Do Activity 6
Discuss problems on combinations
completely
Provide another set of problems.
Use the formula C(n,r) = n!/r1(n-r)!in
solving combinations
Do activity 7
Discuss on how to determine
situations or problems involving
combinations
Provide another set of problems.
Use the formula C(n,r) = n!/r1(n-r)!in
solving combinations

G. Finding practical applications of

concepts and skills in daily living Let the students give own situation Let the students solve problem related Cite examples of combination that is
relating the day-discussion. to real life applications. similar to real life situation.

H. Making generalizations and What strategies can you think of to

abstractions about the lesson How do you find the answer of a How would you connect combinations
facilittate your way of solving in
problems involving combinations? to real life situations?
activity 5
I. Evaluating Learning
Give a prepared test. Give a prepared test. formative test

J. Additional activities for application or

remediation none none none
V. REMARKS carried carried delivered
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
D. lesson.
No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I used/ discover which I wish to share with
other teachers?
 Grade Level 10
Learning Area Math
Quarter THIRD
THURSDAY FRIDAY

cisions.

M10SP-IIId-e-1. solves problems from M10SP-IIId-e-1. solves problems from

combination of n objects taken r at a time combination of n objects taken r at a time

COMBINATIONS COMBINATIONS

TG, Module 6, pp.268-269 TG , Module 6, pp. 269

LM, Module 6, pp.299 LM, Module 6, pp,299

Review the previous lesson Review the previous lesson

Solve problems involving combinations Solve problems involving combinations

 Do activity 8 Do Activity 9 & Activity 10

Discuss on how to determine situations or Discuss situations in real life that illustrates
problems involving combinations combinations

Provide another set of problems. Provide another set of problems.

Making a journal describing how much Making a journal describing how much they
they learned about combinations learned about combinations

Give practical task which will demonstrate Let the students make their own situation
their understanding of combinations. relating to combination.

What realizations do you have about How do we determine that the situation is a
combinations? combination?

Make a journal describing their learning

Give a prepared test.
about permutations.

none none
carried delivered
 GRADES 10 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of combinatorics

B. Performance Standards The learner is able to use precise counting techniques in formulating conclusions and in making wise decisions.

C. Learning Competencies / Objectives.

Write the LC code for each M10SP-IIIf-1. illustrates events and union M10SP-IIIg-1. illustrate the probability of M10SP-IIIg-h-1. find the probability of
and intersection of events a union of two events (AUB)

II. CONTENT Recalling Probability Understanding Compound Events Intersection and Union of Events

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages TG, Module 7, pp. 288-289 TG, Module 7, pp. 289-290 TG, Module 7, pp.290

2. Learner's Material pages LM, Module 7, pp.328-329 LM, Module 7, pp.330-331 LM, Module 7, pp.332-334
3. Texbook pages
4. Additional Materials from Learning
Look for additional materials at LR Portals
Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or
Presenting examples of simple and Presenting examples of Intersection and
presenting the new lesson Recall probability
compound events union of events
 B. Establishing a purpose for the lesson
assessing their knowledge about
Understand simple and compound events understand Intersection of events
probability

C. Presenting examples/ instances of the

new lesson Discuss how to determine if the given
Discuss the answers of the activity 1. Discuss the answers of the activity 2. examples are Intersection and union of
events

D. Discussing new concepts and

practicing new skills #1 Let the students understand on how to
Give illustrative examples of compound
Give illustrative examples of simple events find the formula of a complement of an
events
event

E. Discussing new concepts and

practicing new skills #2 Give more illustrative examples of simple Give more illustrative examples of Discuss Venn Diagram on Intersection of
events compound events Events

F. Developing Mastery (Leads to

Formative Assessment) Determine which of the given examples Determine whether the given example is Give another set of situation about
are simple events a simple or compound events Intersection of events

G. Finding practical applications of

concepts and skills in daily living Let the students cite an example of simple Let the students cite an example of Let the students give at least 2 examples
events in daily life living compound events in daily life living of Intersection of events

H. Making generalizations and How do you conclude about the events

abstractions about the lesson happening in each of the situations What is the difference between simple How do you determine Intersection of
mention in activity 1 and compound events? events

I. Evaluating Learning
Formative test Give the prepared test. Formative test

J. Additional activities for application or

remediation
none Provide another set of problems. none
V. REMARKS carried carried carried
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%

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 teaching strategies worked

well? Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

used/ discover which I wish to share with
other teachers?
Grade Level 10
Learning Area Math
Quarter THIRD
THURSDAY FRIDAY

M10SP-IIIg-h-1. find the probability of M10SP-IIIi-1. illustrates mutually

(AUB) . exclusive events

Intersection and Union of Events Intersection and Union of Events

TG, Module7, pp.290 TG, Module 7, pp. 292

LM, Module 7, pp.332-334 LM, Module 7, pp.336

Review the the difference between Review the the difference between
Intersection and union of events Intersection and union of events
 Provide drills to deepen their
Apply the knowledge of Intersection
understanding in Intersection and
and union of events
union of events.

Discuss mutually exclusive and not

Do Activity 3
mutually exclusive events

Give illustrative example of mutually

Discuss the answers in activity3.
exclusive events.

Derive the formula of mutually

Discuss Venn Diagram of Union of
exclusive events: P(A or B) = P(A) +
Events
P(B)

Give another set of situation about

Perform activity 4
union of events

Let the students give at least 2 Let the students present their answer
examples of union of events on the activity.

The teacher will let the students derive

How do you determine Union of events the formula of mutually exclusive
events.

Provide another set of problems. Give prepared test

none none
carried carried
 GRADES 10 School
Teacher
DAILY LESSON LOG Teaching Dates and Time

MONDAY TUESDAY

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of combinatorics

B. Performance Standards The learner is able to use precise counting techniques in formulating conclusions and in mak

C. Learning Competencies / Objectives. M10SP-IIIi-1illustrates mutually M10SP-IIIi-1illustrates mutually

Write the LC code for each exclusive events exclusive events

II. CONTENT Intersection and Union of Events Intersection and Union of Events

III. LEARNING RESOURCES Charts, c

A. References
1. Teacher's Guide pages TG, Module 7, pp.292 TG, Module 7, pp.292 -293

2. Learner's Material pages LM, Module 7, pp.336 LM, Module 7,pp.337

3. Texbook pages

4. Additional Materials from Learning Resource

(LR) portal

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the new
lesson
D. Discussing new concepts and practicing new
skills #1
E. Discussing new concepts and practicing new
skills #2
Review the derivation of formula of
mutually exclusivef events
Provide drills to deepen their
understanding in mutually exclusive
of events.
Discuss not mutually exclusive
events
Give illustrative example of not
mutually exclusive events.
Derive the formula of not mutually
exclusive events: P(A or B) = P(A) + Perform activity 6
P(B) -P(Aand B)
Review the derivation of formula of
mutually exclusive and not mutually
exclusive events
Provide drills to deepen their
understanding in mutually exclusive
and not mutually exclusive events.
Differentiate mutally exclusive from
not mutually exclusive events
Give illustrative examples of mutually
exclusive not mutually exclusive
events.
 F. Developing Mastery (Lead to formative
assessment) Perform activity 5 Discuss the results in activity 6.

G. Finding practical applications of concepts and

skills in daily living Let the students present their answer Let the students present their answer
in the given activity. in the given activity.

H. Making generalizations and abstractions about The teacher will let the students The teacher will let the students
the lesson derive the formula of not mutually derive the formula of mutually
exclusive events. exclusive and not mutually exclusive
events.

I. Evaluating Learning
Give prepared test Give prepared test

J. Additional activities for application or

remediation
none none
V. REMARKS carried carried
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for

remediation who scored below 80%

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 teaching strategies worked well? Why

did these work?

F. What difficulties did I encounter which my principal or

supervisor can help me solve?

G. What innovation or localized materials did I used/

discover which I wish to share with other teachers?
 Grade Level 10
Learning Area Math
Quarter THIRD

WEDNESDAY THURSDAY FRIDAY

mbinatorics

lating conclusions and in making wise decisions.

M10SP-IIIi-1illustrates mutually M10SP-IIIi-1illustrates mutually M10SP-IIIi-1illustrates mutually

exclusive events exclusive events exclusive events

Intersection and Union of Events Intersection and Union of Events Intersection and Union of Events

Charts, calculators, TG, LM

TG, Module 7, pp.293 TG, Module 7, pp.294 TG, Module 7, pp.295

LM, Module 7, pp.338 LM, Module 7, pp.339 LM, Module 7,pp 340

Review the difference mutually

Review the probability of compound
exclusive and not mutually exclusive Review the previous lesson
events.
events

Use the application of counting Doing the task involving compound Doing the task involving mutually
techniques in some examples events exclusice events

Do activity 7 Do activity 8 Do Activity 9

Let the students present their answer

Discuss the answer of activity 8. Discuss the answer of activity 9.
in activity 7.

Discuss and apply counting Provide another examples to deepen Provide another examples to deepen
techniques in some problems their understanding. their understanding.
Apply counting techniques in some Give another set of problems through Give another set of problems through
examples boardwork. boardwork.

Cite a real life example that will relate

to the probability of compound
events.
How do you apply counting
techniques to the probability of
compound events?
Ask the students to cite examples in Ask the students to cite examples in
real life situation. real life situation.
Explain why subtration is used when
finding the probabilitu of two events How do you apply your understanding
that are not mutually exclusive of probability of compound events,
events? mutually exclusive and not mutually
exclusive events in the task given of
activity 9?

Give prepared test Give prepared test Give prepared test

none none none

carried carried carried
 GRADES 10 School
DAILY LESSON LOG Teacher
Teaching Dates and Time

MONDAY TUESDAY

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of combinatorics

B. Performance Standards The learner is able to use precise counting techniques in formulating conclusions and in making w

C. Learning Competencies / Objectives. M10SP-IIIj-1. Solves problems M10SP-IIIj-1. Solves problems

Write the LC code for each involving probability involving probability

II. CONTENT Independent and Dependent Events Independent and Dependent Events

III. LEARNING RESOURCES Charts, calc

A. References
1. Teacher's Guide pages TG, Module 7, pp. 296-297 TG, Module 7, pp.298

2. Learner's Material pages LM, Module 7, pp.341-343 LM, Module 7, pp. 343
3. Texbook pages
4. Additional Materials from Learning
Resource (LR) portal Look for additional materials at LR Portals
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or presenting the Review about probability of
new lesson compound events, mutually exclusive Review independent and dependent
and not mutually exclusive events in events
the task given of activity 9?
B. Establishing a purpose for the lesson
Determine and understand Understand more about mutually
Independent and dependent Events exclusive events

C. Presenting examples/ instances of the new

lesson Do activity 1 Do Activity 2

D. Discussing new concepts and practicing new

skills #1 Discuss the answer in activity 1 Discuss the answer in activity 2

E. Discussing new concepts and practicing new

skills #2 Giving more examples in Independent
Discuss P(A and B) = P(A) * P(B)
events
 F. Developing Mastery (Leads to Formative
Assessment)
Use P(A and B) = P(A) * P(B)in Use P(A and B) = P(A) * P(B
solving independent events following A)

G. Finding practical applications of concepts

and skills in daily living Let the students cite an example of Let the students cite an example of
independent events in daily life living dependent events in daily life living

H. Making generalizations and abstractions How do you derive the formula of How do you derive the formula of
about the lesson independent events? dependent events?

I. Evaluating Learning Give the prepared test formative test

J. Additional activities for application or
remediation none none

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%

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 teaching strategies worked well?

Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I used/

discover which I wish to share with other
teachers?
 Grade Level 10
Learning Area Math
Quarter THIRD

WEDNESDAY THURSDAY FRIDAY

mbinatorics

lating conclusions and in making wise decisions.

M10SP-IIIj-1. Solves problems M10SP-IIIj-1. Solves problems M10SP-IIIj-1. Solves problems involving
involving probability involving probability probability

Independent and Dependent Events Independent and Dependent Events Independent and Dependent Events

Charts, calculators, TG, LM

TG, Module 7, pp.298 TG, Module 7, pp.298 TG, Module 7, pp. 299

LM, Module 7 , pp. 344 LM, Module 7, pp. 344 LM, Module 7, pp. 345

Review mutually and not mutually

Review mutually exclusive events Review not mutually exclusive events
exclusive events

Apply what they have learned to real-life

Determine whether the events are
Identify Mutually Exclusive or not situations about independent and
Independent or dependent
dependent events

Do activity 3 Do activity 4 Do Activity 5 and 6

Discuss the answer in activity 3 Discuss the answer in activity 4 Discuss the answer in activity 5 and 6

Discuss on how to describe situations

Discuss and differentiate Discuss probability of dependent and
involving Indepenent and dependent
Independent and dependent events dependent events
events
 Let the students apply the formula Let the students apply the formula P(A
P(A and B) = P(A) * P(B) and P(A and and B) = P(A) * P(B) and P(A and B) = Let the students formulate their own
B) = P(A) * P(B following A) in P(A) * P(B following A) in problem examples of Independent and dependent
problem involving independent and involving independent and dependent events
dependent events events
Let the students cite an example of
Ask the students to cite examples in Ask the students to cite examples in real
independent events and dependent
real life situation. life situation.
events in daily life living
How to find the probability of How to find the probability of
Independent events? dependent events? Describe situationin your life that involves
dependent and independent events.

Give the prepared test formative test Give the prepared test

none none none

 GRADES 10 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
MONDAY TUESDAY

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of combinatorics

B. Performance Standards The learner is able to use precise counting techniques in formulating conclusions and in making w

C. Learning Competencies / Objectives. M10SP-IIIj-1. Solves problems M10SP-IIIj-1. Solves problems

Write the LC code for each involving probability involving probability

II. CONTENT Conditional Probability Conditional Probability

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages TG, Module 3, pp. 300-301 TG, Module 3, pp.301-302
2. Learner's Material pages LM, Module 3, pp. 346 LM, Module 3, pp.347-348
3. Texbook pages
4. Additional Materials from Learning
Look for additional materials at LR Portals
Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or presenting the
Review probability of independent Review probability of an event given
new lesson
and dependent event certain conditions.
B. Establishing a purpose for the lesson

derive and use the formula P(A/B) =

Determine or notice given conditions P(A∩B)/ P(B) where P(B)> 0 in
to find the probability of an event solving problems on conditional
probability

C. Presenting examples/ instances of the new

lesson Do activity 1 Do Activity 2

D. Discussing new concepts and practicing new

skills #1 Discuss the answer of activity 1 Discuss the answer of activity 2

E. Discussing new concepts and practicing new Discuss on how to determine or

skills #2 Giving more problems on Conditional
illustrate conditions on the given
Probability
probability
 F. Developing Mastery (Leads to Formative
Assessment)
Use P(A/B) = P(A∩B)/ P(B) where
Let the student discover conditional
P(B)> 0 in solving conditional
probability
probability

G. Finding practical applications of concepts Let the students cite their own Let the students cite their own
and skills in daily living examples where the topic will be examples where the topic will be
associated. applied.
H. Making generalizations and abstractions
about the lesson
Encourage the students to derive
How do you find the probability of the
P(A/B) = P(A∩B)/ P(B) where P(B)> 0
given condition in our activity?
in solving conditional probability

I. Evaluating Learning Give the prepared test Formative test

J. Additional activities for application or
remediation none none

V. REMARKS carried carried

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%

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 teaching strategies worked well?

Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I used/

discover which I wish to share with other
teachers?
 Grade Level 10
Learning Area Math
Quarter THIRD
WEDNESDAY THURSDAY FRIDAY

mbinatorics

lating conclusions and in making wise decisions.

M10SP-IIIj-1. Solves problems M10SP-IIIj-1. Solves problems M10SP-IIIj-1. Solves problems involving
involving probability involving probability probability

Conditional Probability Conditional Probability Conditional Probability

TG, Module3, pp. 302-303 TG, Module 3, pp. 303-304 pp.305-306

LM, Module3, pp.348-350 LM, Module 3, pp.350-351 pp.351-352

Review conditional probability of Review conditional probability of

Review conditional probability.
independent and dependent events. independent and dependent events.

Understand know when to use the

Understand and know when to use
formula P(A/B) = P(A∩B)/ P(B) where
the formula P(A/B) = P(A∩B)/ P(B)
P(B)> 0 and P(A│B)=P(A) , Apply what they have learned to problems
where P(B)> 0 and P(A│B)=P(A) ,
P(B│A)=P(A) and P(A∩B)= P(A) * in real-life situations about Conditional
P(B│A)=P(A) and P(A∩B)= P(A) *
P(B) in problems involving Probability
P(B) in solving problems on
Conditional Probability of
Conditional Probability
Independent and Dependent Events

Do activity 3 Do activity 4 and 5 Do Activity 6 and 7

Discuss the answer of activity 3 Discuss the answer of activity 4 and 5 Discuss the answer of activity 6 and 7

Discuss problems related to real-life

Discuss Conditional Probability of Discuss Conditional Probabaility of
situations as an example of conditional
Independent Events Independent and dependent events
probability
 Use the formula P(A/B) = P(A∩B)/
Use the formula P(A/B) = P(A∩B)/
P(B) where P(B)> 0 and
P(B) where P(B)> 0 and
P(A│B)=P(A) , P(B│A)=P(A) and formulate their own examples as
P(A│B)=P(A) , P(B│A)=P(A) and
P(A∩B)= P(A) * P(B) in problems application of conditional probability
P(A∩B)= P(A) * P(B) in problems on
involving Conditional Probability of
Conditional Probability
Independent and Dependent Events

Let the students cite their own
examples where the topic will be
associated.
Let the students cite their own
Let the students cite their own examples
examples where the topic will be
where the topic will be associated.
applied.

Encourage the students to use the

Encourage the students to derive formula P(A/B) = P(A∩B)/ P(B) where
P(A/B) = P(A∩B)/ P(B) where P(B)> 0 P(B)> 0 and P(A│B)=P(A) ,
Encourage the students summarize the
and P(A│B)=P(A) , P(B│A)=P(A) and P(B│A)=P(A) and P(A∩B)= P(A) *
topic discussed.
P(A∩B)= P(A) * P(B) in problems on P(B) in problems involving
Conditional Probability Conditional Probability of
Independent

Give the prepared test Formative test Give the prepared test

none none none

carried carried carried