Republic of the Philippines
Department of Education
REGION I
SCHOOLS DIVISION OFFICE OF ALAMINOS CITY
SAN VICENTE NATIONAL HIGH SCHOOL
SAN VICENTE, ALAMINOS CITY, 2404 PANGASINAN, PHILIPPINES
MATH 10
School San Vicente Grade 10
GRADE
National High Level
10
School
Teacher Moises Jay A. Learning Mathematics
Rosete Area
Teaching March 12, 2024 Quarter Third
Dates and 10:00-11:00am
DETAILED Time (Jasmine)
LESSON PLAN 11:00 – 12:00
(Cattleya)
A. Content Standard: demonstrates understanding of key concepts of combinatorics and probability.
B. Performance Standard: is able to use precise counting technique and probability in formulating conclusions
and making decisions.
[Link] Competency/ies: Solves problems involving probability. (M1OSP-IIIi-j-1)
D Lesson Objectives: At the end of the period, students are expected to meet the following
standards specifically:
I. OBJECTIVES
a. Identify problems
involving permutations and
combinations
b. Solve problems
involving permutations and
combinations.
c. Appreciate the
importance of permutation
and combination in making
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wise decisions.
a. Identify problems
involving permutations and
combinations
b. Solve problems
involving permutations and
combinations.
c. Appreciate the
importance of permutation
and combination in making
wise decisions.
a. Define the conditional probability
b. Solve problems involving conditional probability
c. Appreciate conditional probability in solving real life problems
GAD CORE INTEGRATION: Shared Responsibilities and Equalized Opportunities
II. CONTENT Quarter 3 MATH 10 Module 7
Topic: Conditional probability
III. LEARNING RESOURCES
A. References
Teacher Guide: Mathematics 10 TG page 300-303
Learner’s Module: Mathematics 10 LM page 346-351
Textbooks: Next Century Mathematics Grade 10 page 445-446
B. Other Learning Resources: online resources
C. Materials: Slide deck
IV. PROCEDURES PRE-DEVELOPMENTAL ACTIVITY
A. Reviewing Review the past lesson.
previous lesson The teacher recalls the previous lesson and asks the following
questions:
what is mutually and not mutually exclusive events
how to solve for the probability of mutually and not mutually
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exclusive events
B. Establishing a At the end of the lesson, learners should be able to:
purpose for the
lesson a. define the conditional probability
b. solve problems involving conditional probability
c. appreciate conditional probability in solving real life problems
C. Presenting Activity
examples/instances
of the new lesson (Identify whether the events are mutually or not mutually exclusive
events.)
Watching and having a snack at the same time
Cooking and singing at the same time
Driving your car while listening to music at the same time
Walking and running at the same time
Riding a bike and going to left or right at the same time
D-Discussing new (The teacher will discuss the new lesson)
concepts and
practicing new skill The conditional probability of an event refers to the probability of that event on the
#1 condition that another event has occurred, The usual notation for “event A occurs
given that event B has occurred” is “A|B” (A given B). The symbol | is vertical line and
does not imply division. P(A|B) denoted the probability that event A will occur given
that event B has occurred already.
We define conditional Probability as follows:
For any two event A and B with P(B) > 0, the conditional probability of A given
that B has occurred is defined by
P ( A ∩B)
P(A|B) =
P( B)
The conditional probability of event B occurring given that event A has occurred is
P ( A ∩B)
P(B|A) =
P( A )
Example 1:
An octahedral die (a die with 8 faces) numbered 1 to 8 is tossed. What is the
probability that the number turns up to be odd given that it is less than 5?
Given: Sample space = {1, 2, 3, 4, 5, 6, 7, 8}
Event A (odd) = {1, 3, 5, 7,}; n(A) = 4
Event B (less than 5) = {1, 2, 3, 4}; n(B) = 4
A ∩ B= {1, 3}; n( A ∩ B)=2
Solution:
P ( A ∩B)
P(A|B) =
P( B)
P(A|B) = 2/8 / 4/8
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2 8
= ×
8 4
1
= ×2
4
2 1
P(A|B) = ∨
4 2
Example 2:
An action research shows that 25% of the CSC test takers failed the test on
the first try and failed again on the second try. Of these takers, 40% failed
the test on the first try. What percent of those who failed the first test also
failed the first test also failed the second test?
Solution:
Let A= event that CSC test taker failed the test on the first try
B = event that CSC test taker failed the test on the second try
A∩ B = event that CSC test takers failed the test on the first try and failed
again on the second try
P ( A ∩B) 25 %
P(B|A) = == = 0.625 or 62.5%
P( A ) 40 %
E. Discussing new Example 3:
concepts and
practicing new skill A jar contains a black and white marbles. Two marbles are chosen without
#2 replacement. The probability of selecting a black marble and then white marble is
0.34, and the probability of selecting a black marble on the first draw is 0.47. what is
the probability of selecting a white marble on the second draw, given that the first
marble drawn was black?
Given: P(A) = (black marble) = 0.47
P(A ∩ B) = 0.34
1
P(B|A) = ?
Solution:
P ( A ∩B)
P(B|A) =
P( A )
0.34
P(B|A) =
0.47
= 0.7234 × 100
= 72.34%
Example 4:
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The probability that it is Friday and that a student is absent is 0.03. Since
there are 5 school days in a week, the probability that it is Friday is 0.2.
What is the probability of that a student is absent given that today is
Friday?
Given: P(A) (Friday) = 0.2
P(A ∩ B) = 0.03
Solution:
P ( A ∩B)
P(B|A) =
P( A )
0.03
=
0.02
= 0.15 × 100
= 15%
F. Developing
Mastery (Leads to
Formative
Assessment 3)
Solve the following
problems completely
.
1. How many ways can 7
students come in first,
second, and third place in
a math contest? Only one
student can earn each
place.
2. There are 6 students in
an English class. For a
certain activity, 4 of those
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students need to form a
group. How many ways
can a group of 4 students
be formed?
(Solve the given problem)
There are 500 students in a certain school. Only 170 students are enrolled
in Physics class and only 100 students enrolled in Biology class. There are
50 students who are talking both Physics and Biology. If a student is
chosen at random.
a. What is the probability that students is talking Physics?
b. What is the probability that students is talking Biology?
c. What is the probability that the students is talking Physics given
that the students is also talking Biology
d. What is the probability that the students is talking Biology given
that the students is also talking Physics?
G. Finding practical (The teacher will present situation or give examples of applications of
applications of concepts and skills in real life situations.)
concepts and skills
in daily living Conditional probability is used in all type of areas in real life including
weather forecasting, sports betting, sale forecasting, and more.
Weather forecaster use conditional probability to predict the likelihood of
future weather conditions, given current conditions.
For example, suppose the following two probabilities are known.
P(cloudy) = 0.25
P(rainy ∩ cloudy) = 0.15
A weather forecaster could use these values to calculate the probability
that it will rain on a particular day, given that it is cloudy out:
H. Generalizing and POST DEVELOPMENTAL ACTIVITY
abstractions about (The teacher will ask some questions to the questions.)
the lesson
1. Explain what is conditional probability
2. How to solve for the probability of conditional probability?
I. Evaluating Directions: Consider the situations below and answer the question that
Learning follow.
A teacher gave two tests to his students namely math and English. 30% of
the students passed both the test and 40% of the students passed the
math test. What percent of those who passed the math test also passed the
English test?
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a. Percentage of passing math test
b. Percentage of passing both test
Assignment
J. Additional
activities for Use the Venn diagram below to answer the following
application or
remediation
1. P(X)
2. P(A)
3. P(X∩ B ¿
4. P(X|A)
Remarks
Reflection
Prepared by: Checked by:
MOISES JAY A. ROSETE JHOAN N. ALCANTARA
Practice Teacher Cooperating Teacher
Address: San Vicente, Alaminos City, Pangasinan
Email: 300253@[Link]