President Diosdado

School Macapagal High Grade Level 10

School
Nariza Jane B. Learning
Teacher Mathematics
Tamundong Area
Teaching
February 29, 2024 Quarter 3RD
Quarter
Dates

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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 Illustrates mutually exclusive events. (M10SP-IIIi-1)
Competencies Finds the probability of (A U B). (M10SP-IIIg-h-1)
D. Specific Learning At the end of the lesson, the students with at least 80% level of
Objective/s mastery should be able to:
1. describe mutually and non-mutually exclusive events;
2. identify whether the two events are mutually or non-mutually
exclusive events; and
3. find the probability of mutually and non-mutually exclusive
events.
II. CONTENT/SUBTOPIC Mutually and Non-Mutually Exclusive Events
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials Pages 334-340
pages
3. Textbook Pages
4. Additional material
from Learning Resource
(LR) portal
B. Other Learning Kahoot, Google
Resources
IV. PROCEDURES
A. Reviewing previous Routinary Activities
lesson or presenting the  Greetings
new lesson (ELICIT)  Prayer
 Classroom management
 Checking of attendance
 Reminding the classroom rules

Drill
Add and subtract the following fractions. Simplify your final
answer.
2 4 6 2
1. + 4. −
8 8 15 6
2 3 5 3 1
2. + 5. + −
6 5 10 5 2
7 3
3. −
9 9
 MATHEMATIPS
Other way in adding and subtracting dissimilar fractions is
called the BUTTERFLY METHOD.

Ex.1.

Ex.2.

B. Establishing a Activity 1/Review:

purpose for the lesson Students will join a Kahoot game.
(ENGAGE)
Activity 2/Motivation:
Dog Venn Diagram

1. Phoebe likes to eat vegetables and fish while Coco like to

eat chicken liver and fruits.
2. Cass likes to eat pork and chicken while Chloe like to eat
fruits and vegetables.
3. Kuru likes to eat vegetables and chicken liver while Coco
likes to eat chicken liver and fruits.
4. Phoebe likes to eat vegetables and pork, Chloe like to eat
fruits and vegetables and Kuru like to eat vegetables and
chicken liver

(The dog race scoreboard will be used to total the scores from
the activities, and awards will be given to the first group who
reach the finish line.)

C. Presenting Students will describe the Venn Diagram on each situation

examples/ instances of
the new lesson 1. Phoebe likes to eat vegetable and fish while Coco like to
(ENGAGE) eat chicken liver and fruits.
 2. Cass likes to eat pork and chicken while Chloe like to eat
fruits and vegetable.

3. Kuru likes to eat vegetable and chicken liver while Coco

likes to eat chicken liver and fruits.

4. Phoebe likes to eat vegetable and pork; Chloe like to eat

fruits and vegetables, and Kuru like to eat vegetables and
chicken liver.

In situations #1 and #2, the two dogs (events) have no common

like foods (elements). It is an example of Mutually Exclusive
Events.

In situations #3 and #4, the two or three dogs (events) have

common like foods (elements). It is an example of Non-Mutually
Exclusive Events.

D. Discussing new Events that do not have common outcomes are called mutually
concepts and practicing exclusive events.
new skills#1 (EXPLORE)
On the other hand, events that do have common outcomes are
non-mutually exclusive events.

Activity 3: Identify if the following events are Mutually

Exclusive Events or Non-Mutually Exclusive Events?

1. A= {4,5,6,7,8} and B = {9,10,11,12,13}

2. A= {1,3,5} and B = {2,4,6}
3. A = {a,b,c,d} and B = {c,d,e,f}
 4. A= {1,2,3,4,5} and B= {6,7,8,9}
5. A = {a,b,c,d} and B = {c,d,e,f}
6. Rolling a die and tossing a coin
7. Selecting an even number or a prime from a set of numbers
8. Getting a red or a heart from a deck of 52 cards
9. Selecting a female student and a Grade 10 students
10. When rolling a die, an event that an odd number occurs
or a number greater than 4 occurs

Note: The group with the most correct answers will get 3 points
on the score board.
E. Discussing new If two events, A and B, are mutually exclusive,
concepts and practicing then the probability that either A or B occurs
new skills#2 (EXPLORE) is the sum of their probabilities.

In symbols, 𝑃(𝐴 ∪ 𝐵) = 𝑃(𝐴) + 𝑃(𝐵).

If two events, A and B, are non-mutually exclusive events,

then the probability that either A or B occurs
is the sum of their probabilities decreased by
the probability of both occurring.

In symbols, 𝑃(𝐴 ∪ 𝐵) = 𝑃(𝐴) + 𝑃(𝐵) − 𝑃(𝐴 ∩ 𝐵).

Examples:
1. A box contains 3 green balls, 5 blue balls, and 2 yellow balls.
If a ball is picked at random from the box, what is the
probability that a ball picked is a yellow or green ball?

Solution: This event is mutually exclusive because no ball can

be picked that is both yellow and green.
2 3
𝑃(𝑌) = ; 𝑃(𝐺) =
10 10
𝑃(𝑌 ∪ 𝐺) = 𝑃(𝑌) + 𝑃(𝐺)
2 3 5 1
= + = =
10 10 10 2
2. A paper bag contains 5 red sweets, 7 green and 8 blue. If a
sweet is selected at random from the bag, find the probability
that the sweet is either green or blue.

3. A card is randomly selected from a standard deck of 52

cards. What is the probability of obtaining an ace or a black
card?

Solution: This event is not mutually exclusive since a card that

is both an ace and a black card can be drawn. It may be an ace
of spade, or an ace of club.

4. One tile with each letter of the alphabet is placed in a bag,

and one is drawn at random. What is the probability of selecting
a vowel or a letter from the word education?
F. Developing mastery Activity 4: Each group will be given two problems to be
(Leads to Formative answered on a given time. Two representatives from each
Assessment 3) group will explain their answer in front of the class.
(EXPLAIN) Criteria will be used in giving scores.

Group 1:
a. Mario has 45 red chips, 12 blue chips, and 24 white
chips. What is the probability that Mario randomly selects
a red chip or a white chip?
b. You roll a fair six-sided die. Find the probability that the
 die shows an odd number or a number greater than two.
Group 2:
a. A magazine contains twelve pages. You open to a random
page. Find the probability that the page number is seven
or eleven.
b. A bag contains chips numbered from 1 to 14. One chip is
picked at random. Find the probability of an odd number
or a multiple of 3.
Group 3:
a. A basket contains five apples, six peaches, and seven
pears. You randomly select a piece of fruit. What is the
probability that it is an apple or a peach.
b. You roll a fair six-sided die. What is the probability that
the die shows a prime number or a number less than
five?
Group 4:
a. A restaurant serves a bowl of candies to their customers.
The bowl of candies Gabriel receives has 10 chocolate
candies, 8 coffee candies, and 12 caramel candies. Find
the probability that Gabriel will get a chocolate or coffee
candy.
b. A motorcycle license plate has 2 letters and 3 numbers.
What is the probability that a motorcycle has a license
plate containing a double letter and an even number?
Group 5:
a. Of 240 students, 176 are on the honor roll, 48 are
members of the varsity team, and 36 are in the honor roll
and are also members of the varsity team. What is the
probability that a randomly selected student is on the
honor roll or is a member of the varsity team?
b. Suppose that a team of 3 students is formed such that it
is composed of a team leader, a secretary, and a
spokesperson. What is the probability that a team formed
is composed of a girl secretary?

Criteria:
Accuracy - 4 pts. Clarification – 2 pts.
Neatness – 2 pts Cooperation – 2 pts.
G. Finding practical Carl’s basketball shooting records indicate that for any frame,
applications of the probability that he will score in a two-point shoot is 30%, a
concepts and skills in three-point shoot, 45%, and neither, 25%. What is the
daily living probability that Cindy will score either in a two-point shoot or in
(ELABORATE) a three-point shoot?
H. Making 1. When can you say that two or more events are mutually
generalizations and exclusive?
abstractions about the 2. Describe a situation in your life that involves events which
lesson (ELABORATE) are mutually exclusive or not mutually exclusive. Explain why
the events are mutually exclusive or not mutually exclusive.
I. Evaluating Learning Directions: Choose the letter of the correct answer. Write the
(EVALUATE) chosen letter on the blank before the number.
_____1. It is an example of mutually exclusive events.
A. Rolling a die and getting a 3 and an even number.
B. Rolling a die and getting a 5 or a prime number.
C. Rolling a die and getting a 6 or an even number.
 D. None of these
_____ 2. It is NOT a mutually exclusive event.
A. Drawing a diamond or a black card from a deck of
cards.
B. Drawing a Queen or a face card from a deck of cards.
C. Drawing an ace or a face card from a deck of cards.
D. None of these
_____ 3. Given that 𝑋 and 𝑌 are two mutually exclusive events in
a sample space of a random experiment, determine 𝑋 ∩ 𝑌.
A. 𝑋 B. 𝑌 C. 𝑋 ∪ 𝑌 D. ∅
_____ 4. There are 3 English books, 4 Trigonometry books, and 2
Physics books on a shelf. If a book is randomly selected, what is
the probability of selecting an English book or a Trigonometry
book?
A. 1/3 B. 5/9 C. 7/9 D. 4/9
_____ 5. In a deck of cards, what is the probability that a club or
a diamond is drawn?
A. 1/4 B. ¾ C. 1/2 D. 8/13
J. Additional Activities Consider the situation below and answer the questions that
for application of follow.
remediation (EXTEND)
There are a total of 48 students in Grade 10 Charity. Twenty are
boys and 28 are girls. If a teacher randomly selects a student to
represent the class in a school meeting, what is the probability
that a
a. boy is chosen? b. girl is chosen?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons 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: Checked by:

NARIZA JANE B. TAMUNDONG BRIGITTE G. GAGARIN

Master Teache I Mathematics Coordinator

Observed by:

NOLITO R. ESTILLES
Principal I