DAILY LESSON LOG OF M10SP-IIIf-1 (Week Six-Day 2)

School Grade Level Grade 10

Teacher Learning Area Mathematics
Teaching Date and Time 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
I. OBJECTIVES 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.
A. Content Standards The learner demonstrates understanding of key concepts of combinatorics and
probability.
B. Performance Standards The learner is able to use precise counting technique and probability in formulating
conclusions and making decisions.
Learning Competency: Illustrates events, and union and intersection of events. (M10SP-
IIIf-1)
C. Learning Learning Objectives:
Competencies/
Objectives 1. Illustrate events, and union and intersection of events
2. Determine the possible outcome and sample space
3. Demonstrate active participation in the discussion and in doing the given task
II. CONTENT Union and Intersection of Events
III. LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages 288-292
2. Learner’s Materials Pages 328-334
Next Century Mathematics; pages 422-428
3. Textbook pages
Grade 10 Mathematics Patterns and Practices Pages 333-339
4.Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://www.deped-tambayan.com/2023/03/mathematics-7-10-dll-compilation-
Resources 3rd.html?fbclid=IwAR0Gg3Bqkn9pcaa1FVcqOY1lfKsnN3ToiSq83mLMHiNSX36sb-
zO04x8OiI

IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
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 previous lesson by letting the students answer the exercise below.
1. A 5- peso coin and a 10-peso coin are tossed. List the elements of the sample
space.
a. If we are interested on whether the 5- peso coin land heads (H) or tails.
b. If we are interested only on the number of tails that appear on a single toss
of two coins.
c. If we are interested on whether the coin match (M) or do not match (D)
Answer:
a.{ H , T }
b. { 0 , 1 ,2 }
c. { M , D }
B. Establishing a purpose The teacher emphasizes that the Fundamental Principle of Counting is necessary in
for the lesson illustrating events.
C. Presenting examples/
The teacher lets the students, in groups of five, do Activity 3 “Intersection and Union of
instances of the new
Events” on page 332 of the Learner’s Module
lesson
.
The teacher discusses with the students the process on how the activity is answered.
Guide Questions:
1. How many students are in the senior high school?
2. How many students participate in athletic?
3. If a student is randomly chosen, what is the probability that the student
participates in drama or athletic?
4. If a student is randomly chosen, what is the probability that the student
participates in drama or band?

Answer:
D. Discussing new
1. The total number of students in the senior class is 345.
concepts and practicing
new skills #1
159
2.
345

227
3.
345

30
4.
345

E. Discussing new
concepts and practicing
new skills #2
Working in pairs, the teacher lets the students answer the following questions.

1. How were you able to find the total number of students in the senior class?
F. Developing mastery 2. How does the concept of set help you in finding the intersection and union of
(leads to formative two or more events
assessment 3) 3. What are some notations that are used in your study of sets that you can still
recall?

Varied Answers drawn from the students.

G. Finding practical
applications of
concepts and skills in
daily living
The teacher summarizes the lesson by asking the following questions:
1. How will you determine a sample space?
H. Making generalizations 2. What are the different ways you used in finding the sample space?
and abstractions about
the lesson Answer:
1. By solving
2. Listing, Tree diagram
I. Evaluating Learning The teacher lets the students answer individually the formative assessment.
 Direction: Write the sample space of each experiment.
1. Polling customers at a shop whether they like (L) or dislike (D) a certain product
2. Denoting the number of girls in 3-child families
3. Tossing a fair coin and then rolling a die if it comes up head (H)
Answer:
1. { L , D }

2. { 0 , 1 ,2 , 3 }
3. The sample space can be obtained by constructing a tree diagram
1
2
H 3
4{ H 1 , H 2 , H 3 , H 4 , H 5 , H 6 , T }
T 5
6
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works?
VI. REFLECTION What else needs to be done to help the pupils/students learn? Identify what help your 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:

PERLA M. MANINGO
Canduman NHS