Grade Level 10 Quarter/Week No.

3rd Quarter
Semester Region VIII
Learning Area Mathematics Teaching Date
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 The learner solves problem involving probability. (M10SP-IIIi-j-1)
Competencies/ At the end of the lesson, students are expected to attain at least 85%
Objectives proficiency level, specifically to:
• differentiate dependent and independent events;
• solve problems involving dependent and independent events; and
• apply the concept of independent and dependent events in a real-life
context.
II. CONTENT INDEPENDENT AND DEPENDENT EVENTS
III. LEARNING
RESOURCES
A. References
1. Learner’s Material Aberin, M. A. Q., et al. (2015). Mathematics - Grade 10 Learner's Module.
pages Department of Education.
2. Additional Material Statisticshowto. (n.d.). Probability and Statistics: Independent and Dependent
from online Events. Retrieved from https://www.statisticshowto.com/probability-and-
statistics/dependent-events-independent/
B. Other Learning PowerPoint presentation, projector, laptop, worksheets, colored paper, bond
Resources paper, chalk.
IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
PRELIMINARIES Class, let us all stand up and let us
ACTIVITIES pray.
Class Routine (Students will stand)
Miya, please lead the prayer.
Let us put ourselves in the holy
presence of the Lord. Our Father, you
are in heaven, Holy be thy name, thy
kingdom come, thy will be done on
Earth as it is in heaven. Give us this
day our daily bread and forgive us our
trespasses, as we forgive those who
trespass against us, and lead us not
into temptation but deliver us from evil.
Amen.
God day, class. It is nice to see you
all.
Good morning, sir. Good morning
classmates.
Before you take your seats, kindly
pick up the pieces of paper under your
chair and throw it in the trash bin at
the back. Also, please arrange your
chairs.
(Students clean their respective areas)
Thank you, you may now settle down.
(Students take their seats)
Class, is there anyone absent today?
None, sir.
It is nice to hear that no one is absent
today. I'd like to provide a quick
reminder of our classroom R.U.L.E.S.
Everybody, read.
1. R – Respect Everyone
2. U – Use Polite Language
3. L – Listen Attentively
4. E – Engage Responsibly
5. S – Stay Focused
Thank you, everyone.
ELICIT Before we proceed to our new lesson
A. Reviewing previous for today, what was our topic last
lesson or presenting meeting? Anyone from the class?
the new lesson (Students raise their right hand)
Yes, Novaria?
Sir, our topic last meeting was all about
operations of set.
Correct, very good! And what are the
operations of set, Balmond?
Sir, there are five operations of set and
those are the union of two sets,
intersection of two sets, complement of
a set, set difference, and cartesian
product.
For me to check whether you
understood the topics we discussed in
our last meeting, let's assess through
a game called SetMotions. I will
describe situations related to set
operations, and you will respond with
actions.
ACTIVITY 1
SetMotions

Instructions: Respond to descriptions

of set operations through physical
actions as follows: cover your mouth
for the union, gently hold your neck for
the intersection, cover the back of your
neck for the complement, cover your
eyes for set difference, and cover your
ears for Cartesian product.
When I say 'lights, camera, action,'
perform the action corresponding to
the set operation I mentioned. Am I
clear?
Yes, sir!
Let’s begin.

Situation 1
You have a group of students
interested in basketball and another
group interested in soccer. Determine
the combined list of students who are
interested in either basketball, soccer,
or both.
Lights, camera, action!
(Students cover their mouth)
Situation 2
Imagine a group of friends with
diverse tastes in movies, such as
action and comedy. Identify the
movies that none of the friends prefer,
representing those that are not part of
either the action or comedy genres.
Lights, camera, action!
(Students cover the back of their neck)
Situation 3
Your restaurant offers various pizza
toppings, such as pepperoni,
mushrooms, and olives, and different
crust options, such as thin crust and
thick crust. Determine all possible
combinations of toppings and crusts
for creating a diverse pizza menu.
Lights, camera, action!
(Students cover their ears)
Situation 4
 In your class, some students play
musical instruments, while others
participate in the school choir. Identify
the students who are involved in both
playing musical instruments and
being part of the school choir.
Lights, camera, action!
(Students gently hold their neck)
Situation 5
Among your colleagues, some are
proficient in project management,
while others excel in software
development. Identify colleagues who
are skilled in project management but
not in software development.
Lights, camera, action!
(Students cover their eyes)
It seems like the lesson from the last
meeting really sank in your minds.
This time, we’ll dive into a new
discussion. With that, I want you to
listen attentively and engage in our
discussion.
ENGAGE Let us play a game called Symbolic
B. Establishing a Symphony Showdown. Students will
purpose for the be divided into four groups, and each
lesson group will draw five dominoes from a
box, with each domino representing a
specific symbol like for rain or
for a sunny day. The challenge begins
as groups have 30 seconds to
creatively connect the symbols based
on their reasoning. Following the
drawing phase, each group will
discuss and finalize their connections
within a 1-minute time limit. One
member from each group will then
explain their connections to the class.
Your performance will be judged
according to rubrics. The group with
the highest total score will be declared
the winner of the game.

This is a group activity and since we

already have a 4-column chair
arrangement. The first column would
be group one, the second would be
group two, the third would be group
three, and the last column would be
group four.

Am I clear?
Yes, sir.
Let’s get started.

ACTIVITY 2
Symbolic Symphony Showdown

Instructions: Each group will draw five

dominoes with symbols. Within 30
seconds, groups will creatively
connect the symbols, discuss their
reasoning within one minute, and
present their connections to the class.
Congratulations to the winning group
and to all the other participating
teams. Give yourselves a round of
applause.

As we wrap up the Symbolic

Symphony Showdown, let's reflect on
the connections you made during the
game. Did you notice how the
occurrence of one symbol often
influenced or depended on the
presence of another?
Yes, sir. We observed that certain
symbols seemed to have a connection,
where the occurrence of one symbol
influenced or depended on the
presence of another during the
Symbolic Symphony Showdown.
Any guesses on what specific topic
within this theme we might be delving
into?
None, sir.
This idea of interdependence brings
us to our new topic for today:
independent and dependent events in
probability. Just like how the symbols
in the dominoes influenced each
other's presence, we'll explore how
events can be connected and impact
each other in the realm of probability.
Get ready for an exciting journey into
understanding the relationships
between different events! But before
we proceed, please everybody read
our learning objectives.
At the end of the lesson, students are
expected to attain at least 85%
proficiency level, specifically to:
 • differentiate dependent and
independent events;
• solve problems involving
dependent and independent
events; and
• apply the concept of
independent and dependent
events in a real-life context.
Very well! I hope that these objectives
will linger in your mind and guide your
learning.
EXPLORE Now, let's engage in another group
C. Presenting activity with the same groupings,
examples/instances known as 'Card Odds.' I will distribute
of the new lesson a deck of cards to each group. Your
task is to draw cards from the deck,
altering the method of drawing in
different rounds. In Round 1, draw a
card and return it to the deck before
the next draw (replacement). For
Round 2, draw a card and do not
return it to the deck before the next
draw (no replacement). Record the
outcomes of your card draws for each
round and calculate the probabilities
of drawing specific cards or
combinations in each case. This is
good for 5 minutes. Let’s begin.

ACTIVITY 3
Card Odds

Instructions: Each group will receive a

deck of cards. In Round 1, draw a card
and place it back into the deck before
the next draw, simulating replacement.
In Round 2, draw a card and do not
return it to the deck before the next
draw, representing no replacement.
Record the outcomes of your card
draws for both rounds, and calculate
the probabilities of drawing specific
cards or combinations in each case.
You have 5 minutes for this activity.

Guide Questions:
1. What did you notice when you
drew cards with replacement
(putting the card back into the
deck) in the first round?
2. How did the outcomes change
when you drew cards without
replacement (not putting the
card back) in the second
round?
3. How did changing the way you
drew cards impact the
likelihood of drawing certain
cards or combinations?
Alright! May I call on group 1 to
answer the guide question number 1.
Listen, everyone,
Sir, we noticed that drawing cards with
replacement in the first round resulted
in consistent probabilities for each
draw, as each card had an equal
 chance of being selected in every
round.
Thank you. Please answer guide
question number 2, group 2.
Sir, drawing cards without replacement
in the second round decreased the
likelihood of drawing certain cards, as
the deck became depleted with each
draw, affecting subsequent
probabilities.
Exactly! By observing these changes
in probabilities, we can start to
understand the impact that
replacement has on our outcomes.
For guide question number, group 3.
Sir, changing the way we drew cards
influenced the probability, making
certain cards or combinations more or
less likely depending on whether
replacement was allowed.
Great explanation! So, when we don't
replace the cards, the sample space
decreases, affecting the probabilities.
Great job, everyone! You deserve a
“Great Job Clap.”
1, 2, 3 (clap). 1, 2, 3 (stamp). Great Job
(thumbs-up)!
EXPLAIN Let's think about the different rounds
D. Discussing new we did. In Round 1, we replaced the
concepts and cards back into the deck, while in
practicing new skills Round 2, we didn't. How do you think
#1 these different methods of drawing
cards relate to the concepts of
independent and dependent events,
Cici?
In Round 1, since we replaced the
cards, each draw was the same. I
guess that means the draws didn't
affect each other.
Exactly! In Round 1, each draw was
independent. Two events are
independent if the occurrence of one
event gives us no information about
whether the other event will occur. So,
if two events, 𝐴 and 𝐵, are
independent, the probability of both
events occurring is the product of their
individual probabilities. This can be
written as:
𝑃(𝐴 ∩ 𝐵) = 𝑃(𝐴) × 𝑃(𝐵).

Let's look at an example.

Example: Consider a box that

contains 14 red chips, 12 blue chips,
and 9 yellow chips. A chip is drawn at
random and the color is noted and
then put back inside the box. Then,
another chip is drawn at random. Find
the probability that:
a. both are blue.
b. the first is red and the second
is yellow.
a) Find the probability that both are
blue.
12
𝑃(𝐴) =
35
 12
𝑃(𝐵) =
35
𝑃(𝐴 ∩ 𝐵) = 𝑃(𝐴) × 𝑃(𝐵)
12 12
= ×
35 35
144
=
1225

For letter b, let’s have Arlott.

b) Find the probability that the first is
red and the second is yellow.
14
𝑃(𝐴) =
35
9
𝑃(𝐵) =
35
𝑃(𝐴 ∩ 𝐵) = 𝑃(𝐴) × 𝑃(𝐵)
14 19
= ×
35 35
126
=
1225

Are we good? Do you understand?

Yes, sir.
E. Discussing new Well done! Now, let's move to Round
concepts and 2, where we didn't replace the cards
practicing new skills after each draw. How did this affect
#2 the outcomes, Chip?
The probability changed because the
number of cards in the deck decreased
after each draw, so each draw affected
the next one.
Right! In Round 2, the events are
dependent. When the outcome of one
event affects the outcome of another
event, they are dependent. For
dependent events, the probability of
both events occurring is the product of
the probability of the first event and
the probability of the second event
given that the first event has occurred.
This can be written as:
𝑃(𝐴 ∩ 𝐵│𝐴) = 𝑃(𝐵│𝐴) × 𝑃(𝐴).

Let's use our box of balls again.

Example: Consider a box that

contains 14 red balls, 12 blue balls,
and 9 yellow balls. Suppose that two
balls are drawn one after the other
without putting back the first ball. Find
the probability that:
a. the first is red and the second
is blue.
b. both balls are yellow.
a) Find the probability that the first is
red and the second is blue.
14 2
𝑃(𝐴) = =
35 5
12 6
𝑃(𝐵│𝐴) = =
34 17
𝑃(𝐴 ∩ 𝐵│𝐴) = 𝑃(𝐵│𝐴) × 𝑃(𝐴)
6 2
= ×
17 5
12
=
85
 For letter b, let’s have Yin.
b) Find the probability that both balls
are yellow.
14 2
𝑃(𝐴) = =
35 5
12 6
𝑃(𝐵│𝐴) = =
34 17
𝑃(𝐴 ∩ 𝐵│𝐴) = 𝑃(𝐵│𝐴) × 𝑃(𝐴)
6 2
= ×
17 5
12
=
85
Very good.

Are we good? Do you understand?

Yes, sir.
Excellent! Now we see how the
method of drawing cards affects the
probability outcomes, illustrating the
difference between independent and
dependent events. Understanding
these differences is crucial for
accurately predicting outcomes in
various probability scenarios.
ELABORATE Now, let's engage in another group
F. Finding practical activity. We'll maintain the same
applications of groupings as before, with four groups.
concepts and skills We will play a 'Would You Rather'
in daily living game.

Each group will receive an envelope

containing a manila paper, a marker,
and one 'Would You Rather' scenario.
Discuss and analyze your given
scenario together, and use the manila
paper and marker to visually
represent your analysis. Remember
to collaborate and communicate
effectively within your group, and feel
free to ask questions if you need
clarification.

You'll have 2 minutes to discuss and

answer the problem, then write your
solutions on the manila paper. After
that, each group will have 1 minute to
present your findings. Clarity and
conciseness are key during your
presentation. Please proceed to your
groups.

Please read the instruction and be

guided by our rubrics. Let's start the
timer and get going!
ACTIVITY 4
WOULD YOU RATHER
Instructions:
• Discuss the given scenario
within your group.
• Analyze the options provided,
focusing on calculating
probabilities and expected
values.
• Use the manila paper and
marker to visually represent your
analysis.
 • You have 2 minutes to discuss
and answer the problem.
• Write your solutions on the
manila paper during this time.
• After the discussion time, each
group will have 1 minute to
present their findings to the
class.

Scenario 1: Would you rather play a

game where you have a 70%
chance of winning P10 or a game
where you have a 30% chance of
winning P20?
Scenario 2: Would you rather buy a
lottery ticket where you have a 1 in
100 chance of winning P500 or save
the money for a month and receive
P10 as interest?
Scenario 3: Would you rather flip a
fair coin three times and win P50 if
all flips are heads or flip the coin four
times and win P60 if at least one flip
is heads?
Scenario 4: Would you rather
choose a game where you roll a fair
six-sided die and win P10 if you roll
a prime number or choose a game
where you draw a card from a
standard deck of 52 cards and win
P20 if you draw a red card?

Your 2 minutes have passed. Please

select a representative to present
your answer in front of your
classmates.
Scenario 1
Solution:
• For Option 1:
EV = 70% × P10 = P7
• For Option 2:
EV = 30% × P20 = P6
• Therefore, the better option is to
choose the game with a 70%
chance of winning P10.
Scenario 2
Solution:
• For the lottery ticket:
1
Probability of winning = =
100
0.01,
EV = P500 × 0.01 = 𝑃5.
• For saving the money:
 EV = P10.
• Therefore, the better option is to
save the money and receive P10
as interest.
Scenario 3
Solution:
• For the first option (three-coin
flips):
Probability of getting all heads =
1 1
( )3 = .
2 8
• For the second option (four-coin
flips):
Probability of getting at least one
head = 1 −Probability of getting
1 15
all tails = 1 − ( )4 = .
2 16
• Therefore, the better option is to
flip the coin four times and win
P60 if at least one flip is heads.
Scenario 4
Solution:
• For the first option (rolling a die):
Probability of rolling a prime
3 1
number = = .
6 2
• For the second option (drawing a
card): Probability of drawing a
26 1
red card = = .
52 2
• Since both options have the
same probability of success, the
better option depends on
individual preference. However,
Option 2 offers a higher cash
prize.
Good job! Congratulations to
everyone. Give yourself a round of
applause.
Let me ask, what were the two
G. Making probability events discussed today?
generalizations and Yes, Esmeralda?
abstractions about Sir, the two probability events
the lesson discussed today were independent
and dependent events.
Very good. Then what are
independent events, Miya?
Sir, Independent events are events
where the occurrence of one event
does not affect the occurrence of the
other.
Very well said. How about dependent
events, Gusion?
Sir, dependent events are events
where the occurrence or outcome of
one event does affect the occurrence
or outcome of the other.
Very Good! In real-world scenarios,
how do we differentiate between
independent and dependent events,
and how does these concepts affect
decision-making and predictions?
In real-world scenarios, independent
events are those where the occurrence
of one event does not affect the
occurrence of another, like flipping a
coin and rolling a die. Dependent
events are those where the occurrence
of one event influences the occurrence
 of another, such as drawing two cards
from a deck without replacement.
Understanding these concepts is
crucial for decision-making and
predictions because it helps determine
the correct probabilities of outcomes.
For independent events, we multiply
the probabilities of each event, while
for dependent events, we adjust the
probability based on prior outcomes.
This differentiation ensures accurate
risk assessment and better-informed
decisions.
Very Good! I guess you’ve learned
something from our discussion today.
EVALUATE Since you seem to have mastered our
H. Evaluating learning lesson, let us have a quiz. Get a one
whole sheet of paper and answer
these questions for 5 minutes.

Test 1. Determine whether the events

are independent or dependent. Then,
find the probability.

1. A basket contains 6 apples, 5

bananas, 4 oranges, and 5
guavas. Franco randomly
chooses one piece of fruit,
eats it, and chooses another
piece of fruit. What is the
probability that he chose a
banana and then an apple? (5
points)
2. Karina has 4 black pens, 3
blue pens, and 2 red pens in
her school bag. She randomly
picks two pens out of her
school bag. What is the
probability that she chose two
blue pens, if she replaced the
first pen back in her bag
before choosing a second
pen? (5 points)

Test 2. Essay Type

1. In a basketball tournament,
Team A has a 70% chance of
winning against Team B, while
Team C has a 60% chance of
winning against Team D. Are
the outcomes of Team A's
match and Team C's match
independent or dependent
events? Explain your
reasoning.
 Test 1. Determine whether the events
are independent or dependent. Then,
find the probability.

1. Dependent Events
5 1
𝑃(𝐴) = =
20 4
6
𝑃(𝐵│𝐴) =
19
𝑃(𝐴 ∩ 𝐵│𝐴) = 𝑃(𝐵│𝐴) × 𝑃(𝐴)
6 1
= ×
19 4
3
=
38

2. Independent Events
3 1
𝑃(𝐴) = =
9 3
3 1
𝑃(𝐵) = =
9 3
𝑃(𝐴 ∩ 𝐵) = 𝑃(𝐴) × 𝑃(𝐵)
1 1
= ×
3 3
1
=
9

Test 2. Essay Type

1. The outcomes of Team A's match

and Team C's match are independent
events. This is because the probability
of Team A winning their match does
not affect the probability of Team C
winning their match. Each match's
outcome depends solely on the teams
involved and their respective
probabilities of winning. Therefore, the
events are independent.

Your 5 minutes have passed.

Whether finished or unfinished, pass
your paper.
EXTEND Get your assignment notebook and
I. Additional activities copy your assignment.

Instructions: In your assignment

notebook, write down a detailed
reflection on a specific scenario in
your academic life where probability
was relevant.

1. Reflect on your experiences in

academic settings. Identify a scenario
where probability concepts are
relevant. Discuss how probability
influences decision-making
academic contexts. Provide specific
examples to illustrate your points.
in
In my statistics class last semester, I
faced a scenario where probability
significantly influenced my decision-
making. We were assigned a group
project that required us to predict the
outcome of a series of coin flips, and I
had to decide whether to rely on
theoretical probability or perform
empirical trials. Understanding the
concept of independent events, I
 realized that each coin flip had a
probability of 0.5 for heads and 0.5 for
tails, unaffected by previous flips. I
chose to perform multiple trials to
gather empirical data, which provided
a clearer picture of the law of large
numbers. This experience
underscored the importance of
probability in making data-driven
decisions, as our predictions closely
matched the theoretical probability,
leading to a high accuracy in our
results. This not only helped in
completing the project successfully but
also deepened my understanding of
how probability theories apply in real-
world scenarios, reinforcing my ability
to make informed decisions based on
statistical evidence.

J. REMARKS
K. REFLECTION
A. No. of learners who earned 85% in the evaluation
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 this 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: JOHN PAULO M. LUQUING, BSEd Mathematics III

Checked by:

Approved by:

Noted by: