Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF TANJAY CITY
Tanjay City

Localization and Contextualization

of Learning Competencies
in Mathematics 10

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COMPETENCIES
FIRST QUARTER
1. Generates patterns
2. Illustrates an arithmetic sequence.
3. Determines arithmetic means and
nth term of an arithmetic
sequence.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
M10AL-Ia-1 In the development of the lesson (dependent Introductory Activity:
learning), the teacher makes use of the The teacher will let the students arranged
materials: the cut-out shapes according to the number
a. cut-out shapes. of sides from least to greatest.
b. Sticks (formed into different polygonal
shapes) Guide Question: What have you observed
on the activity given?
M10AL-Ib-1 In the formulation of example, the teacher The teacher will let the students count the
makes use any of the following materials: number of matchsticks in each of the square
a. matchsticks formed and record the result in the table.
b. drinking straws
c. popsicle sticks Guide Questions:
d. non pointed bamboo (barbecue) sticks a. Is there a pattern in the number of
matchsticks? If there is, describe it.
b. How is each term (number of
matchsticks) found?
c. What is the difference between any
two consecutive terms?
M10AL-Ib-c- In the formulation of example, the teacher The teacher may formulate the problem in
1 makes use of a Philippine peso. this manner:
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1. Sample Problem:
a. Your mother spends P55.00 for your
weekly allowance in school. She told
you to spare P2.00 a day for your
bamboo bank (alkansiya). Suppose
that your mother gave you P15.00
and P7.00 for the 1st day (Monday)
and the 5th day (Friday) respectively,
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how much will you spend on 2nd

COMPETENCIES
Continuation (3) . . .
4. Finds the sum of the terms of a
given arithmetic sequence.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
(Tuesday), 3rd (Wednesday), 4th
(Thursday) days?
2. Guide Questions:
a. Have you observed any pattern? If
there is, does it illustrate an
arithmetic sequence? Give the
pattern.
b. What do you call on the terms
between any 2 consecutive terms of
an arithmetic sequence?
M10AL –Ic-2 In the formulation of example, the teacher The teacher may formulate the problem in
makes use any of the following materials: this manner:
a. Chocolate Wafer 1. Problem:
b. Stick-O a. Your classmate Jeric, who owns a
c. Marie Biscuit sari-sari store, used to bring
chocolate wafer for their (him and 3
other close friends) snacks. You
have noticed that Jeric unknowingly
illustrates a pattern in bringing their
snacks. On the first day, he brought
2 pieces, on the second day he
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brought 5 pieces, and on the third
day he brought 8 pieces of
chocolate wafer. Supposed he will
continue to bring chocolate wafer
on the same pattern?
2. Guide Questions:
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a. What is the common difference?
b. How much will he bring on the 7th

COMPETENCIES
Continuation (4) . . .
5. Illustrates a geometric sequence.
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
M10AL-Id-1 In the formulation of example, the teacher
makes use any of the following materials:
a. scarf/large handkerchief
b. construction/bond paper
day?
HOW
(Tell how and/or what part of the lesson
may be contextualized)
c. How many chocolate wafer did
Jeric bring from the first day to
the seventh day?
The teacher may formulate the activity/
problem in this manner:
1. Activity: Fold Me Up
Do the activity with a partner. One of
you will perform the paper folding
while the other will do the recording in
the table.
a. Start with big square from a piece of
paper. Assume the area of the
square is 64 square units.
b. Fold the four corners to the center
of the square and find the area of
the resulting square.
c. Repeat the process three times and
record the results in the table
below.
Square 1 2 3
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Area
2. Guide Questions:
a. What is the area of the square
formed after the first fold? Second
fold? Third fold?
b. Is there a pattern in the areas
obtained after three folds?
c. You have generated a sequence of
areas. What the first 3 terms of the
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sequence?

COMPETENCIES
Continuation (5) . . .
6. Differentiates a geometric
sequence from an arithmetic
sequence
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
d. Is the sequence arithmetic
sequence? Why?
e. Using the patter in the areas, what
would be the 6th term of the
sequence?
M10AL-Id-2 In the formulation of example, the teacher The teacher may formulate the problem in
makes use of the Philippine currency. this manner:
1. Problem:
On a Christmas vacation, the packing
department of Patatas Company of
Tingub Mandaue City is in need of
partimers. Since its vacation, you
decided to apply for a job. You are
given two options for your salary.
Option (A), Php50 1st day, Php52 2nd
day, Php56 3rd day and so on. Option
(B), Php2 the first day, Php4 the second
day, Php8 the third day and so on.
2. Guide Questions:
a. How much is your salary after 10

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working days if you choose option
A? Option B?
7. Differentiates a finite geometric M10AL-Id-3 In the formulation of example, the teacher The teacher may formulate the activity/
sequence from an infinite makes use any of the following materials: problem in this manner:
geometric sequence. a. Badminton racket 1. Activity
b. Shuttlecock The teacher will let each group to
c. Ball perform the following: *Ball Dribbling
(to illustrate infinite geometric

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sequence)

COMPETENCIES
Continuation (7) . . .
8. Determines geometric means and
nth term of a geometric sequence.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
a. Let 1 student in each group dribble
the ball. (The ball must be 3ft. High
prior to the dribbling.)
b. Let the other student record the
times the ball touches the ground.
*Badminton Rally (to illustrate finite
geometric sequence)
c. Let 2 students (1 pair) in each group
play badminton and record the
number of times the shuttlecock
lands to the opponent’s side back to
your side.
No. of Sec. 5 10 15 20
No. Of times
(shuttlecock)
M10AL-Ie-1 In the formulation of example, the teacher The teacher may formulate the activity/
makes use a cellular phone. problem in this manner:
1. Problem:
A teacher has to inform her class that
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there will be no classes due to a
typhoon. Suppose the teacher sent the
text message to the president and in a
minute the president sent the same
text message to other two students. If
each student who receives a message
forwards it to exactly 2 other student in
one minute. How many have received
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the message in 6 minutes? If 512
students received a text message at the
 10th minute, how many received it at
HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
th
Continuation (8) . . . the 5 minute?

9. Finds the sum of the terms of a M10AL-Ie-2 For finite geometric sequence
given finite and infinite geometric 1. Teacher Ana is giving pieces of papers
sequence. to her Grade 10 Mathematics students
every Summative Test. Suppose she is
following a pattern where on the first
Summative Test she brought 5 pieces
of paper, on the 2 nd day 15, on the third
day 45, how many pieces of papers will
she prepares on the 6th day?
2. Guide Question:
a. How many papers did she give to
her student from days 1 to 6?
10. Illustrates other types of M10AL-If-1 For Fibonacci: For Fibonacci:
sequences (e.g. harmonic, In the formulation of example, the teacher The teacher may formulate the problem
Fibonacci). makes use any of the following materials: in this manner:
a. Barnuts 1. Problem:
b. Candies Jed decided to give Jane (his crush) a
c. Flower (Santan/Gumamela) number of barnuts 7 days before her

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birthday. On the first day, he gave her 3
barnuts, on the second day, he gave
her 5 barnuts. He follows the pattern
where the number of Barnuts on the
present day is obtained by adding the
number of barnuts in the last two days.
2. Guide Questions:
a. How many barnuts did Jane receive

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during the 5th day? 6th day? 7th day?
 HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
Continuation (10) . . . b. How many barnuts will Jane receive
on her birthday?
c. What kind of sequence is being
illustrated in the problem?

11. Solves problems involving M10AL-If-2 In the formulation of example, the teacher The teacher may formulate the activity/
sequences. makes use of the following materials: problem in this manner:
a. chips (as a substitute for coins) labelled
with Php1.00. For Geometric Sequence:
b. Tin cans Nigel saves Php2.00 in the first week
c. Books (in the library) of the Year and he doubles the amount he
saves every week after that. How much will
he save in the 2nd , 3rd, 4th, and 5th week of
the year?
1st 2nd 3rd 4th 5th
Date Week Week Week Week Week
Amount
Saved

For Arithmetic Sequence:

A display of books in a library shelf

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consists of 10 books on the bottom, 8 books
in the next row, and so on in an arithmetic
sequence, until the top row has 2 books. 
How many books, in total are in display?

12. Performs division of polynomials M10AL-Ig-1

using long division and synthetic

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division.
13. Proves the Remainder Theorem
and the Factor Theorem.
COMPETENCIES
Continuation (13) . . .
14. Factors polynomials.
M10AL-Ig-2 In the introduction of the lesson, the teacher
may create a situation using:
a. school supplies
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
M10AL-Ih-1 In the students’ independent learning phase,
the teacher may utilize:
a. A cardboard to create gift boxes, or
boxes for Mandaue food products.
The teacher may formulate the problem in
this manner:
HOW
(Tell how and/or what part of the lesson
may be contextualized)
1. Problem:
A private organization donated school
supplies. You are tasked by your
teacher to distribute it among your
classmates. After distributing, you
discovered that not all supplies were
given out. Your classmate claimed that
you have not given him his supplies.
However, you clearly remembered that
you handed him his supplies. How will
you prove to the class that everyone
was given and there is really just a
remainder?
The teacher may formulate the problem in
this manner:
1. Problem
It’s Valentine’s Day and you are giving
Pastillas to your girlfriend/boyfriend.

15. Illustrates polynomial equations.
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Your Pastillas needed a box having a
volume of . What are the dimensions
of the box?
M10AL-Ii-1 In the Assessment, the teacher may use the: The teacher may formulate the problem in
a. School Grounds this manner:
1. Problem:
The School is having their intramurals.
There will be booths to be put up in the
school ground. If the total area of the

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ground for the booths is how many

COMPETENCIES
Continuation (15) . . .
16. Proves Rational Root Theorem.
17. Solves polynomial equations.
18. Solves problems involving
polynomials and polynomial
equations.
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
M10AL-Ii-2 As an introduction to the lesson (motivation)
the teacher, may mention his a barangay in
Mandaue City having fire incident like the
Barangay Guizo – Mantuyong.
M10AL-Ij-1 In the development of the lesson, the teacher
may give an example using:
a. Mathematics 10 Learners’ Module
M10AL-Ij-2 In the development of the lesson (dependent
learning), application (independent learning)
and assessments (formative and summative),
the following materials can be used in the
formulation of problems:
a. Masareal
booths can be accommodated? What is
the area of
HOW
(Tell how and/or what part of the lesson
may be contextualized)
each booth?
Situation for introduction of the lesson:
After knowing about the fire incident in
Barangay Guizo – Mantuyong, the class
decided to bring relief goods and used
clothing to help the fire victims as part of
the school’s outreach program. However,
during the distribution of goods, news have
reported that many people claim falsely that
they are one of the fire victims to avail of
distributed goods. How would you make
sure that you only distribute or give goods
only to the real fire victims?
The teacher may formulate the problem in
this manner:
1. Problem:
The volume of the Mathematics 10
Learners module is represented by
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What are the dimensions of the book?
The teacher may formulate the problem in
this manner:
1. Problem:
The dimensions of a rectangular
Masareal, are 3 cm, 5 cm, and 8 cm. If
the first two dimensions are increased
by the same number of centimeters,
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while the third dimension remains the
same, the new volume is 34 cm3 more
 than the original volume. What is the
HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
new dimension of the enlarged
Continuation (18) . . .
rectangular Masareal?
SECOND GRADING
19. Illustrates polynomial functions. M10AL-IIa-1

20. Graphs polynomial functions.
M10AL-IIa- In the development of the lesson (dependent
b-1 learning), application (independent learning)
and assessments (formative and summative),
the following situations can be used in the
formulation of problems:
a. inclination of grade 10 students in
mathematics
Ask the students to graph:
In the year 2000 , it has been found that the
number of students showing inclination in
Mathematics 10 in a certain school in
Mandaue City follows a polynomial pattern,
defined by the polynomial function , where
is the number of years that has passed after
2000.

21. Solves problems involving
polynomial functions.
22. Derives inductively the relations
M10AL-IIb-2 In the assessment (independent learning), the The teacher may formulate the problem in
following materials can be used in the this manner:
formulation of problems: A store that sells bibingka determines its
a. Bibingka profit, P, in Pesos, can be modelled by the
function , where represents the number of
bibingka sold. What is the profit at ?
M10GE-IIc-1

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among chords, arcs, central angles,
and inscribed angles.
23. Proves theorems related to M10GE-IIc-
chords, arcs, central angles, and d-1
inscribed angles.

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COMPETENCIES
24. Illustrates secants, tangents,
segments, and sectors of a circle.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
M10GE-IIe-1 In the development of the lesson (dependent 1. Dependent Learning Activity:
learning), the following materials can be used: Given a picture of a bike, the students
a. picture of a bike; will trace secants using a blue colored
pen, tangents using red colored pen,
segments using yellow and sectors
using green colored pen.
2. Guide questions:
a. Describe a secant.
b. Describe a tangent.
c. Describe a segment.
d. Describe a sector.

25. Proves theorems on secants, M10GE-IIe-

tangents, and segments.
26. Solves problems on circles
f-1
M10GE-IIf- In the development of the lesson The teacher may formulate the
2 (dependent learning), application activity/problem in this manner:
(independent learning), and assessments 1. Two umbrellas whose radius is of
(formative and/or summative tests), any of different length will be presented to
the following materials can be used in the the class. The teacher then will raise
the question, “During rainy days which
formulation of activities and/or problems: of the two umbrellas would you prefer

a. 2 different sizes of umbrellas
b. Tires
c. Circular wall clock
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to use, the one with a shorter radius or
the one with the longer radius?”
2. The students’ answer to the question
shows their understanding to the
relationship of the circumference of
the circle and its radius.
3. In on the right, measure of
arc = 450 and the length of the radius is

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8cm. What is the area of the shaded
region?

COMPETENCIES
Continuation (26) . . .
27. Derives the distance formula.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
T
H O
45 O
M10GE-IIg- In the development of the lesson The teacher may formulate the
H
1 (dependent learning), application activity/problem in this manner:
(independent learning), and assessments 1. Cut out right triangles, let the
(formative and/or summative tests), any of students find the measure of all the
the following materials can be used in the length of the sides of the triangle.
formulation of activities and/or problems. 2. Paste the triangle on the graphing
a. Cut out right triangles board, label the vertices with A, B,
b. Ruler/meter stick and C where AB will be the
c. Graphing board hypotenuse.
3. How many units is A away from C?
Is your answer the same with the
measure of AC you got previously?
4. How far is B from C? Is your answer
the same with the measure of BC
you got previously?
5. How many units is A away from B?
(students can’t determine the
number of units based from the
figure on the Cartesian plane)
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 HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
Continuation (27) . . . 6. Let’s go back with AC and BC, how are
the coordinates of A and C contribute
in finding the distance between them?
Likewise with B and C. (This will now
lead to the derivation of the distance
formula)
28. Applies the distance formula to M10GE-IIg- In the development of the lesson The teacher may formulate the
prove some geometric 2 (dependent learning), application activity/problem in this manner:
properties. (independent learning), and assessments 1. To prove geometric properties using

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(formative and/or summative tests), any of the methods of coordinate
the following materials can be used in the geometry, consider the following
formulation of activities and/or problems. guidelines for placing figure on the
a. Any rectangular objects coordinate plane.
b. Cut out of any geometric figures a. Use the origin as vertex or center
c. Graphing paper of a figure.
b. Place at least one side of a
polygon on an axis.
c. If possible, keep the figure within

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the first quadrant.

COMPETENCIES
Continuation (28) . . .
29. Illustrates the center-radius form
of the equation of a circle.
d. Use coordinates that make
computation simple and easy.
e. Prove that the diagonals of a
rectangle are congruent using
the methods of coordinate
geometry.
2. (Given: ABCD with
diagonals and . Prove .
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
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M10GE-IIh- In the development of the lesson The teacher may formulate the activity
1 (dependent learning), application through a game:
(independent learning), and assessments 1. Procedures of the game ( PAINT ME
(formative and/or summative tests), any of A CIRCLE):
the following materials can be used in the a. Divide the class into two groups.
formulation of activities and/or problems: b. The teacher will give the center
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a. Tiled floor and the radius of the circle and
 b. Romblon mat the group will illustrate it using
c. Graphing paper their selves on the tiled floor.
c. The group will assign one
member to act as the point of
origin and one to act as the
center of the circle
d. The groups will be given 15
seconds to illustrate and then let
them freeze.
e. The first group to earn 5 points
will be declared as the winner.
f. In this activity, the standard form
of the equation will be
formulated.
(x – h )2 + ( y – k )2 = r2

COMPETENCIES
30. Determines the center and
radius of a circle given its
equation and vice versa.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
M10GE-IIh- In the application (independent learning), The teacher may formulate the
2 and assessments (formative and/or activity/problem in this manner:
summative tests), any of the following 1. Pair the students. In a graphing

materials can be used in the formulation of
activities and/or problems.
a. Graphing paper
b. Rubber band/garter (3inches)
c. Push pins
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paper using the push pins, the
student will locate the center of the
circle. Pin one end of the rubber
band on the push pin; hold the
other end of the rubber band to
locate the circumference of the
circle.

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2. Find the center and the radius of a

31. Graphs a circle and other
geometric figures on the
coordinate plane.
COMPETENCIES
Continuation (31) . . .
32. Solves problems involving M10GE-IIi-j- In the application (independent learning), The teacher may formulate the
circle, given:
a. ( x – 2)2 + ( y – 7)2 = 62
b. ( x + 5)2 + ( y – 3)2 = 122
c. X2 + y2 – 8x + 2y – 32 = 0
3. Find the equation, given:
a. Center at ( -4, -9), radius is 8
b. Center at (4, -1), radius is 7
M10GE-IIi-1 In the development of the lesson The teacher may formulate the
(dependent learning), application activity/problem in this manner:
(independent learning), and assessments 1. Given Equations:
(formative and/or summative tests), any of a. ( x – 2)2 + ( y – 7)2 = 62
the following materials can be used in the b. ( x + 5)2 + ( y – 3)2 = 122
formulation of activities and/or problems: c. X2 + y2 – 8x + 2y – 32 = 0
a. Straw/string or compass 2. With the given equations above,
b. Graphing paper graph the circle following the steps
c. Marker below:
1.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
a. Locate the center of the circle
using push pin. Pin one end of
the string on the center of the
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circle and on the other end is a
marker; make sure that the
length of the string is equal to
the length of the given radius of
a circle.
b. Rotate the end of the string with
the marker around the center to
form the circle.
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 geometric figures on the 1 and assessments (formative and/or activity/problem in this manner:
coordinate plane. summative tests), any of the following 1. A map is drawn on a grid where 1
materials can be used in the formulation of unit is equivalent to 1 meter. On the
activities and/or problems. same map, the coordinates of the
a. Improvised map of the existing landmarks point corresponding to Mandaue
in the community (market, church, etc) City public market is (1, 4). Suppose
b. Graphing paper
St. Joseph Parish is 65 meter away
c. Marker
from the market. What could be the
coordinates of the point
corresponding to Mandaue city
public market?
THRID QUARTER
33. llustrates the permutation of M10SP-IIIa- In the development of the lesson The teacher may formulate the
objects. 1 (dependent learning), application activity/problem in this manner:
(independent learning), and assessments 1. Call 3 students to stay in front. Ask
(formative and/or summative tests), any of them in how many ways they can
HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
Continuation (33) . . . the following materials can be used in the arrange themselves. Let them show
formulation of activities and/or problems: these ways to the class.
a. Chairs in the classroom a. In how many ways can 3

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b. Books students be arranged in their
c. Students seat?
d. Pens/pencils, etc. b. What method did you use in
order to give the accurate count?
c. Why do you think there is a need
to know the number of possible
ways a certain task can be done?
d. What do you call the

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arrangement of objects/things?
34. Derives the formula for M10SP-IIIa- In the development of the lesson The teacher may formulate the
finding the number of 2 (dependent learning), application activity/problem in this manner:
permutations of objects taken (independent learning), and assessments 1. Perform the following activity:
at a time. (formative and/or summative tests), any of a. Get any 2 candies of different
the following materials can be used in the flavors (orange and apple).
formulation of activities and/or problems. 4. a.1 In how many ways can you
a. Candies of different flavor/brand 5. arrange the candies 1 pc
b. Pens/pencils 6. at a time.
7. a.2 In how many ways we
8. arrange the candies both
9. pieces at a time?
b. Get any 3 candies of different
flavors (orange, apple, mango)
10. a.1 In how many ways can
11. you arrange the candies 1
12. pc at a time.
13. a.2 In how many ways can
HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
Continuation (34) . . . 14. you arrange the candies 2
15. pieces at a time
16. a.3 In how many ways we

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17. arrange the candies 3
18. pieces at a time?
c. Get any 3 candies of different
flavors (orange, apple, mango,
grapes)
19. a.1 In how many ways can
20. you arrange the candies
21. 1 pc at a time.

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22. a.2 In how many ways can
 23. you arrange the candies
24. 2 pieces at a time.
25. a.3 In how many ways we
26. arrange the candies 3
27. pieces at a time?
28. a.4 In how many ways we
29. arrange the candies 4
30. pieces at a time?
d. Record the results on the table
below
# of objects (n) # of objects # of possible
taken at a time arrangements
(r)

HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
Continuation (34) . . . a.1 What do you call each
arrangement?
a.2 Can you find any pattern

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in the results?
a.3 Can you think of other
ways of finding these
answers?
e. The answer of the follow up
question will lead to the derivation
of the formula of permutation:
P(n, r) = ,
nr

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P(n, n) =
 n!
35. Solves problems involving M10SP-IIIb-1 In the development of the lesson (dependent The teacher may formulate the
permutations. learning), application (independent learning), activity/problem in this manner:
and assessments (formative and/or summative 1. Suppose we have 10 potted plants and
tests), any of the following materials can be we wish to arrange 6 of them in a row.
used in the formulation of activities and/or In how many ways can this be done?
problems: 2. In how many ways can 5 mathematics
a. Potted plants books be arrange in a shelf?
b. Hair clips
c. Books, etc.
36. Illustrates the combination of M10SP-IIIc-1 In the development of the lesson (dependent The teacher may formulate the
objects. learning), application (independent learning), activity/problem in this manner:
and assessments (formative and/or summative 1. Let them wear the following (2 skirts
tests), any of the following materials can be and 3 blouse) at a time.
used in the formulation of activities and/or 2. Record each possible choice.
problems: 3. Did it matter in what order you
a. 2 skirts and 3 blouses selected the objects? Justify your
b. 3 kinds of biscuit and 2 flavor of juices answer.
4. What do you call each unique
selection?
HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
37. Differentiates permutation from M10SP-IIIc-2 In the development of the lesson (dependent The teacher may formulate the
combination of objects taken at a learning), application (independent learning), activity/problem in this manner:

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time. and assessments (formative and/or summative 1. The teacher will present 10 situation
tests), any of the following materials can be involving permutation and/or
used in the formulation of activities and/or combination. Let them identify which
problems: of the situation describe a permutation
a. 2 skirts and 3 blouses or combination.
b. 3 kinds of biscuit and 2 flavor of juices
2. How do you determine if the situation
c. Combination lock
involves permutation? Combination?
d. Lottery ticket
3. How do you differentiate permutation
e. Test questions, etc.

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and combination?
38. derives the formula for finding
the number of combinations of
objects taken at a time.
COMPETENCIES
Continuation (38) . . .
M10SP-IIId-1 In the development of the lesson (dependent The teacher may formulate the
learning), application (independent learning), activity/problem in this manner:
and assessments (formative and/or summative Let the students perform the following:
tests), any of the following materials can be 1. Get 2 marbles (ex: white and blue).
used in the formulation of activities and/or a. How many possible selections will
problems: be made if you select a marble one
a. Marbles of different colors inside a at a time?
transparent bowl b. How many possible selections will
b. Letters in the alphabet be made if you select 2 marbles at a
time?
2. Get 3 marbles at a time
a. How many possible selections will
be made if you select a marble one
at a time?
b. How many possible selections will
be made if you select 2 marbles at a
time?
c. How many possible selections will
be made if you select 3 marbles at a
time?
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
3. Get 4 marbles at a time
a. How many possible selections will
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be made if you select a marble one
at a time?
b. How many possible selections will
be made if you select 2 marbles at a
time?
c. How many possible selections will
be made if you select 3 marbles at a
time?
d. How many possible selections will
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be made if you select 4 marbles at a
time?

COMPETENCIES
Continuation (38) . . .
39. Solves problems involving
permutations and combinations.
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
M10SP-III-d- In the development of the lesson (dependent
e-1 learning), the following materials can be used
in the formulation of the problem: seating
arrangement, family picture and potted plants
Record the results on the table below
# of objects # of objects taken # of possible
(n) at a time (r) arrangements
Answer the following questions:
a. Did it matter in what order you
selected the objects? Justify.
b. What do you call each unique
selection?
c. Can you find any pattern in the
results?
d. Can you think of other ways of
finding these answers?
HOW
(Tell how and/or what part of the lesson
may be contextualized)
The answers to these guide questions will
lead to the derivation of the formula for
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combination of n objects taken r at a time
which is
C (n, r) = , n r 0
In the formulation of the problem, these
materials will be used. Students create
similar problems of their own involving the
given materials and use concept in
Permutation to solve their own problem.
For example:
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1. In how many ways can 4 men and 3

40. Illustrates events, and union and
intersection of events.
M10SP-III-f-1 In the development of the lesson (dependent
learning), the teacher will make use of the
different books in three major subjects: Math,
Eng., Sci that are available among students in a
group.
women arrange themselves in a row
for picture taking if the men and
women must stand in alternate
positions?
2. In a room, there are 10 chairs in a row.
In how many ways can 5 students be
seated in consecutive chairs?
Illustrate how many books are there in each
subject available. Then draw a Venn
diagram illustrating the three major
subjects.
E
Find:
1. M E
2. ES
3. MES
M S

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HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
41. Illustrates the probability of a union M10SP-IIIg-1 In the development of the lesson (dependent In the activity, these materials will be used.
of two events. learning),the teacher can make use of any two Students will be asked to record the
combinations of the given objects: probability of events occurring like tossing a
a. Die die once, twice, and a combination of a die
b. Coin and a coin.

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c. deck of cards
 d. balls of different colors
42. Finds the probability of () M10SP-IIIg- In the application of the lesson (independent
h-1 learning),the teacher can make use of any set
of objects:
a. die
b. deck of cards
c. letters in the English Alphabet
43. Illustrates mutually exclusive events. M10SP-IIIi-1 In the development of the lesson(dependent),
the teacher will make use of red , blue and
yellow marbles together with a box.
44. Solves problems involving probability. M10SP-IIIi-j-1 In the development of the lesson, the teacher
will make use of the 3 colored pens: black ,blue
and red.
HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may
be localized)
Continuation (44) . . .
FOURTH QUARTER
45. Illustrates the following measures of M10SP-IVa-1 The teacher will make use of any of the
position: quartiles, deciles and following visual presentations:
percentiles. a. NCAE results and Form 138(Card)
In the assessment, the teacher may make
use of any capital letter to represent the set
of objects and find its respective probability.
For example,
Event: rolling a die once
Let P(A) ={set of odd numbers)
P(B) ={set of even numbers)
Find:
The teacher will formulate the problem. For
example:
1. Dave puts 25 marbles in a box in which
10 are red , 8 are blue, and 7 are
yellow. If Dave picks one marble at
random, what is the probability that he
selects a red marble or a yellow
marble?
The teacher will show to the class a
problem:
1. Nikki has 4 black pens, 3 blue pens and
2 red pens in his school bag. Nikki
randomly picks two pens out of his
school bag. What is the probability that
Nikki chose two blue pens, if he
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HOW
(Tell how and/or what part of the lesson
may be contextualized)
replaced the first pen back in his
pocket before choosing a second pen?
Using the visual presentation, the following
questions will be asked:
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1. What can you say about the pictures.
(To illustrate measure of position).

46. Calculates a specified measure of
position (e.g. 90th percentile) of a
set of data.
47. Interprets measures of position.
COMPETENCIES
Continuation (47) . . .
48. Solves problems involving measures M10SP-IVd-e-
of position.
M10SP-IVb-1 In the development of the lesson (dependent),
the teacher may make use of:
a. Ages of the students (by group)
b. Class nutritional status
M10SP-IVc-1 In the application of the lesson (independent
learning), the teacher will make use of the
Third Quarter Test scores of students in Math.
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
In the assessment of the lesson (independent
1 learning), the teacher can make use of any of
the following real-life situations:
a. Number of customers who visited in a
coffee shop in a day.
b. Number of students who stayed in an
2. Using the NCAE result, which of the
subjects you got the highest score? the
lowest score? (to illustrate Upper and
Lower quartiles)
3. Compare Q2, D5, and P50.
During the activity, the teacher asks
students to form a group of 10 and let them
list the ages of their groupmates. They will
answer the following questions:
a. What is the Q1 , Q2 and Q3 of their
ages?
b. How many students belong to Q1 ,
Q2 and Q3 in terms of their ages?
In the formulation of the problem, test
scores will be utilized in interpreting
measures of position. For example: In a 50-
item test, Razel got a score of 38 which is
the third quartile. This means that:
a. she got the highest score.
b. her score is higher than 25% of her
classmates.
c. she surpassed 75% of her
classmates.
d. seventy-five percent of the class did
HOW
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(Tell how and/or what part of the lesson
may be contextualized)
not pass the test.
In the construction of the problem
(assessment), the given real-life situation
will be used. For example:
1. The owner of a coffee shop recorded
the number of customers who came
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into his café each hour in a day. The
results were 14, 10, 12, 9, 17, 5, 8, 9,
 Internet Café in a day.
49. Formulates statistical mini-research. M10SP-IVf-g-1 In the application of the lesson (dependent),
the teacher may utilize short – term sample
mini research with the complete data gathered.
(You may make use of the data gathered from
the students in the previous competency).
50. Uses appropriate measures of M10SP-IVh-j-1 In the application of the lesson (dependent
position and other statistical learning), the teacher may utilize short – term
methods in analyzing and sample mini research with the complete data
interpreting research data. gathered. (You may make use of the data
gathered from the students in the previous
competency).
14, 10, and 11. Find the lower quartile
and upper quartile of the data.
In the conduct of the mini- research,
students will be able to identify problems in
the locality which are good to consider as a
study. For example:
1. What are the top three School Canteen
menus where most of the students
buy?
2. What are the causes for not coming to
school?
In the analysis and interpretation of the
research data, you may present the data in
any of the following forms:
A. Textual
The weights of the students in a class
are the following: 69, 70, 75, 66, 83, 88,
66, 63, 61, 68, 73, 57, 52, 58, and 77.
a. Compute the 15th percentile.
b. What does P15 means?
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B. Tabular
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 PREPARED BY:

Ana Marie V. Remarca - Tabok NHS

Aileen S. Lauron - Casili HS
Wilma B. Malazarte - Labogon NHS
Sheila O. Carpela - Cabancalan NHS
Catherine B. Mertado - Jagobiao NHS
Perla M. Maningo - Canduman NHS
Florevic M. Bete - Subangdaku TVS
Janith S. Beniga - Don Gerardo LlONHS
Ruthel O. Yupte - Paknaan NHS
Irineta J. Algones - Paknaan Night HS
Razel S. Yap - Canduman NHS
Lorelie D. Rivera - Cabancalan NHS

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