DAILY LESSON LOG OF M10SP-IIIf-1 (Week Six-Day 1)
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: Illustrates events, and union and intersection of events.
(M10SP-IIIf-1)
Learning Objectives:
1. Illustrate events, and union and intersection of events
2. Define simple and compound events; outcome and sample space
3. Display active participation in the discussion and in doing the given task
Union and Intersection of Events
teacher’s guide, learner’s module,
Pages 288-292
Pages 328-334
Next Century Mathematics; pages 422-428
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.
The teacher reviews the Fundamental Counting Principle presenting a situation
to the class.
Sarah Geronimo is planning a concert tour in three cities-Manila, Cebu, and
Davao. In how many ways she can arrange her schedule?
Answer
1 Manila – Cebu – Davao
2 Manila – Davao– Cebu
3 Cebu - Manila – Davao There are 6 possible schedules.
4 Cebu – Davao – Manila
5 Davao – Manila– Cebu
6 Davao– Cebu – Manila
The teacher emphasizes that the Fundamental Counting Principle is necessary
in illustrating events.
 .
The teacher starts the discussion by presenting a Tree Diagram to be used in
determining the outcomes of an experiment of tossing a single coin twice..
First Toss Second Toss Outcomes
H HH

C. Presenting examples/ H (Head)

instances of the new T HT
lesson H TH

T (Tail)
T TT

The teacher discusses with the students the outcomes of the experiment shown
in the tree diagram by asking the following questions:
1. As illustrated in the above diagram, what are the outcomes of tossing a
single coin twice?
2. If a coin is tossed once, how many possible outcomes?
3. What are the possible outcomes of tossing a coin once?
4. What do you call the set of all possible outcomes of an experiment?
Answer:
1. HH,HT,TH,TT
2. 2
3. Head and Tail
4. sample space

D. Discussing new concepts The teacher makes a follow up discussion:

and practicing new skills
#1 A sample space is the set of all possible outcomes of an experiment. The
outcomes of tossing a coin twice are HH, HT, TH, TT. The sample space is
S = { HH , HT , TH ,∧TT } . The outcomes of tossing a coin once are Head and
Tail. The sample space is S = { Head , Tail } . A subset of a sample space is called
an event.
An event may be a simple event or a compound event. A simple event
consists of a single outcome or a single event that cannot be further broken
down into smaller events.
A compound event is any event combining two or more simple events.
When a single coin is tossed, the event that a head appears is a simple event. If
the same coin is tossed twice, the event that two tails appears consecutively is a
simple event, but the event that at least one head appears is a compound event.
The possible outcomes for these compound events are HH, HT, and TH.
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads The teacher lets the students, by group, answer Activity 2 “Understanding
to formative assessment Compound Events” numbers 1-10 on page 330 of the Learner’s Module,
3) assigning two numbers to answer every group.

Answer:
Refer to TG on pages 289-290
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating Learning
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION
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
(The activity in developing mastery in Part IV-F above is already an application of
concepts and skills in daily living, and also Localization and Contextualization)
The teacher summarizes the mathematical skills or principles used to illustrate
and define simple and compound events and sample space through questions
like:
1. What does the tree diagram tell you?
2. How did you determine a sample space?
3. Differentiate an outcome from a sample space. Give another example of an
outcome.
4. Aside from a tree diagram, how else can you find the total number of possible
outcomes?
Answers shall be drawn from the students.
Answer:
1. The tree diagram shows the total number of outcome.
2. The sample space is obtained by listing all the outcomes that are
obtained using the tree diagram.
3. An outcome is an element of a sample space.
4. The total number of possible outcomes can also be found using the
fundamental counting principle (multiplication rule).
The teacher lets the students answer individually the formative assessment.
Given:
R={ A , B , C¿ } S = { P , Q, R , T } M,N,O,P,Q,R
1. List all the outcomes
2. List all the sample space
3. List all the events
Answer:
1. M,N,O,P,Q,R
2. R={ A , B , C¿ }
S = { P , Q, R , T }
3. A , B ,C , P , Q, R , T
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
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
 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 Refer to Part IV-F
which I wish to share with other
teachers

Prepared by:

PERLA M. MANINGO
Canduman NHS