LESSON LOG OF M10SP-IIIi-j-1 (Week Ten-Day Four)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B .Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
Grade Level Grade 10
Learning Area Mathematics
Quarter Third
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of combinatorics and
probability.
The learner is able to use precise counting technique and probability in
formulating conclusions and making decisions.
Learning Competency: Solves problems involving probability. (M10SP-IIIi-j-1)
Learning Objectives:
1. Solve problems involving conditional probability.
2. Work cooperatively in groups.
3. Show neat and accurate solutions.
Problem Solving involving Conditional Probability
teacher’s guide, learner’s module, manila papers, markers and tape
Pages 301-304
Pages 347- 351
e-Math IV (Advanced Algebra & Trigonometry) by Orlando Oronce and Marilyn
Mendoza; pages 508
https://www.deped-tambayan.com/2023/03/mathematics-7-10-dll-compilation-
3rd.html?fbclid=IwAR0Gg3Bqkn9pcaa1FVcqOY1lfKsnN3ToiSq83mLMHiNSX36sb-
zO04x8OiI
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Review:
If a card is drawn from an ordinary deck of 52 cards, find the probability of
getting a diamond or a face card?
Answer:
13
P (diamond) =
52
12
P (face card) =
52
3
P (diamond face card) = ( 1 king, 1 queen, 1 jack)
52
Therefore.
P ( diamond or a face card) = P (diamond) + P (face card) – P (diamond face card)
13 12 3
= + −
52 52 52
22 22
= or .
52 26
Although the addition rule can be applied to many different situations, there are
still other problems that the said rule will not work. Here is a situation where the
 addition rule cannot be applied.
Let us consider again the die experiment. If we let A the event of getting an odd
number and B the event of getting a number greater than 3 , then

3 3
P(A) = and P(B) = .
6 6

C. Presenting examples/
instances of the new lesson
Suppose that after we toss the die, we are informed that B has occurred. That is,
a face which shows more than 3 dots comes up. What is the probability of A?
When B has occurred, the 6 possible outcomes, {1, 2, 3, 4, 5,6} reduce the
number of possibilities to only 3 {4, 5, 6}. Since one of these corresponds to the
occurrence of A {5}, we say that the probability of getting an odd number given a
1
number greater than 3 has occurred is . In symbols,
3
1 1
P (A/B) = , read as “the conditional probability of A given B is equal to .”
3 3

D. Discussing new concepts Group Activity: (Carousel Method)

and practicing new skills #1
Prepare the problems ahead of time. Write it on a manila paper and post in 6
different stations inside the classroom. Allot 5 minutes for each station. Let the
groups move one station to another to answer the problems.
Refer to Activity 2: More Problems on Conditional Probability on page 347 of
LM and Activity 3: Conditional Probability of Independent Events on page 348 of
LM
1. A proficiency examination for certain technical skills was given to 100
employees of a manufacturing firm. The breakdown of the examination results of
the employees are shown in the table below.

Male (M) Female (F) Total

Pass (P) 24 36 60
Fail (Q) 16 24 40
40 60 100
a. Find the probability that the employee passed the exam, given that he was
24
a male. Answer: P (P/M) = or 0.60.
40
b. Find the probability that the employee was a male, given that a passing
grade was received. .
24
Answer: P (P/M) = or 0.40.
60
c. Find the probability that the employee was a female, given that a passing
grade was received.
36
Answer: P (F/P) = or 0.60.
60
2. Consider the table below showing A as the age group under 30 years old who
purchases 2 different brands of shoes.

Age Group Brand X Brand Y Total

A (under 30 years old) 6% 34% 40%
A’ (30 years and other) 9% 51% 60%
Total 15% 85% 100%
a. What is the probability that a person chosen at random purchases Brand
X? Answer: P ( X) = 0.15
b. What is the probability that a person chosen at random purchases Brand
X and is under 30 years old? Answer: P ( A ∩ X) = 0.06
c. What is the probability that a person chosen at random purchases Brand X
given that he or she is under 30 years old?
P ( X ∩ A)
Answer: P (X/A) =
P( A)

0.06
= = 0.15.
0. 40

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to formative assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
3. A family has two children. What is probability that the younger child is a girl,
given that at least one of the children is a girl?
2
Answer: P (second is G/ at least one G) = .
3
There are three outcomes which are (B, G), (G, B), and (G, G). For the
probability that the younger child is a girl, we have (B, G) and (G, G). So, there are
2 out of three possible outcomes.
4. At a basketball game, 80% of the fans cheered for team A. In the same crowd,
20% of the fans were waving banners and cheering for Team A. What is the
probability that a fan waved a banner given that the fan cheered for team A?
Let W = the event that a fan waved a banner, and A = event that a fan
cheered for team A
0. 20 1
So, P (W/A) = =
0. 80 4
5. The probability that Arnel studies and passes his math test is 0. 45. If the
probability that he studies is 0.80, what is the probability that he passes the
math test, given that he has studied?
P (studies and passes math) = 0.45
P (studies) = 0.80
Thus,
0.45
P (passes math test/he studied) = = 0.56.
0.80
6. The probability that Bobet will be late for work is 0.38. The probability that his
coordinator will find out, given that he is late, is 0.75. What is the probability that
Bobet will be late for work today and that his coordinator finds out?
Let us denote that the event that Bobet will be late as A and B the vent
that the coordinator finds out. Then
P (A) = 0.38
P (B/A) = 0.75
Thus,
P ( A∧B)
P (B/A) =
P( A)
Since we are looking for P ( A and B), we transform the given equation into
P ( A and B) = P (B/A) · P (A)
= (0.75)(0.38)
= 0.285.
Thus, P 9 A and B) = 0.285.
Discussion of the activity by groups. Assign each group one problem to explain to
class. Supplement students’ discussion if needed.
Practice: By pair, let the students solve the problem below:
In a two-die experiment, what is the probability that the sum of the numbers
falling is 8 if it is known that one of the numbers is 5?
Let A denote the event that the sum of the numbers falling is 8 and
let B denote the event that one of the numbers is a 5.
2
36 2
P (A/B) = =
11 11
36
The probability that an event will occur given that another event has already
occurred is called a conditional probability. The formula for conditional
probability is given by:
If A and B are any events, then
 P ( A∧B) P ( A ∩B)
P(A/B) = or P(A/B) =
P (B) P( B)

Let the students solve the problem below.

1. The probability that Rose will visit the parlor and the doctor today is 0.15. If
the probability that she visits the doctor is 0.55, what is the probability that she
visits the parlor, given that she has visited the doctor?
P (visits parlor and visits doctor) = 0.15
P (visits doctor) = 0.55
Therefore,
I. Evaluating Learning P (visits parlor∧doctor )
P ( visits parlor/visits doctor) =
P(visits doctor)
0.15
=
0.55
= 0.27.
Thus, P (visits parlor/visits doctor) = 0.27.

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson 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 use/ discover which I
wish to share with other teachers

Prepared by:

MELINA C. LAURON
MCCNHS