Republic of the Philippines
Department of Education
. .
Detailed Lesson Plan for Grade 10 Mathematics
I – OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II – CONTENT
III – LEARNING RESOURCES
A. References:
B. Other Learning Resources
IV – PROCEDURES
A. Review of previous lesson
(Preparatory Activity)
MIMAROPA Region
DIVISION OF OCCIDENTAL MINDORO
LUBANG VOCATIONAL HIGH SCHOOL
Lubang, Occidental Mindoro
Teacher – Applicant: Mr. John Luis M. Bantolino
The learner demonstrates understanding of key concepts of combinatorics
and probability.
The learner is able to use precise counting technique and probability in
formulating conclusions and making decisions.
The learner…
- finds the probability of A U B. M10SP-IIIg-h-1
- illustrates mutually exclusive events. M10SP-IIIi-1
Statistics and Probability
The following are the references and resources used to craft the lesson and to
muster examples and problems of the said topic:
 Gonzales, Jacobo and Nocon, Rizaldy. (2015). Essential Statistics: 2015
Edition.
 Alferez, M. S., Duro, M. C. A., (2006). MSA Statistics and Probability.
 Belecina, Rene R., Baccay, Elisa S., Mateo, Efren B., (2016). Statistics
and Probability.
The following links are suggested for additional references and for further
studies:
a. http://mathworld.wolfram.com
b. http://www.khanacademy.org/math
The teacher will secure the following preliminary activities before the start of
the class:
 Prayer (will ask a student to lead the class in prayer)
 Checking of attendance
 Classroom Management (picking up pieces of papers, arrangement
of chairs and cleaning of the board)

B. Establishing a purpose for the
lesson/ presenting the new lesson
C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1 (Leads to
Formative Assessment # 1)
DRILLS:
The students will prepare a ¼ sheet of paper with numbers 1 to 10. The
teacher will show a flash card in which a particular probability situation to
solve. They are to compute for its probability in 10 seconds. After which,
another flash card will be shown up until the tenth flash card. They are allowed
to utilize calculators in solving. From then, another 10 seconds will be given to
finalize their work. The class will then check the work of their classmates, and
have one minute to discuss items they find hard. The scenario says, “In drawing
one (1) card from a standard deck of 52 cards, what is the probability of
getting…”
Item No. Answer Item No. Answer
1.a red card ½ or 50% 6. a 5 of black 1/26 or 3.85%
2. a diamond ¼ or 25% 7. a red odd number 5/26 or 19.23%
3. a face card 3/13 or 23.08% 8. a black card ½ or 50%
4. a club ¼ or 25% 9. a queen 1/13 or 7.69%
5. a red face card 3/26 or 11.54% 10. a joker 0 or 0%
This time, what if we are asked to get the probability of two events such that
we are looking for the probability of “a face card” OR “a 5 of black” how can
we find for its probability?
P(a face card OR a 5 of black) = ?
We need to get its individual probability and add them together.
Therefore, the
P(a face card OR a 5 of black) = P(a face card) + P(a 5 of black)
P( a face card OR a 5 of black) = 3/13 + 1/26
P(a face card OR a 5 of black) = 7/26 or 26.92%
How about the probability of “a red card” OR “a queen”?
Following the solution, we have:
P(a red card OR a queen) = P(a red card) + P(a queen)
P(a red card OR a queen) = ½ + 1/13
P(a red card OR a queen) = 5/26 or 57.69%
But there is something wrong with the solution of the second pair of events,
what do you think the problem is?
For the second example the probability of first event (a red card) contains an
element of the second event (a queen).
Very Good!
Analyzing it carefully, you can see that the first event (a red card) consists of
A , … ,K and A , … , K , which means that the first event also has elements
of the second event (a queen): Q and Q .
Before we solve for the correct answer of the probability of “a red card” or “a
queen”, let’s define first the mutually exclusive and non-mutually exclusive
events.
 Mutually Exclusive Events are events that cannot occur at the same time.
While Non-Mutually Exclusive Events are events that have a common
outcome/s or element/s.

In our two examples, which pair of events are mutually exclusive events?
The first pair of events, because they don’t have the same elements.

Which are non-mutually exclusive events?

The second pair of events, because an element occurs at the same time.

E. Discussing new concepts and
practicing new skills # 2 (Leads to
Formative Assessment # 2)
optional
By definition of mutually exclusive and non-mutually exclusive events, we can
conclude that the probability of compound events under mutually exclusive
events is the sum of their probabilities, while the probability of non-mutually
exclusive events is the sum of their probabilities decreased by the probability
of both occurring.

Therefore, our formula for mutually exclusive and non-mutually exclusive

events is:

MUTUALLY EXCLUSIVE NON-MUTUALLY EXCLUSIVE

Event a face card a 5 of black a red card a queen
Probability 3/13 or 23.08% 1/26 or 3.85% ½ or 50% 1/13 or 7.69%

Venn
Diagram

Formula P(A U B) = P(A) + P(B) P(A U B) = P(A) + P(B) – P(A ∩ B)

Using this concept, what should be the correct formula in solving for the
probability of getting “a red card” or “a queen”?
P(A U B) = P(A) + P(B) – P(A ∩ B)

Therefore, the
P(a red card OR a queen) = P(a red card) + P(a queen) – P(a red card ∩ a queen)
P(a red card OR a queen) = ½ + 1/13 – 1/26
P(a red card OR a queen) = 7/13 or 53.85%

F. Developing Mastery (Leads to Now let’s have this particular experiment, what is the sample space when you
formative Assessment # 3) roll a pair of dice and its corresponding sum?
Fixing skills
(1,1) (1,2) (1,3) (1,4) (1,5) (1,6) (2) (3) (4) (5) (6) (7)
(2,1) (2,2) (2,3) (2,4) (2,5) (2,6) (3) (4) (5) (6) (7) (8)
(3,1) (3,2) (3,3) (3,4) (3,5) (3,6) = (4) (5) (6) (7) (8) (9)
(4,1) (4,2) (4,3) (4,4) (4,5) (4,6) (5) (6) (7) (8) (9) (10)
(5,1) (5,2) (5,3) (5,4) (5,5) (5,6) (6) (7) (8) (9) (10) (11)
(6,1) (6,2) (6,3) (6,4) (6,5) (6,6) (7) (8) (9) (10) (11) (12)
 If your answer is MUTUALLY EXCLUSIVE EVENTS raise a FINGER HEART, if your answer
is NON-MUTUALLY EXCLUSIVE EVENTS raise LIKE.

1.Getting a sum of even or getting a pair result with 6.

- NON-MUTUALLY EXCLUSIVE EVENTS
2. Getting a pair result with 3 or getting a sum less than 4.
- MUTUALLY EXCLUSIVE EVENTS
3. Getting a pair result with 5 or getting a sum less than 5.
- MUTUALLY EXCLUSIVE EVENTS
4. Getting a sum of odd or getting a pair result with 2.
- NON-MUTUALLY EXCLUSIVE EVENTS

It’s your turn now to get the probability of the given events, using the
experiment of rolling two dice and its corresponding sum. Solve it by pair in
your scratch paper.

Find the probability of the following:

1.Getting a sum of even or getting a pair result with 6.
- 2/3 or 66.67%
2. Getting a pair result with 3 or getting a sum greater than 7.
- 11/18 or 61.11%
3. Getting a pair result with 5 or getting a sum less than 5.
- 17/36 or 47.22%
4. Getting a sum of odd or getting a pair result with 2.
- 25/36 or 69.44%

*Always remember that MUTUALLY EXCLUSIVE EVENTS refer to events that

cannot occur at the same time, while NON-MUTUALLY EXCLUSIVE EVENTS refer
to events that can occur at the same time.

G. Finding practical applications of The teacher will throw questions that will engage students interest in
concepts and skills in daily living connecting the lesson to real-life situation and link particular values or
principles it applies.

Question #1: How does mutually exclusive events and non-mutually exclusive
events related to real life?

Question #2: After learning this topic, what particular values now you realized
as important?

H. Making Generalizations and The teacher will reiterate definitions and technique in establishing the concept
abstractions about the lesson learned in this lesson:

Remember:
MUTUALLY EXCLUSIVE EVENTS are events that cannot o cur at the same time.
NON-MUTUALLY EXCLUSIVE EVENTS are events that can occur both at the
same time.
 In solving for the probability of mutually exclusive events we need to add its
individual probabilities. And in solving for the probability of non-mutually
exclusive events we also need to add its individual probabilities and subtract
the probability of elements in which both existing on both events.

I. Evaluating Learning
The teacher equips students with the skills through individual seatwork:
Seatwork:
Suppose you draw a card at random from a standard deck of 52 cards. Find the
probability of each outcome.
a. a seven, an eight or a nine. Ans: 3/13 or 23.08%
b. a club card or a diamond card. Ans: 1/2 or 50%
c. a black card or a King. Ans: 7/13 or 53.85%
d. a face card or a heart card. Ans: 8/13 or 61.54%

J. Additional Activities for Browse on this link to learn mote techniques in solving problem that involves
application or remediation or union and intersection of events in probability.
enrichment
https://www.youtube.com/watch?v=fQqQCVkY

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 lesson 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 it?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers?

Prepared by:

Mr. John Luis M. Bantolino

Teacher-Applicant