School Grade Level

TUGBO INTEGRATED SCHOOL Grade 10

Teacher Learning Area

JERSON A. NATURAL Mathematics
Teaching Date and
Quarter
Time February 28, 2024 / 1:00-1:50pm Third

I. OBJECTIVES

A. Content
Standards The learner demonstrates the key concepts of combinatorics and probability.

B. Performance The learner is able to use precise counting technique and probability in
Standards formulating conclusions and making decisions.
Learning Competencies: Illustrates the combination of objects.
(M10SP-IIIc-2) Learning Objectives:

C. Learning 1. Define combination.

Competencies/ 2. Identify if the given situation illustrates combination or not.
Objectives
3. Illustrates the combination of objects.
4. Demonstrates cooperation in the task given.

II. CONTENT Combination

III. LEARNING
RESOURCES

1. References Mathematics textbook

2. Teacher’s Guide
Pages 267
pages

3. Learner’s
pp.303-310
Materials pages

4. Textbook pages E-Math by Oronce and Mendoza pp. 345-357

5. Additional
Materials from
Learning Resource
(LR) portal

6. Other Learning
Resources

IV.
PROCEDURES
 To review, the teacher let students answer Activity 2: Put Some Order Here
on page 303 of the learner’s module. This will be done orally.

A. Review previous
lesson or presenting
the new lesson

Guide Questions:

1. In which tasks/activities above is order or arrangement important ?

Explain your answer.

2. In which tasks/activities is order or arrangement not important?

Answer Key:

For numbers 2, 3, 6, 8, order or arrangement is important.

For numbers 1, 4, 5, 7, 9, 10, order or arrangement is not important

B. Establishing a The teacher let the students understand that learning the concept of
purpose for the combination would help them solve problems that involve combination.
lesson

C. Presenting The teacher would emphasize that in the previous activity, the situation where
examples/ instances order or arrangement is not important is called COMBINATION.
of the new lesson
Here are the situations:

1. Choosing 5 questions to answer out of 10 questions in a test.

4. Selecting 7 people to form a Student Affairs Committee

5. Forming triangles from 6 distinct points in which no 3 points are

collinear

7. Drawing a set of 6 numbers in a lottery containing numbers 1 to 45

9. Selecting 3 posters to hang out of 6 different posters

10. Listing the elements of subsets of a given set

Guide Questions:
 1. Why do you think order or arrangement is not important in each situation
above? (Note: Refer the answers to TG on page 260-261)

2. If the situations above suggest combination, how do you define

combination then? (Answer: A combination is a selection of numbers or
objects where order or arrangement is not important.)

1. The teacher divides the class into 3 groups. Each group is tasked to create a
situation that suggests combination. After 10 minutes each group will
present their situation in a creative way ( e.g. rap, drama, song, etc..). Each
group is also tasked as a process observer of one group.
2.

RUBRICS

The group is able to present creatively their situation with clear and
25
correct emphasis of the concept of combination.
D. Discussing new
concepts and The group is able to present their situation with clear and correct
practicing new skills 20
emphasis of the concept of combination but in a not so creative way
#1
The group is able to present creatively their situation but the concept
15
of combination is not so clear

The group presented their situation with no creativity and the

10
concept of combination is not emphasized well

The group presented their output but was not able to finish their
5
presentation

E. Discussing new 1. The teacher facilitates the processing of the activity. The teacher also gives
concepts and additional input.
practicing new skills
#2

The students (by pair) study the following situations and identify if the
situation suggests combination or not.
F. Developing
mastery (leads to 1. Forming a 3 - digit number out of 0, 1, 2, …,9.
formative 2. Choosing three of your classmates to attend to your birthday party.
assessment 3)
Answers:
1. Not a combination
2. Combination

G. Finding practical The teacher let the students realize that learning the concepts of combination
applications of can help them in forming conclusions and making wise decisions in real-life.
concepts and skills in
daily living

H. Making The teacher asks the students to share to the class their understanding of
generalizations and combination. The teacher may call at most three of the students to share in
abstractions about front of the class.
the lesson

The teacher gives the formative assessments:

Identify if the each situation below illustrates combination or not. Give a

short explanation for your answer.

1. Determining the top three winners in a Math Quiz Bowl

2. Assigning 3 different tasks to 5 students
3. Choosing 5 representative from in each class to attend a symposium
4. Picking two different fruits form a fruit baskets that contains guava,
apple, avocado, banana, and orange
I. Evaluating
Learning 5. Number of ways five friends can arrange themselves for a pictorial.
6. Selecting a pair of blouses and a skirts as your OOTD

Answer:
1. Not combination
2. Not combination
3. Combination
4. Combination
5. Not combination
6. Combination

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%

B. Did the remedial

lesson work? No. of
learners who have
caught up with the
lesson.

C. No. of learners
who continue to
require remediation
 D. Which of my
teaching strategies
worked well? Why
did these work?

E. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?

F. What innovation
or localized materials
did I use/ discover
which I wish to share
with other teachers

DAILY LESSON LOG IN M10SP-IIIc-1 (Week Three - Day Two)

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 be
done for developing content knowledge and competencies. These are
I. OBJECTIVES
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 the key concepts of combinatorics and
probability.

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

C. Learning Learning Competencies: Illustrates the combination of objects. (M10SP-IIIc-

Competencies/ 2) Learning Objectives:
Objectives

1. Illustrates the combination of objects.

2. List down the different combination of objects.
3. Identify the number of possible combinations of objects.
4. Demonstrate appreciation of identifying the number of combination of
objects as it can be use in making wise decisions in a daily living.
 II. CONTENT Combination

III. LEARNING teacher’s guide, learner’s module, reference books

RESOURCES

1. References

2. Teacher’s Guide pages Pages 267

3. Learner’s Materials
pp.303-310
pages

4. Textbook pages E-Math by Oronce and Mendoza pp. 345-357

5. Additional Materials
from Learning Resource
(LR) portal

6. Other Learning
Resources

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
IV. PROCEDURES 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.

A. Review previous lesson The teacher asks a student to recall the previous discussion
or presenting the new
lesson

B. Establishing a purpose The teacher lets the students understand that learning the concept of
for the lesson combination would help them solve problems that involve combination.

1. The teacher shows to the class 5 Frutus candies of different flavors

C. Presenting examples/
instances of the new lesson
( strawberry, orange, grape, lemon, and calamansi). The teacher asks one
student to choose 3 candies. The teacher writes his choices on the board.
Then the teacher asks another student to tell the class of his choices. The
teacher again writes the choices on the board. The process continues
maybe up to 5 students. The teacher then asks “ If Jeddah chooses lemon
and grape, and here is Joyce choosing grape and lemon, do they have
different choices?

2. Answer: No

3. The teacher then emphasizes that it is indeed the concept of combination.

The order is not important

D. Discussing new concepts The teacher discusses the situation below and illustrates on the board using
and practicing new skills #1 tree diagram
Determine the number of possible combinations in each situation below by
simply counting.

E. Discussing new concepts
and practicing new skills #2
1.
1. You were task to take charge of the auditions for the female parts
of a stage play. In how many possible ways can you form your cast
of 2 female members if there were 8 hopefuls?
Guide Questions:
1. What counting method did I use in illustrating the different
combinations?
2. Based from the illustration on the board, identify the different
combination and list them on the board.
3. How many different combinations were formed?
Answer:
1.) The teacher must illustrate the Tree Diagram on the board.
2.) 1 and 2, 1 and 3, 1 and 4, 1 and 5, 1 and 6, 1 and 7, 1 and 8
2 and 3, 2 and 4, 2 and 5, 2 and 6, 2 and 7, 2 and 8
3 and 4, 3 and 5, 3 and 6, 3 and 7, 3 and 8
4 and 5, 4 and 6, 4 and 7, 4 and 8
5 and 6, 5 and 7, 5 and 8
6 and 7, 6 and 8
7 and 8
3.) There are 28 combinations
The teacher asks the students to work on the following by pair:
List down the number of possible combinations in the situation below and
determine the number of combinations. Use Tree Diagram or Listing
Method.
1. How many choices of a combo meals with a cup of rice, main dish and
a drink can you select if your cafeteria offers, chicken adobo, pork
chop, and fried fish for main dish for the main dish, and buko juice,
orange juice, calamansi juice and water for the drinks, and they can
choose from a plain rice and an egg rice.
Answer:
List of Combinations: plain rice, chicken adobo, buko juice
Plain rice, chicken adobo, orange juice
Plain rice, chicken adobo, calamansi
Plain rice, pork chop, buko juice
 Plain rice, pork chop, orange juice
Plain rice, pork chop, clamansi juice
Plain rice, fried fish, buko juice
Plain rice, fried fish, orange juice
Plain rice, fried fish, calamansi juice
egg rice, chicken adobo, buko juice
egg rice, chicken adobo, orange juice
egg rice, chicken adobo, calamansi
egg rice, pork chop, buko juice
egg rice, pork chop, orange juice
egg rice, pork chop, clamansi juice
egg rice, fried fish, buko juice
egg rice, fried fish, orange juice
egg rice, fried fish, calamansi juice

There are 18 combinations to choose from.

The teacher asks the students to answer the problem below: The teacher
sees to it that almost everybody has the answer already before asking
somebody to show his answer on the board.

F. Developing mastery
If ice cream is served in cone, in how many ways can Aaron choose his three-
(leads to formative
flavor ice cream scoop if he can choose from, cookies and cream, mango,
assessment 3)
strawberry, ube, quezo, and vanilla.

Answer: 20

G. Finding practical
applications of concepts
and skills in daily living

H. Making generalizations
and abstractions about the
lesson

I. Evaluating Learning The teacher gives the formative assessment

In each situation below, list all possible combination and determine how
many are these combinations.

1.) In how many ways you can answer a True or False test items if there are
5 items only?

2.) In how many ways you can choose your outfit if you have black pants and
blue pants, 3 choices of shirts (red, white, and yellow) and 2 pairs of shoes
(doll shoes and rubber shoes)?
 Answer:

1.) 1, True; 1,False; 2,True; 2,False; 3,True; 3,False; 4,True; 4,False;

5,True; 5,False ; There are 10 possible ways.

2.) (blue pants, red shirt, doll shoes), (blue pants, red shirt, rubber shoes),
(blue pants, white shirt, doll shoes), (blue pants, white shirt, rubber shoes),
(blue pants, yellow shirt, doll shoes), (blue pants, yellow shirt, rubber shoes)
(black pants, red shirt, doll shoes), (black pants, red shirt, rubber shoes),
(black pants, white shirt, doll shoes), (black pants, white shirt, rubber shoes),
(black pants, yellow shirt, doll shoes), (black pants, yellow shirt, rubber
shoes)

There are 12 selections

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?
VI. REFLECTION
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%

B. Did the remedial lesson

work? No. of learners who
have caught up with the
lesson.

C. No. of learners who

continue to require
remediation

D. Which of my teaching
strategies worked well? Why
did these work?

E. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

F. What innovation or
localized materials did I use/
discover which I wish to share
with other teachers