Republic of the Philippines
Department of Education
REGION IV-B MIMAROPA
Division of Romblon
ALCANTARA NATIONAL HIGH SCHOOL
Alcantara, Romblon
DETAILED LESSON PLAN
TEACHER: Jay-ar G. Beloy GRADE LEVEL: Ten (X)
LEARNING AREA: Mathematics QUARTER: Three (III)
TEACHING DATES AND TIME: May 19, 2022 Thursday (9:01 am to 10:00 am)
I. OBJECTIVES
The learner demonstrates understanding of key concepts of
A. Content Standards:
combinatorics and probability.
The learner is able to use precise counting technique and
B. Performance Standards:
probability in formulating conclusions and making decisions.
1. The learners should be able to define mutually exclusive
events.
2. The learners should be able to illustrate mutually exclusive
events (M10SP-IIIi-1).
C. Learning
3. The learners should be able to find the probability of
Competencies/
mutually exclusive events.
Objectives:
4. The learners should be able to give examples of real-life
scenarios involving mutually exclusive events.
5. The learners should be able to appreciate that there are
things in life that cannot happen at the same time.
II. CONTENT Probability of Mutually Exclusive Events
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp. 291 – pp. 293
2. Learner’s Materials Pages pp. 334 – pp. 337
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources Probity Cards, PowerPoint Presentation and lecture notes
IV. PROCEDURES
Teacher’s Activity Students’ Activity
(PRELIMINARY ACTIVITIES) (PRELIMINARY ACTIVITIES)
Prayer, maintains proper arrangement of chairs, Lead the prayer, arrange chairs properly, pick up
maintains cleanliness, checks students’ trashes, receives students learning folders
attendance using seat plan, distribute of students
learning folders
Republic of the Philippines
Department of Education
REGION IV-B MIMAROPA
Division of Romblon
ALCANTARA NATIONAL HIGH SCHOOL
Alcantara, Romblon
A. Reviewing Previous Lesson or Presenting the New Lesson
Teacher’s Activity Students’ Activity
Good morning students! Welcome to another day Good morning students! Welcome to another day
of learning mathematics. I hope and I will make of learning mathematics. I hope that everyone will
sure that everyone will learn new things and is learn new things and is having a great time
having a great time learning mathematics with learning mathematics with me. Before we proceed
me. Before we proceed for today’s lesson let us for today’s lesson let us see how well you have
see how well you have learned your previous learned your previous lesson. Yesterday we have
lesson. Yesterday we have discussed the union discussed the union and intersection of events
and intersection of events and as part of your and as part of your tasks you were asked to
tasks you were asked to construct a Venn construct a Venn diagram of outcomes an
diagram of outcomes. experiment.
Questions:
1. Based on what you have learned, what is a Answers:
Venn diagram? 1. Venn diagram is a figure that illustrates
2. Where do we use Venn diagram? union and intersection of sets.
2. We use Venn diagram to illustrate union
and intersection of events.
Follow-up Questions:
Follow-up Questions:
The teacher may ask about the structure of a
Venn diagram like the region where we put union
and intersection of set and the element not
included in the set.
B. Establishing a Purpose for the Lesson
Teacher’s Activity Students’ Activity
THE HURTLING TRAIN
Republic of the Philippines
Department of Education
REGION IV-B MIMAROPA
Division of Romblon
ALCANTARA NATIONAL HIGH SCHOOL
Alcantara, Romblon
Scenario:
Imagine you are standing beside the railway. In
the distance, you spot a runaway train hurtling
down the tracks towards five workers who cannot
hear it coming. Even if they do spot it, they won’t
be able to move out of the way in time. As this
disaster looms, you glance down and see a lever
connected to the tracks. You realize that if you
pull the lever, the train will be diverted down a
second set of tracks away from the five
unsuspecting workers. However, down this side
track is one lone worker, just as unaware as his
colleagues.
Answer:
Rhetorical Question: This is a rhetorical question. Let the students
So, would you pull the lever, leading to one death realize that there are events that cannot happen
but saving five? Is there any way that you can at the same time.
save six lives?
The learners should be able to give expanded
The teacher will solicit answer from the class. definitions of words. (EN10V-IIIa-13.9)
Answer:
Questions: 1. Mutual: shared, common, the same, both
1. What come first into your mind when you Exclusive: undivided, restricted, limited,
hear or read the word mutual, and only
exclusive? 2. Mutually Exclusive: cannot happen at the
2. With the words you have shared and same time
contributed what do you think mutually
exclusive events mean?
C. Presenting Examples/Instances of the Lesson
Teacher’s Activity Students’ Activity
Visualization of Mutually Exclusive Events
The teacher will use an actual draw box
containing 8 colored balls to visualize mutually
exclusive events.
Okay, I have presented to you an example of Students answer may vary. Assess whether the
mutually exclusive events. Now can anyone give given example describes a mutually exclusive
me a real-life scenario in which two things cannot event.
happen at the same time?
Question: If two things cannot happen at the Answer: No, it does not mean that the other will
same time does it mean if the other took place the not happen. It just the time of their occurrence
other will not? cannot be the same.
Republic of the Philippines
Department of Education
REGION IV-B MIMAROPA
Division of Romblon
ALCANTARA NATIONAL HIGH SCHOOL
Alcantara, Romblon
Activity No. 01: Who’s In – Who’s Out Students will answer Learning Activity Sheet
No. 01: Who’s In – Who’s Out.
Time Allotment: 2 minutes
Directions: Understand the given situation and
identify what is being asked.
Situation: Study the set of 36 Probity number
cards and answer the following questions.
Questions: Answers:
1. What is the total number of Probity number 1. There are 36 Probity number cards in total.
cards? 2. There are a total of five (5) odd green
2. From the set, how many odd green cards cards in the set of Probity number cards.
are there? 3. 5 out of 36 or 13.89%
3. Now compare your answer on number 2 to
your answer on number 1. What percent
do you have of getting an odd green card?
Follow up Questions: Answers:
1. How did you come up with your answer in 1. By counting even green cards in the set
Item No. 2, what did you do? 2. By dividing 9 by 36
2. How did you come up with your answer in
Item No. 3, what did you do?
Discussion: Probability of Mutually Exclusive
Events
In everyday life, there are events that cannot
happen at the same time. We called these
mutually exclusive events. Because mutually
exclusive events cannot happen together, the
probability that both events will happen together
is equal to zero. If A and B are mutually
exclusive events, then P( A∨B)=P( A)+ P(B).
Events A and B have no outcome in common,
the probability that either event may happen is
Republic of the Philippines
Department of Education
REGION IV-B MIMAROPA
Division of Romblon
ALCANTARA NATIONAL HIGH SCHOOL
Alcantara, Romblon
the sum of their individual probabilities.
D. Discussing New Concepts and Practicing New Skills #1
Teacher’s Activity Students’ Activity
Activity No. 02: Looking for Chances Students will answer Learning Activity Sheet
No. 02: Looking for Chances.
Time Allotment: 2 minutes
Direction: Study the figure provided and The learners should be able to perform addition of
determine the chances of getting the following similar fractions. (M4NS-IIg-83)
events. Try to answer the reflective questions.
Situation: Solution:
There are a total of 10 balls in a draw box, two 1. There is a total of three (3) green ball out of
are red, three are green, four are blue, and a 3
10 balls. P ( green )=
yellow. What are the chances of getting the 10
following? (a) a green; (b) a blue ball. 2. There is a total of four (4) blue ball out of
4
10 balls. P ( green )=
10
Reflective Questions:
1. Is there any chance that when you draw a Answers:
ball you get both green and blue? Why or 1. There is no chance of getting a ball that
why not? both green and blue because it is only
2. Can you consider the event of getting a either of the two a blue or a green ball.
green ball and the event of getting blue ball There is no ball inside the box that is both
as a mutually exclusive event? Why or why green and blue.
not? 2. Yes, because you cannot draw a green ball
3. Look for the probability of drawing green and a blue ball at the same time.
balls or blue balls. 3. We add the probability of getting a green
ball and the probability of getting a blue
ball.
P ( green∨blue )=P ( green ) + P ( blue )
3 4 7
P ( green∨blue )= + =
10 10 10
Republic of the Philippines
Department of Education
REGION IV-B MIMAROPA
Division of Romblon
ALCANTARA NATIONAL HIGH SCHOOL
Alcantara, Romblon
E. Discussing New Concepts and Practicing New Skills #2
Teacher’s Activity Students’ Activity
Activity No. 03: Let’s Put into Visuals Students will answer Learning Activity Sheet
No. 03: Let’s Put into Visuals.
Time Allotment: 2 minutes
Direction: From the situation earlier, create the Answer:
Venn diagram of outcomes and use the following
icons to represent the elements of the
experiment.
F. Developing Mastery (Leads to Formative Assessment 3)
Teacher’s Activity Students’ Activity
Activity No. 04: Are We Mutually Exclusive? Students will perform a group activity.
Time Allotment: 5 minutes The learners should be able to count the number
of occurrences of an outcome in an experiment
using systematic listing. (M8SP-IVf-g)
Direction: The class will be divided into four (4) Rubrics: see attachment
groups. Each group will be given materials to
perform the activity. They will be given a specific
event and they are tasked to illustrate the
following outcomes by posting correct visuals on
a Venn diagram. Each group will have a
representative to present their output to the class.
Group 1: From a set of number tiles from 1 to 20 Solution: Group 1
let A be the event of getting an even number tiles
and B the event of getting a multiple of 4.
Group 2: There are 16 balls in total let A be the
Republic of the Philippines
Department of Education
REGION IV-B MIMAROPA
Division of Romblon
ALCANTARA NATIONAL HIGH SCHOOL
Alcantara, Romblon
event of getting a red ball and event B getting a Solution: Group 2
yellow ball.
Group 3: From the set of Probity number card let
A be the event of drawing a card less than 5 and Solution: Group 3
event B getting green card.
Group 4: In rolling a fair die let A be the event of
getting an odd face and event B getting an even Solution: Group 4
face.
G. Finding Practical Applications of Concepts and Skills in Daily Living
Teacher’s Activity Students’ Activity
Probity is a probability featured card game
developed to give a clear visualization of different
counting principles such as permutation and
combination. This card game is expected to aid
the teaching and learning of basic concepts of
probability such as permutation and combination.
In this activity we will be using Probity Number
Cards to visualize the concept of mutually. A set
of Probity number cards has a total of 36
individual cards divided into four colors; red,
green, yellow and blue. Unlike the regular playing
cards, Probity is more mathematical in visual
presentation which makes it more relevant to
apply to mathematics problems involving
probability and other related concepts. To
Republic of the Philippines
Department of Education
REGION IV-B MIMAROPA
Division of Romblon
ALCANTARA NATIONAL HIGH SCHOOL
Alcantara, Romblon
facilitate the ease of understanding on how
Probity can be used in understanding mutually
and non-mutually exclusive events, consider the
following figure below.
Figure 1. Visual Presentation of Probity Number Cards
Copyright Notice: Probity is owned by Jay-ar G. Beloy
with Copyright Registration No. O2021-656
Students will play a Probity – based activity in
Activity No. 05: 1 2 3 Probity! relation to mutually exclusive events.
Time Allotment: 5 minutes
Direction: Each student will be given 7 Probity
Number Cards. On the screen an event will be
flashed. Students will discard any card at hand
that describes a possible outcome of the given
event. The first one to discard all the cards at
hand and shout Probity will be the winner.
In the set of Probity Number Cards at your hand,
discard:
Round 1: A green card or blue card
Round 2: A 2-red card or 5-blue card
Round 3: A green card or a card multiple of 3
Round 4: An even card or blue card multiple of 4
….
Round n: Event
Note: The number of rounds may vary. The
game will end when a winner is proclaimed.
Republic of the Philippines
Department of Education
REGION IV-B MIMAROPA
Division of Romblon
ALCANTARA NATIONAL HIGH SCHOOL
Alcantara, Romblon
H. Making Generalizations and Abstractions about the Lesson
Teacher’s Activity Students’ Activity
Activity No. 06: Fill in With Learning
Time Allotment: 3 minutes
Direction: Complete the following statement.
Answers:
I know that I learned something about mutually
I know that I learned something about exclusive events and how to get their
_________. probabilities.
First, First, mutually exclusive events are events that
___________________________________. cannot happen at the same time.
Second, ________________________________. Second, in a mutually exclusive events they do
Third, __________________________________. not share the same outcomes.
Lastly, _________________________________. Third, in getting the probability of mutually
exclusive events we simply add the probabilities
of the individual events.
Lastly, there a lot of real-life situations that we can
relate with mutually exclusive events like turning
left or right and going up or down.
I. Evaluating Learning
Teacher’s Activity Students’ Activity
EVALUATION Students will answer evaluation.
Time Allotment: 4 minutes
Directions: Study the following experiment, list all Solution:
the possible outcomes of the events and create a
Venn diagram of outcomes. Assess if the situation
really describes a mutually exclusive events and
find its probability.
1. From a bag containing 5 blue balls, 3 white
balls and 8 red balls, one ball is drawn.
What is the probability that the ball is either
white or red?
P(white∨red )=P(white)+ P(red )
3 8 11
P ( white∨red ) = + =
16 16 16
Republic of the Philippines
Department of Education
REGION IV-B MIMAROPA
Division of Romblon
ALCANTARA NATIONAL HIGH SCHOOL
Alcantara, Romblon
J. Additional Activities for Application or Remediation
Teacher’s Activity Students’ Activity
Directions: Illustrate the following mutually Solution:
exclusive events using a Venn diagram and find
its probability.
A standard deck of Probity cards consisting of set
of Power cards 16 in total. There are 12 regular
colored power cards and 4 special power cards. If
you are to draw one power cards what is the
probability of getting a green power card or a
special power card.
P( A∨B)=P( A)+ P(B)
3 4 7
P ( A∨B ) = + =
16 16 16
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% 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 work
well? Why did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations or localized materials
did I used/discover which I wish to share
with other teachers?
Prepared by:
JUAN B. DELA CRUZ
Pre-service Teacher
Inspected by: