DAILY LESSON LOG
School Minuyan National High School Grade Level Grade 10
Teacher Jefferson B. Torres Learning Area Mathematics
Teaching Date and Time January 28, 2025 Quarter Third
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of combination and probability.
B. Performance Standards The learner is able to use precise counting technique and probability in formulating conclusions
and making decisions.
Illustrates events, and union and intersection of events. (M10SP-IIIf-1)
C. Learning Competencies/ a. Illustrate union and intersection of events.
Objectives b. Determine the union and intersection of two or more events.
c. Appreciate the importance of the lesson in the real life situations.
II. CONTENT Intersection and union of events
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp. 248 – 252
2. Learner’s Materials pp. 283 – 285
3. Textbook pages Interactive Mathematics IV by Orlando Oronce
4. Additional Materials from
Learning Resource (LR) LCTGs by DepEd Cavite
portal
B. Other Learning Resources Illustrations, activity sheets, Practice Exercises
2016 LCTGs by DepEd Cavite Mathematics 2016
IV. PROCEDURES
BRING YOURSELF
Mechanics:
From your previous groupings, send a representative in each condition.
Condition will be stated which your
representative should be
to satisfy.
The group/s that got
correct answer earns points.
A. Review previous lesson or The group with the number of points the game.
presenting the new lesson
(Elicit) Conditions:
girl…
(with the longest hair)
boy…
(with the smallest
a representative… (with earrings and a
watch)
ARE YOU IN OR OUT
In the next activity, everyone is involved. Go in front if you belong to the given classifications to
be mentioned.
You start moving when I say, “Are you in or out”
Classifications:
a) Math Lovers
B. Establishing a purpose for b) English Lovers
the lesson (Engage) c) Math and English Lovers
d) Another subject please
*How many are Math
Lovers? English
Lovers? Math and English Lovers?
*What mathematical concept was used in the activity?
*What operation in sets denotes the sum of
“a” and “b”? the number of “c”?
C. Presenting examples/
instances of the new lesson TRY THIS…
(Engage) Discuss among
your groups the solution of each problem. No.1 should be answered by group 1, No.
2 by group 2 and so on.
Select a
representative to present and explain your answer in a creative way (e.g. storey
telling)
The extracurricular activities in which the senior class at General Mariano Alvarez Technical
High School participate are shown in the Venn diagram below.
Extra-curricular activities participated by senior students of GMATHS
1. How many students are in the senior class? ______ ( U ) 2.
How many students participate in athletics? ______ ( A )
3. How many students participate in drama or band? ______ ( D
U B)
D. Discussing new concepts 4. How many students participate in drama and band? ______ ( D
and practicing new skills #1 Π B)
(Explore)
5. How many students participate in drama, band and athletics?
______ ( D Π B Π A )
* How were you able to find the total number of students in the
senior class?
* How does the concept of set help you in finding the intersection
and union of two or more events?
THINK-PAIR-SHARE
Students enrolled in a MAPEH class were grouped depending on their skills in dancing. This is
shown in the following Venn diagram.
Answer the following:
1. J Π S Π 20
E. Discussing new concepts 2. J Π S
and practicing new skills #2 3. S Π T
(explore) 4. T Π J
5. J U S
6. S U T
7. T U J
8. How many can dance
jive only?
9. How many can dance salsa only?
10. How many can dance tango only?
●How did you find the activity?
●How is union and intersection of events defined?
F. Developing mastery (leads
to formative assessment 3) ●How is the union and intersection of events determined?
(Explain)
●Using Venn diagram, how are union and intersection of events
illustrated?
A survey was made on students’s pets in a class of 40. The result is presented below.
Go over it and answer the problems that follow.
G. Finding practical
applications of concepts
and skills in daily living Answer the following:
(Elaborate) 1. C Π B Π D
2. C Π D
3. How many have birds?
4. How many have 2 kinds of pets?
5. How many have one kind of pet only?
Solve each problem accurately.
1.) The municipal government of Gen. Mariano Alvarez granted
50 households a livelihood project, 18 took Kabute-culture project, 26 in candle making, and 2
H. Making generalizations and
take both. How many households did not pursue with any of the 2 projects?
abstractions about the
lesson (Elaborate)
2.) A veterinarian surveys
26 of his patrons. He discovers that 14 have dogs, 10 have cats, and 5 have fish. Four have
dogs and cats, 3 have dogs and fish, and one has a cat and fish. If no one has all three kinds of
pets, how many patrons have none of these pets?
I. Evaluating Learning A group of players identified themselves as to what game/s
(Evaluate) they are
going to play. The result is
presented below.
Answer the following:
1. F Π B Π I
2. FΠ B
3. B Π I
4. How many can play football?
5. How many plays baseball only?
B. Study: pp. 233
J. Additional activities or
-How is the probability of the union and intersection of events determined?
remediation (Extend)
- Find the probability of Nos. 1 and 2 in A.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 75
80% of the evaluation
B. No. of learners who require 21
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson YES
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who 10
continue to require
remediation
E. Which of my teaching DISCUSSION
strategies worked well?
Why did these work?
F. What difficulties did I NONE
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized NONE
materials did I use/ discover
which I wish to share with
other teachers
Prepared by: Checked by: Noted by:
JEFFERSON B. TORRES MARIA CYNTHIA C. BASA ALDWIN C. TRINIDAD
Mathematics 10 Teacher Head Teacher II Secondary School Principal IV
