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48.3 Events and The Union and Intersection of Events#

This lesson plan aims to illustrate events and the union and intersection of events. It contains 5 sections: objectives, subject matter, lesson proper, application, and evaluation. The lesson proper involves student activities to identify members belonging to single or multiple groups, as well as word problems calculating probabilities of compound events. It defines the probability of A or B as the sum of probabilities of A and B minus their intersection. The application and evaluation sections involve students performing set operations of union and intersection on given sets.

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Paulo Esguerra
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232 views4 pages

48.3 Events and The Union and Intersection of Events#

This lesson plan aims to illustrate events and the union and intersection of events. It contains 5 sections: objectives, subject matter, lesson proper, application, and evaluation. The lesson proper involves student activities to identify members belonging to single or multiple groups, as well as word problems calculating probabilities of compound events. It defines the probability of A or B as the sum of probabilities of A and B minus their intersection. The application and evaluation sections involve students performing set operations of union and intersection on given sets.

Uploaded by

Paulo Esguerra
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN IN MATHEMATICS 10

I. OBJECTIVE
Illustrate events and the union and intersection of events.

II. SUBJECT MATTER


A. Topic: Probability of Compound Events
B. Subtopic: 48.3. Events and the Union and Intersection of
Events
C. References: 1. Mathematics Learner’s Module G10 by
Callante, et. al., pp. 332 – 334
D. Materials: laptop, DLP, task cards, pictures

III. LESSON PROPER


A. Activity

Where do I belong?
Directions: Students will be divided into six groups. A pair of two groups will
form a circle with their corresponding letter as their group name in such a way
that two or three of each member belong to the other group being paired at the
same time. Each member in the group shall identify himself/herself what group
letter he/she is currently in.
1. How many members are exactly belong to only one group?
2. How many members are exactly belong to both groups?
3. If two members of each group belong to the other;
a. how many members are exactly belong to only one group?
b. how many members are exactly belong to both groups?
c. how many members are in both groups?

Identical Identity
Directions: Students will be grouped according to their character traits. Each
group must have at least five members and three members of each group must
have a dual character traits. Each group will form a circle in such a way that the
members with a dual character traits shall be in the circle being formed.
1. How many members of each group has only one character trait per
group?
2. How many members of each group has two character traits per group?
3. If three members of each group belong to the other;
a. How many members per group are exactly belong to only one
group?

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DepEd - Division of Rizal
LESSON PLAN IN MATHEMATICS 10
b.. How many members are exactly belong to both groups?
c. How many members are in both groups?

“Who am I”
Directions: Assume that A and B are events in a sample space and that Pr(A)
=.40 and Pr(B/A) = .25. With further assumption that Pr(B) = 30.
1. Find Pr(A intersection B).
2. Find Pr (A union B)
3. (A’ intersection B
4. Pr(a/b)

B. Analysis
.
For any two events what is the probability of A or B?

C. Abstraction

REMEMBER

For any two events A and B, the probability of


A or B is the sum of the probability of A and the probability
of B minus the shared probability of both A and B:
P(A or B) = P(A) + P(B) - P(A and B)
Sometimes the word "and" is replaced by ∩, which is the
symbol from set theory that denotes the intersection of two
sets.

IV. Application
Directions: Determine the union and intersection between the following two sets.
Set A {0, 2, 4, 6, 8, 10}
Set B {0, 1, 3, 5, 7, 9}
Set C {0, 1, 2, 3, 4, 5}
Set D {1, 2, 3, 4, 5, 6}
Perform the indicated operation:
1. A υ B
2. A υ C
3. B ∩ C
4. B υ D
5. C ∩ D

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DepEd - Division of Rizal
LESSON PLAN IN MATHEMATICS 10
IV. EVALUATION
Directions: Determine the operation of sets as indicated .
Set A {red, white, blue violet}
Set B {green, blue, red black}
Set C {green black, white purple}
Set D {black, red, blue}
Set E {yellow, red, blue}
Find:
1. A υ C
2. B υ D
3. C ∩ D
4. B ∩ C
5. A υ B

INDEX OF MASTERY
% of ACTION
No. of ITEM/SCORE
SECTION MASTERY TAKEN
STUDENTS
5 4 3 2 1 0

Re-teach
ACTION TAKEN Proceed (75% - 100%) Enrich (51%-74%)
(0% - 50%)

V. CLOSURE

“Not everything that can be counted counts,


and not everything that counts can be counted.”
-Albert Einstein-

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DepEd - Division of Rizal
LESSON PLAN IN MATHEMATICS 10

All Rights Reserved


DepEd - Division of Rizal

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