W1

Learning Area Mathematics Grade Level 10

Quarter 3rd Date

I. LESSON TITLE PERMUTATIONS

II. MOST ESSENTIAL  Illustrates the permutations – M10SP-IIIa-1
LEARNING  Derives the formula for finding the number of permutations of objects taken at a time
COMPETENCIES . N r - M10SP-IIIa-2
(MELCs)  Solves problems involving permutaions -M10SP-IIIb-1
III. CONTENT/CORE
Understand the concepts of permutation and solve problems involving these concepts
CONTENT
IV. LEARNING Suggested
Learning Activities
PHASES Timeframe
A. Introduction At the end of this lesson, you are expected to:
1. Illustrate the permutation using a tree diagram, systematic listing, and tabular
method,
2. Recall the concepts about FCP (Fundamental Counting Principle)
3. Derive permutation formulas and apply them in problem-solving.

In this Lesson you are going to illustrate the different arrangements of objects; in
doing so, you can be able to determine the number of ways of possible arrangements.

10 minutes We can also know the number of permutations by assessing your knowledge of the
basic counting technique called the Fundamental Counting Principle. Using this principle
you will also learn the different permutation formulas and how to apply them in solving
problems

As you go along with this lesson here is the guide question that you need to answer.
How does the concept of permutation help in forming conclusions and in making wise
decisions?

B. Development Illustration of Permutations

Example 1.
During Fiesta, as one of our traditions, sweet delicacies are always present. Your
mother prepares three types of these: Ubeng Halaya, Buko Salad, and Sweetened
Macapuno. If you are supposed to help your mother in preparing the dishes to be served
to your visitors, then, in how many possible ways can you serve the three sweet delicacies?

Solution:
By using Tree Diagram By Systematic Listing

Ubeng Halaya,Buko Salad, Macapuno

Ubeng Halaya, Macapuno, Buko Salad

20 minutes Buko Salad, Ubeng Halaya, Macapuno

Buko Salad, Macapuno, Ubeng Halaya

Macapuno, Ubeng Halaya, Buko Salad

Macapuno, Buko Salad, Ubeng Halaya

As you can see from the Tree Diagram and Systematics Listing, there are 6 possible
ways that you can serve sweet delicacies.

However, if we use our knowledge and skills about FCP (Fundamental Counting
Principle), then it is easy for us to determine the number of arrangements.
 Fundamental Counting Principle
If there are m ways to do one thing, n ways to do another, and o ways to do another,
then, there are m
x n x o of doing those things.

We have : m x n x o = (3)(2)(1) = 6 possible ways of serving the sweet delicacies

In this example you notice that the factors are decreasing. Another way of writing
(3)(2)(1) is 3! ( read as 3 factorial ).
20 minutes
Therefore, 3! = (3)(2)(1) = 6; 3! = 6
Factorial Notation
If n is a positive integer, n! is a product of all positive integers less than n or equal to n.

We also define 0! = 1
The only downside of using FCP(Fundamental Counting Principle) is that you cannot
see the specific lists of the possible outcomes; you can only find the number of the
possible ways or the number of permutations. But, as we continue our lesson you will learn
the significance of this concept or principle about deriving the formulas of permutations.

The Permutation Formulas

Example 2.
Mother has taken fresh sitaw, lagkitang mais (white corn), saging matsing (banana),
and macapuno from the farm where they lived before in some part of Brgy. Concepcion,
San Pablo City.

How many possible ways can we arrange the following products that are freshly taken from
the farm?
1. Sitaw
2. Sitaw and Lagkitang Mais
3. Sitaw, Lagkitang Mais and Saging Matsing
20 minutes 4. Sitaw, Lagkitang Mais, Saging Matsing and Macapuno

Another way to illustrate the permutation is by using the Table.

Solution :

At this point we will use the Table to illustrate the permutations

and derive the formula for finding the number of permutations.
Size of Set Number of Permutation Factorial
(Multiplication Rule) Version
1 Sitaw 1=1 1!
2 Sitaw and Lagkitang Mais 2(1) = 2 2!
3 Sitaw, Lagkitang Mais and (3)(2)(1) = 6 3!
Saging Matsing
4 Sitaw, Lagitang Mais, (4) (3)(2)(1) = 24 4!
Saging Matsing and
Macapuno
…
n n (n-1)(n-2)(n-3)(n-4)…(3)(2)(1) n!

Therefore, the number of permutations of objects taken all at a time is n!

Then, the formula for Permutations of objects taken all a time is P(n,n) = n!
where n is the number of objects taken.

Example 3
There are 5 sweet delicacies that your mother prepared for fiesta and these were: Ubeng
Halaya, Buko Salad, Sweetened Macapuno, Leche Flan, and Buko Pandan. If you are
10 minutes supposed to help your mother in preparing the dishes to be served to your visitors, then, in
how many possible ways can you arrange the 5 delicacies if three sweet delicacies are
served at a time?
 Let 5 = n, 3 = r Therefore, P( n,r) is the number of permutations of n objects taken r at a
time.

Formula :

Example 4.
In how many distinguishable permutations are possible with the letters of the word
PALAKPAKIN?

Solution:
10 minutes Since the word “distinguishable” is already mentioned in the problem, obviously the
formula that you are going to use is:

There are 10 letters in the word. 2 Ps are alike, 3 A’s are alike, 2 K’s are alike,
therefore, we have :

Answer :
151, 200
ways

Example 5.

There is a JHS Math Camp in the Division of San Pablo City

held at the oval of Dizon High. Many students are participating
from the different secondary schools. The Math Campers are
grouped into 10 groups with 8 members each. Each group is asked
to form a circle and they will be sitting on the ground. If the seating
arrangement is circular, in how many possible ways can the 8
members be seated?
Solution :
10 minutes
Obviously, this problem involves Circular Permutation. Thus, we are going to use
the formula :
P = (n -1)!

There are 8 members, therefore , let’s n = 8. By using the formula :

P = (8-1)! = 7! = (7)(6)(5)(4)(3)(2)(1) = 5,040

Answer : 5,040 possible ways

Remember this !
Your goal in this lesson is to apply the key concepts of permutations, particularly in
using the formulas, however, before solving a problem you must take note first of the
importance of understanding the problem and infer what formula are you going to use.
You should know to differentiates the different kinds of permutations and make a wise
decision based on your knowledge and understanding of these concepts.
C. Engagement 20 minutes Learning Task 1: Can you show me the way?
Read the given situations and carefully answer.
1. A close friend invited Anna to her birthday party. Anna has 4 new blouses (stripes,
with ruffles, long-sleeved, and sleeveless) and 3 skirts (red, pink, and black) in her
closet reserved for such occasions.
a. Assuming that any skirt can be paired with any blouse, in how many ways
can Anna select her outfit? List the possibilities.
b. How many blouse-and-skirt pairs are possible?
c. Show another way of finding the answer in item a.
2. How many ways are there to order the letters L,A,K,E,S?
3. In how many possible ways can you arrange 5 kilos of rambutan, 2 of kilos lanzones, 4
kilos of Indian mangoes, and 3 kilos of chicos on the table?

Learning Task 2: Give Me the Number of Ways

10 minutes In each problem, please indicate what kind of permutations is involved, then solve.
1. How many permutations can be made to 10 pocalettes (small coconut shells)
in designing the edge of a circular card?
2. The view of Sampaloc Lake is a very nice background to take pictures of. How
many ways can 5 friends arrange themselves in a row for taking pictures?
D. Assimilation Learning Task 3 : To the Next Level.
Do this in your journal notebook .
A. Give 2 examples of problems or situations in real life that involve permutations,
and solve.
20 minutes B. Discuss how you can use these sample situations in your daily life especially in
making decisions or formulating conclusions.
E. Assessment Read the paragraph and answer the statements below.
There are 7 friends who decided to go to Sampaloc Lake for a ride, however, there
are only 4 available bikes. While waiting, they take a picture in a row as a souvenir. They
also buy food from the stalls. They have 3 choices such as ihaw-ihaw, queck-queck, and
hotdog on sticks and 2 kinds of beverages (buko juice and palamig). While eating they sit
on the view deck in a circular form, having so much fun. They play a game of arranging all
letters found in “Sampaloc Lake” like SAMPALOC LAKE and get a new name related to it
such as CLAKE, a barnacle goose.
1. Illustrate the possible ways of paring the food with beverages by using a tree diagram,
systematic listing, and table.
2. In how many different ways can they arrange to give everybody a chance to experience
30 minutes the ride?
3. In how many ways can they arrange themselves in a row for picture taking?
4. In how many ways they can be seated on the view deck?
5. Using the letters in SAMPALOC LAKE, how many distinguishable permutations are there?
VI. REFLECTION 20 minutes  What did you learn ? Did you find it easy to determine what permutation is
involve in each given problem ?
 How are permutations used in forming conclusions and in making wise decisions?

Prepared by: Maria Victoria V. Tiquis Checked by: Ma. Filipina M. Drio/Reymark R. Queaño

Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the
column for Level of Performance (LP). Be guided by the descriptions below.
- I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to
do/perform this task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8
 Learning Area Mathematics Grade Level 10
W2 Quarter Third Date

I. LESSON TITLE COMBINATIONS

II. MOST ESSENTIAL LEARNING  Illustrates the combination of objects M10SP-IIIc-1
COMPETENCIES (MELCs)  Differentiates permutation from combination of objects taken at a time
M10SP-IIIc-2
III. CONTENT/CORE CONTENT
IV. LEARNING Suggested
Learning Activities
PHASES Time Frame
A. Introduction 30 minutes At the end of this lesson, you should be able to:
1. illustrate combinations of object and find the number of combinations;
2. differentiate permutation from a combination; and
3. identify situations that involve permutations or combinations.

Your Knowledge from the previous lessons about the Fundamental Counting
Principle and Permutations will help you understand our topic for this week,
which is COMBINATION.

After learning how to illustrate COMBINATION, you are going to use your
knowledge in identifying if a given situation involves permutation or
combination. To do this you must know how to differentiate permutation from a
combination.

Given the link below, watch the video for more understanding about
combination.
https://www.youtube.com/watch?v=dKJvtANFV5A

B. Development 60 minutes Let us recall how to arrange set of objects by Listing Method.

Example 1.

I need to put the harvested sitaw, lagkitang

mais, saging matsing, and macapuno in a
basket. However, the basket can only carry
three kinds of these. How many ways can I
select three kinds out of these four farm
products?

Solution:
sitaw - lagkitang mais - saging matsing
sitaw- lagkitang mais - macapuno
sitaw - saging matsing - macapuno
lagkitang mais- saging matsing – macapuno

From the illustration, you notice that the

number of ways is four and the order of the arrangement is not important.

Example 2.

A group of cultural mappers wants to visit the three ancestral houses in San
Pablo City, the Fule Malvar Mansion, the Conducto Mansion, and the Prudencia
Fule Ancestral House, as part of their project about local cultural heritage
mapping. Each of them will only visit two ancestral houses for a day. How many
ways can a mapper select two out of the three ancestral houses?

Solution:
By illustration using the pictures of the three ancestral houses, you can be able
to determine the number of ways of selections that can be made by the
mappers.
IV. LEARNING Suggested
Learning Activities
PHASES Time Frame

Let’s illustrate:

By illustration, the answer is three possible ways. Take note that the order is not
important. thus, there are three possible ways that a mapper can select two
ancestral houses.

These illustrations are what we called COMBINATIONS.

Now, that you learned how to illustrate COMBINATION, you are going to use
your knowledge in identifying if a given situation involves permutation or
combination. To do this, you must know how to differentiate permutation from a
combination.

Learning Task 1. Identify which involves combinations or permutations.

1. Taking pictures at Doña Leonila Park in a row
2. Selecting members to form a group
3. Assembling a jigsaw puzzle
4. Determining the top three winners in a Math Quiz Bee
5. Forming lines from six given points with no three of which are collinear
IV. LEARNING Suggested
Learning Activities
PHASES Time Frame
How did you find the activity?

Would you be able to identify if the given situation involves permutation or

combination?

In the previous lesson, we learned about permutation. Let us recall.

Permutations refer to the different possible arrangements of a set of objects and

the order is important.

Now, we learn that Combinations also refer to the arrangement of a set of

objects, however, the order is not important.

Example 3.

Identify whether each given statement is permutation or combination and

explain why.
1. Selecting five members to form a group
2. Five friends taking a picture in a row at Doña Leonila Park
3. Arranging six pots of Sunflower bought from San Flower Farm in San Ignacio
4. Making a sagobe by selecting different Lamang-Lupa
5. Assigning rooms for Math Campers

Answers:
1. Combination because in selecting the five members to form a group, the
order is not needed.
2. Permutations taken at all times because the keyword for an order is “in a
row”.
3. Permutations taken at all time because the order is important in arranging the
pots.
4. Combination because in making sagobe order is not needed.
5. Combination because the order is not relevant.

Study the tasks or activities below and then answer the questions that follow.

C. Engagement 60 minutes Understanding the concepts of COMBINATIONS will further help you in forming
conclusions and in making decisions. To be able to do this, perform the following
learning tasks:

Learning Task 2 : Recall-ection

1. If your school cafeteria offers pork, beef, chicken, and fish for the main dish;
chopsuey, pinakbet, and black beans for vegetable dishes; banana and
pineapple for dessert; and tea, juice, and soft drinks for beverage, in how many
ways can you choose your meal consisting of one cup of rice, on main dish, one
vegetable dish, one beverage, and one dessert?

2. You were tasked to take charge of the auditions for the female parts of a
stage play. In how many possible ways can you form your cast of five female
members if there were 15 hopefuls?

3. If ice cream is served in a cone, in how many ways can Abby choose her
three-flavored ice cream scoop if there are six available flavors?

4. If each Automated Teller Machine card of a certain bank has to have four
different digits in its passcode, how many different possible passcodes can there
be?

5. How many possible permutations are there in the letters of the word
PHILIPPINES?
IV. LEARNING Suggested
Learning Activities
PHASES Time Frame
Guide Questions:

1.How did you find the number of ways asked for each item? What
mathematical principles or concepts did you apply? How did you apply these
concepts and principles?
2. Which situations illustrate permutations? Which do not? Why?
3. Why do you think it is important to be able to perform such mathematical
task/s?

Questions:

a. In which tasks/activities above is order or arrangement important? Give an

example to illustrate each answer.
b. In which tasks/activities is order not important? Give an example to illustrate
each answer.
c. In the tasks you have just done, where you be able to identify situations that
involve permutations and those that do not?

D. Assimilation 30 minutes Learning Task 3: Think, Illustrate and Decide! Read each statement. Infer and
decide if it is about permutation or combination. Explain why.

1. Determining the Mutya ng San Pablo and Miss Cocofest from 13 Candidates
2. Selecting groupmates in Math Class
3. Arranging Sunflowers from San Ignacio in a base
4. Assigning number for pin number
5. Collecting coins to buy macapuno candies
E. Assessment 20 minutes Read, Illustrate and Identify. A situation is given in each statement. Illustrate and
identify if it involves permutation or combination.

1. Myra is picking six roses from a base of 12 roses.

2. Four people are posing for pictures on the Sampaloc Lake view deck.
3. Six Grade10 students are seated in a row of six chairs.
4. Christelle is auditioning for San Pablo Idol Singing Contest. She is required to
sing any three of the five prepared songs.
5. The owner of Sari-sari store wants to put nine canned goods in a row wherein
there are three identical cans of meatloaf, four identical cans of corned
beef, and two identical cans of sardines.

VI. REFLECTION 20 minutes  The learners will write their personal insights about the lesson in their
notebook using the prompts below:
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Prepared by: Maria Victoria V. Tiquis Checked by: MA. FILIPINA M. DRIO
 Learning Area Mathematics Grade Level 10
W3 Quarter Third Date

I. LESSON TITLE COMBINATION FORMULA

II. MOST ESSENTIAL LEARNING Derives the formula for finding the number of combinations of n objects taken r
COMPETENCIES (MELCs) at a time M10SP-IIId-1
III. CONTENT/CORE CONTENT Number of Combinations
Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
A. Introduction 20 minutes At the end of this lesson, you are expected to:
1. derive the combination formulas by applying the concepts learned
about permutation and FCP (Fundamental Counting Techniques);
2. organize the acquired knowledge from the previous lesson about
illustrating combinations; and
3. find the number of combinations of a set of objects by applying the
formula.

The lesson for this week is about deriving the Combination Formula.

From the previous lesson, you were able to learn the illustration of a
combination and differentiate permutation from combination.

Can you still remember the difference between permutation and

combination? In permutation, the order is important while in combination, order
is not important.

Are you now ready to learn more about combinations? Last week, we recalled
not only permutation but also the FCP (Fundamental Counting Principle). These
two are essential concepts in understanding combinations.

COMBINATION is an arrangement of n objects with no repetition and order is

not important. You learn to find the number of combinations of objects by
illustrating.

Let us recall the difference between permutation and combination, again by

giving examples.
B. Development 60 minutes Deriving Combination Formula

Example 1. Suppose in your TLE subject, you are

assigned to make a menu, and one of the lists is SALAD.
If you decide to make a special chicken salad, you
need to add pineapple, apples, and grapes. You buy
these fruits from the market of San Pablo City. How
many ways are you going to arrange these fruits while
you are preparing them as ingredients? How can you
derive the formula for finding the number of combinations more systematically?
If the order is important then we have:

Based on the illustration, there are six ways if the order is important. This is
PERMUTATION.
 Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
But if the order is not important you have, then you have the illustration bellow:

There is only one way. This is called COMBINATION.

Since you learned Permutation formula for the objects taken at all time is P(n, r),
where n = r

There are six possible ways if the order is important, however, let us have the
number of combinations. This does not consider the importance of order.

If by illustration the number of combinations is one, then we can conclude that

one is the answer for the number of combinations of objects taken all at a
time.

If the permutation of objects taken all at a time is nPn, then the combination of
objects taken at a time is nCn.

Therefore, for COMBINATION we have :

𝑛𝑃𝑛
C(n , r) = C(n,n) or nCn = nCn = =1
𝑛!

Therefore : 3C3 = 1

Example 2. One day, a friend

of yours visited you and
fortunately, you are going to
visit your farm. He goes with
you there. Then, you think of
giving him a set of fruits, and
these are the combination of
fruits that you can find in your
orchard: buko, tamarind,
rambutan, and caimito. How
many combinations can you make if you select only three fruits out of four
choices?

By illustration:

buko - tamarind – rambutan caimito – buko - rambutan

tamarind – rambutan – caimito caimito – buko – tamarind

There are 4 combinations that you can make by illustrating.

 Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
Let us derive the formula:

The number of different orders of four fruits taken three at a time is given
by:

There are 24 possibilities if order is significant, but we are looking for the
formula for finding the number of COMBINATION.

If P(4,3) is for permutation, then C(n,r) is for combination.

Since C(n, r) = C( 4,3) = 4 =

You know that 6 = (3)(2)(1) = 3!

Therefore, we have

If we let 4 = n; r = 3, then, the formula for finding the number of

combinations of n objects taken r at a time is:

Where: n > r > 0

C. Engagement 60 minutes Learning Task 1: Flex that Brain! Find the missing value in each item.

1. C(8, 3) = ___

2. C(n, 4) = 15

3. C(9, 9) = ____

Learning Task 2: Choose Wisely, Choose Me! Solve the following problems
completely.

1. If there are 12 teams in a basketball tournament and each team must

play every other team in the eliminations, how many elimination games
will there be?
2. If there are seven distinct points on a plane with no three are collinear,
how many different polygons can form?
3. How many different sets of five cards each can arrange from a
standard deck of 52 cards?
 Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
Learning Task 3: Derive and Find! Derive the formula for finding the number of
combinations of the following situations:

1. Looking at the beautiful sky of a very peaceful night, you recognize the
Constellation Libra; it has shown six stars. Suppose you consider those stars as six
distinct points on a plane. How many polygons can be formed?

2. In how many ways can a MathSci Committee of five be formed from seven
Math lovers and five Science lovers if the committee must have three Math
lovers?

D. Assimilation 20 minutes Level Up! Do this in your Journal Notebook.

1. Give two examples of situations in real life that involves permutations. In
each situation:
a. Formulate a problem.
b. Solve the problem.

2. Explain how each particular may help you in formulating conclusions

and/or making decisions.

E. Assessment 20 minutes Solve this problem by applying the formula/s for combinations,

The 15th birthday party of your friend Cecilia will be held at Montelago Nature
Estates (San Pablo City). The motif will be unicorn and rainbow. You will be the
one to lead in decorating the function hall using balloons of different colors. A
box contains five peach balloons, seven pink balloons, six lavender balloons,
and four baby blue balloons. In how many ways can eight balloons be chosen
if there will be two balloons of each color?

VI. REFLECTION 20 minutes  The learners will write their personal insights about the lesson in their
notebook using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

Prepared by: Maria Victoria V. Tiquis Checked by: MA. FILIPINA M. DRIO
 Learning Area Mathematics Grade Level 10
W4 Quarter Third Date

I. LESSON TITLE Permutation or Combination Problems

II. MOST ESSENTIAL LEARNING Solve problems involving permutations and combinations of n objects taken
COMPETENCIES (MELCs) M10SP-IIId-e-1
III. CONTENT/CORE CONTENT Solve permutation or combination involve in a problem
Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
A. Introduction 10 minutes At the end of this lesson, you are expected to:
1. analyze problems involving permutation or combination;
2. value the importance of permutations or combinations in real-life
situations; and
3. apply the knowledge acquired in finding the number of permutations
or combinations.

From the previous lessons, we learned the concepts about permutations and
combinations. There are different Permutation Formulas that you learned, such
as Permutation taken at all times, Permutation taken at r time, Distinguishable
Permutation, Circular Permutation. You also learned the Combination Formulas.

Moreover, you learned too, how to differentiate permutation and combination.

In permutation, the order is important, while in combination, order is not
important.

Let’s Recall !
San Pablo City is not only known as “The City of
the Seven Lakes” but is also known as
the “Jeepney Capital of the Philippines.” All the
jeepneys need to have license plate numbers.
Each plate number consists of three letters and
three digits. What do you think is involved in
deciding the arrangement of the letters and
numbers in each license plate number? Is it
permutation or combination? Why?

B. Development 60 minutes Now that you have a deeper understanding of these concepts, you will apply
the concepts you learned in solving problems involving permutation or
combination.

Example 1
San Pablo City is not only known as “The City of the Seven Lakes” but is also
known as the “Jeepney Capital of the Philippines.” All the jeepneys need to
have license plate numbers. Each plate number consists of three letters and
three digits. How many different license plates are possible if:
 repetition of letters and numbers are allowed?
 only repetition of letters is allowed?
 no repetition of letters is allowed?
 no repetition of letters and numbers is allowed?

Take note that in the given situation, the order is important.

Solutions:
 repetition of letters and numbers is allowed:
Take note that there are 26 letters and 10 digit numbers.
P = (26)(26)(26)(10)(10)(10) = 17, 576, 000 ways
 Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
 only repetition of letters is allowed:
P = (26)(26)(26)(10)(9)(8) = 12,654,720 ways

 no repetition of letters is allowed:

P = (26)(25)(24)(10)(10)(10) = 15,600,000 ways

 no repetition of letters and numbers is allowed:

P= (26)(25)(24)(10)(9)(8) = 11, 232,000 ways

Example 2
Usually, Armak Motors designed 22 seaters jeepney; however, during this time of
the pandemic, only 14 passengers are allowed, following the guidelines given
by IATF (Inter-Agency Task Force). Therefore, in how many ways can the
passengers be seated?

Solution :
Take note that in this situation order is not important.
Therefore, combination formula will be used .

Remember!

In solving a problem, take note first if a given situation involves permutation or

combination.
Permutations refer to the different possible arrangements of a set of objects.
 The number of permutations taken at a time is given by P(n,r) = , n> r.
 The number of permutations at all times is P(n,n) = n !
*n- factorial is the product of the positive integer n and all the positive
integers less than n. n! = n(n-1)(n-2)(n-3)…(3)(2)(1).
 The number of distinguishable permutations of n objects when p are
alike, q are alike, and so on, is given P =
 The number of permutations of n objects around a circle is given by P =
(n-1)!
Combinations refer to the number of selecting from a set when the order is not
important.
 The number of combinations taken at a time is given by C(n,r) = , n> r.
 The number of permutations at all time is C(n,n) = 1
C. Engagement 60 minutes Now, let’s see if you can solve the following set of permutation and combination
problems.
Learning Task 1: Collect and Select and Arrange
Solve the following permutation and
combination problems.

1. In how many ways can you arrange

five Mathematics books, four Science
books, and three English books on a shelf
 Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
such that books of the same subject are kept together?

2. In how many ways can six students be seated in a row of six seats if two of the
students insist on sitting beside each other?

3. In a gathering, the host makes sure that each guest shakes hands with
everyone else. If there are 25 guests, how many handshakes will be done?

Learning Task 2: I Know Them So Well!

Answer the following questions completely.

1. How do you determine if a situation involves combinations?

2. To find the total number of polygons that can be formed from seven points on
a plane with no three of which are collinear,

Joyce answered,

= 35 different polygons

Is Joy correct? Justify your answer?

3. a. In how many ways can the 12 members of the Board of Directors (BOD) be
chosen from 12 parent-nominees and seven teacher-nominees if there must be
eight parents in the BOD?

b. After the 12 members are chosen, in how many ways can they elect among
themselves the seven top positions (president, vice president, and others)?

D. Assimilation 30 minutes Learning Task 3: Be Wise to Decide

Maria’s sister from Los Baños went to San Pablo City to visit her because it’s
almost a year that they did not see each other due to COVID-19 pandemic.
They were so much excited to embrace one another. To enjoy the time with
each other, they decided to go to San Pablo Shopping Mall and Market to stroll
and buy something. They brought with them four eco bags: green, blue, red,
and yellow.

1. They bought five kinds of fruits such as apples, grapes, bananas,

pomelo, and oranges. In how many ways can they arrange three fruits
on a green bag if no repetition will be made and order is not
important?

2. They bought three flat shoes of different colors, red, brown and cream,
upstairs of the shopping mall. They decided to put them inside the red
eco bag, but it can only contain two pairs of shoes. In how many ways
can they arrange the boxes considering which is at the top and which
is at the bottom.

3. They planned to make a chicken vegetable salad; thus, they bought

carrots, potatoes, lettuce, cabbage, pineapple, quail eggs, and
 Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
chicken as the main ingredients. In how many ways can they put the
four ingredients at a time?
E. Assessment 20 minutes Solve the following problems.
1. In going home, two sisters decide to take a ride.
Due to COVID-19 pandemic, only 14 passengers
are allowed, seven on each side. Following the
health protocol such as social distancing, they
can choose the seats that are available.
Therefore, in how many ways can the two sisters
be seated on one side of the jeepney?
2. They notice that the Armak Jeepney is for
registration. The two sisters know that a vehicle
license plate number consists of three letters
followed by three digits. How many different license plates are possible
if repetition is not allowed?
VI. REFLECTION 20 minutes  The learner will write their personal insights about the lesson in their
notebook using the prompts below:
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

Prepared by: Maria Victoria V. Tiquis Checked by: MA. FILIPINA M. DRIO
 Learning Area Mathematics Grade Level 10
W5 Quarter Third Date

I. LESSON TITLE Union and Intersection of Events

II. MOST ESSENTIAL
LEARNING
The learner illustrates events, union, and intersection of events (M10SP-IIIf-1)
COMPETENCIES
(MELCs)
III. CONTENT/CORE
Identifying the difference between union and intersection of events
CONTENT
IV. LEARNING Suggested
Learning Activities
PHASES Time Frame
A. Introduction 50 minutes Learning Objectives
At the end of the lesson, you are able to:
a. identify events in a particular experiment;
b. illustrate union and intersection of events through listing; and
c. recognize the use of union and intersection of events in a real-life situation.

When you were Grade 7, you studied how to represent sets, subsets, and set operations
using geometric figures, particularly rectangles and circles. This representation is called
Venn diagram, named after the English logician John Venn.
Example 1
The extracurricular activities in which the Grade 10 students of San Jose National High
School during the School Year 2019-2020 had participated were shown in the Venn
diagram below (Figure 1):

These are the answers in the questions above. Kindly check if your answers are correct.
1. The number of Grade 10 students in San Jose National High School during School Year
2019-2020 was 38 + 4 + 10 + 30 + 137 + 8 + 51 + 67 = 345.

This shows the concept of the union of sets in which we added the number of students in
the following sets: set of participants in drama only, set of participants in a band only, set
of participants in Athletics only, set of participants who joined both Drama and Band only,
set of participants who joined both Band and Athletics only, set of participants who joined
Drama and Athletics only, set of participants who joined all the extracurricular activities,
and set of non-participants.

2. There were 137 + 4 + 8 + 10 = 159 students who participated in athletics. This includes
the students who participated in athletics and in other extracurricular activity. Thus, this
indicates a union of sets.

3. There were 38 + 30 + 10 + 4 + 8 + 137 = 227 students who participated in athletics or in

drama. This also shows union of sets.

4. There were 30 students who participated only in drama and in band. It shows the
intersection of sets since there is a requirement that a student must join both drama and
band and no activity other than those.
 Based on the answers above, it can be concluded that the word “or” is related to union
of sets and “and” is connected to intersection of sets.

Set union can be defined as the set of elements that belong to A or B (or to both). It can
be written as 𝑨 ∪ 𝑩 and read as “A union B”. For example, if 𝐴 = {𝑏, 𝑛, 𝑜, 𝑡} and 𝐵 = {𝑝, 𝑜, 𝑛, 𝑦},
then 𝐴 ∪ 𝐵 = {𝑏, 𝑛, 𝑜, 𝑡, 𝑝, 𝑦}. The shaded region in the figure below represents 𝐴 ∪ 𝐵. (Figure
2)

On the other hand, the intersection of sets A and B, written as 𝑨 ∩ 𝑩 and read as “A
intersection B”, is formed by getting the elements that are common to both A and B. For
example, if 𝐴 = {3,6,9,12}, and 𝐵 = {3,9,27}, then 𝐴 ∩ 𝐵 = {3,9}. The shaded region in the
figure above represents 𝐴 ∩ 𝐵. (Figure 3)

Now that you have recalled the union and intersection of sets, you are ready to learn the
union and intersection of events.
B. Development 50 minutes When you were in Grade 8, you learned different terms in finding probability of a simple
event. Some of them are as follows:
a. Experiment – an activity which could be repeated over and over again and which
has well-defined results
b. Outcome – a result of an experiment
c. Sample Space – a set of all outcomes in an experiment
d. Event – a subset of the sample space

Example 2
a. Experiment: A die is rolled once.
b. Outcomes: If you roll a die once, then, you have 1, 2, 3, 4, 5, or 6.
c. Sample Space: Write all the outcomes as a set, so it is {1, 2, 3, 4, 5, 6}
d. Event: “Getting a 3” and “Getting a 2” are some of the simple events.

Consider the experiment above and let us say that you want to find the probability of
“getting a 3”. Since the outcomes of rolling a die are 1, 2, 3, 4, 5, 6, there is an equal
chance to land on once face as on any other. Therefore, we can say that the probability
of “getting a 3” is one (1) out of six (6).

1
In symbol, we use 𝑃(𝑔𝑒𝑡𝑡𝑖𝑛𝑔 𝑎 3) = .
6

The same probability is also incurred when the event is “getting a 2”.

1
So, 𝑃(𝑔𝑒𝑡𝑡𝑖𝑛𝑔 𝑎 2) = .
6
1
It is worthy to note that is the probability that any of the faces shows up.
6

Probability of Simple Events: If each of the outcomes in a sample space is equally

likely to occur, then the probability of an event E, denoted as P(E) is given by
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑤𝑎𝑦𝑠 𝑡ℎ𝑒 𝑒𝑣𝑒𝑛𝑡 𝑐𝑎𝑛 𝑜𝑐𝑐𝑢𝑟
𝑃(𝐸) =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
or
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑒𝑣𝑒𝑛𝑡
𝑃(𝐸) =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑝𝑎𝑐𝑒

UNDERSTANDING COMPOUND EVENTS

Example 3

Aling Nena sells merienda in your barangay. A set of order consists of one type
of kakanin, one type of pasta, and one type of drink. The tree diagram below shows the
possible order combinations.
 Kakanin Pasta Drink
pineapple juice
Spaghetti
orange juice
Sinukmani
pineapple juice
Palabok
orange juice

pineapple juice
Spaghetti
orange juice
Puto
pineapple juice
Palabok
orange juice

If you were asked to select a set of order, then, you have to choose between the two
kakanin, between the two kind pastas, and between the two drinks.

Then, sample space: {(sinukmani, spaghetti, pineapple juice), (sinukmani, spaghetti,

orange juice), (sinukmani, palabok, pineapple juice), (sinukmani, palabok, orange juice),
(puto, spaghetti, pineapple juice), (puto, spaghetti, orange juice), (puto, palabok,
pineapple juice), (puto, palabok, orange juice)}.

What if you were asked of the number of outcomes in selecting an order of merienda with
sinukmani and with pineapple juice? Based from the illustration, there are two outcomes
for the given event which are (sinukmani, spaghetti, pineapple juice) and (sinukmani,
palabok, pineapple juice).

You can recognize that the events in the given situation are not simple events. In finding
the sample, you need to find first the sample space using the fundamental counting
principle. The said events are called compound events. It is defined as events which consist
of more than one outcome.

A compound event consists of two or more simple events.

Example 3.
In “Getting a 3 and a 5” when rolling two dice ; (3,5), (5,3) are outcomes.

Take note, the first die falls in six different ways and the second die also falls in six different
ways. Thus, using the fundamental counting principle, the number of outcomes in the
sample space is 6 ∙ 6 or 36.

The outcomes in the sample space are:

{(1,1), (1,2), (1,3), (1,4), (1,5), (1,6), (2,1), (2,2), (2,3), …, (6,5), (6,6)}.

Remember that “getting 3 and a 5” when two dice are rolled is an event consisting of
{(3,5),(5,3)} as outcomes. This is a compound event.

UNION AND INTERSECTION OF EVENTS

Union of Events: Given that A and B are events in an experiment, the union of A and B
which can be written as 𝐴 ∪ 𝐵 includes all outcomes that are in A or in B or in both A and
B.

Intersection of Events: Given that A and B are events in an experiment, the intersection of
A and B which can be written as 𝐴 ∩ 𝐵 includes all outcomes that are in both A and B.

Example 4.
Let’s take again Figure 1 that was previously discussed.
The extracurricular activities in which the Grade 10 students of San Jose National High
School during the School Year 2019-2020 participated are shown.
 When a student is randomly chosen and that student participated in athletics or drama,
it means that he or she can be chosen from a set of students participated in drama, in
athletics, or both in drama and athletics. Thus, it indicates the union of events. It can be
written as 𝑨 ∪ 𝑫 and read as “A union D”.

However, when a student is randomly chosen and that student participated only in
drama and band, it means that he or she can be chosen from a set of students who are
participants in both drama and athletics only. Hence, it shows intersection of events. It
can be written as 𝑨 ∩ 𝑫 and read as “A intersection D”.

It is important to note that the word “or” indicates union of events while “and” shows
intersection of events.

Example 5
In getting the intersection of A and B when a die is tossed twice and A is the event of
getting even numbers and B is the event of getting an odd product, then there will be
no outcome in which both events are met because the product of two even numbers is
always an even number.
In symbol, for union of events 𝐴 ∪ 𝐵 =
{(1,1), (1,3), (1,5), (2,2), (2,4), (2,6), (3, 1), (3,3), (3,5), (4,2), (4,4), (4,6),
(5,1), (5,3), (5,5), (6,2), (6,4), (6,6)} while for intersection of events 𝐴 ∩ 𝐵 = { } or ∅.
C. Engagement 30 minutes Learning Task 1
Consider the Venn diagram below and answer the questions that follow.
The Venn diagram below shows the favorite ice cream flavors between chocolate and
vanilla of 50 kids in Barangay Sta. Isabel.

1. How many kids like chocolate ice cream?

2. How many kids like vanilla ice cream?
3. How many kids like chocolate and vanilla ice
cream?
4. How many kids like chocolate or vanilla ice
cream?
Learning Task 2
Given the experiment below, supply the appropriate outcomes, sample space, and
events.
Experiment: a 1-peso coin is tossed
Outcomes:_________________________________________________________________________
Sample Space:_____________________________________________________________________
Events:_____________________________________________________________________________
D. Assimilation 20 minutes Learning Task 2
Find the union and intersection of events A and B defined by the following situations.
1. A four-section spinner marked red, yellow, blue, and black is spun once and a five-
peso coin is tossed once. A is the event of spinning a yellow and B is the event of getting
a head.

2. A die is tossed twice. A is the event of getting equal dots and B is the event of getting
a sum of 8.
E. Assessment 30 minutes Consider the following situation.
Your cousin asked you to go with him to one of the Seven Lakes of San Pablo City namely
Sampaloc, Bunot, Yambo, Pandin, Mohicap, Calibato, and Palakpakin. A is the event of
choosing a lake that starts with “P” and B is the event of choosing a lake with six letters.
a.Experiment:________________________________________________________________________
b. Event A: ___________________________________________________________________________
c. Event B: ___________________________________________________________________________
d. Union of A and B: __________________________________________________________________
e. Intersection of A and B: ____________________________________________________________
VI. REFLECTION 20 minutes Complete the following phrases:
I understand that___________________________________________________________________
I realize that________________________________________________________________________
I need to learn more about _________________________________________________________

Prepared by: Rolito G. Asombra – San Jose National High School Checked by: MA. FILIPINA M. DRIO
 Learning Area Mathematics Grade Level 10
W6 Quarter Third Date

I. LESSON TITLE Probability of a Union of Two Events

II. MOST ESSENTIAL
LEARNING OMPETENCIES The learner illustrates the probability of a union of two events (M10SP-IIIg-1)
(MELCs)
III. CONTENT/CORE
Determining the probability of a union of two events
CONTENT
Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
A. Introduction 15 minutes Learning Objectives
At the end of the lesson, you are able to:
a. differentiate union from intersection of two events;
b. illustrate the probability of a union of two events; and
c. apply the illustration of union of two events in real-life situations.

In the previous lesson, you were able to illustrate

union and intersection of events. For example,
among the Seven Lakes of San Pablo City namely
Sampaloc, Bunot, Yambo, Pandin, Mohicap,
Calibato, and Palakpakin, the union and intersection
of event A which is choosing a lake that starts with
“P” and event B which is choosing a lake with six
letters are as follows:

Union of A and B: (𝐴 ∪ 𝐵) = {𝑃𝑎𝑙𝑎𝑘𝑝𝑎𝑘𝑖𝑛, 𝑃𝑎𝑛𝑑𝑖𝑛, }

Intersection of A and B: (𝐴 ∩ 𝐵) = {𝑃𝑎𝑛𝑑𝑖𝑛}

B. Development 50 minutes Now, try to illustrate the probability of a union of two events by reading the following
text.

Example 1
Read the situation below and answer the questions that follow.

As part of the celebration of

CocoFestival 2021 New Normal Edition, the
Local Government of San Pablo City virtually
conducted the Lakan at Mutya ng San Pablo
(L), the Search for Mr. and Ms. CocoStar (C),
and the San Pablo Idol (I). The Venn diagram
on the left shows the number of students in
two sections of San Vicente Integrated High
School who watched the festival activities.

1. How many students are asked in the survey?

Solution:
Add the number of students in each region of the Venn diagram at the left.
So, you have : 16 + 4 + 9 + 2 + 20 + 6 + 13 + 10 = 80.
2. How many students watched Lakan at Mutya?

Solution:
Consider the number of students who watched only Lakan at Mutya (16),
watched only Lakan at Mutya and San Pablo Idol (4), watched only Lakan at Mutya
and CocoStar (9), and watched all activities (2), then add them all.
 Thus, 16 + 4 + 9 + 2 = 31.

3. If a student is randomly chosen, what is the probability that the student watched
Lakan at Mutya or San Pablo Idol?

Solution:

The word “or” in the question indicates the union of the two events. So, we have
to get first the sum of the number of students who watched only Lakan at Mutya (16),
only Lakan at Mutya and San Pablo Idol (4), only Lakan at Mutya and CocoStar (9),
only San Pablo Idol and CocoStar (6), only San Pablo Idol (13), and all activities (2).

So, 16 + 4 + 9 + 6 + 13 + 2 = 50.

Then, divide 50 by the total number of students asked in the survey.

50 5
Thus, 𝑃(𝐿𝑎𝑘𝑎𝑛 𝑎𝑡 𝑀𝑢𝑡𝑦𝑎 𝑜𝑟 𝐼𝑑𝑜𝑙) = = .
80 8

4. If a student is randomly chosen, what is the probability that the student watched
only San Pablo Idol and CocoStar?

Solution:

The word “and” in the question suggests the intersection of the two events. There
are six students in the Venn diagram who watched only San Pablo Idol and CocoStar
and no other activity. Then, divide 6 by the total number of students asked in the
survey.

Hence,
6 3
𝑃(𝐼𝑑𝑜𝑙 𝑎𝑛𝑑 𝐶𝑜𝑐𝑜𝑆𝑡𝑎𝑟) = =
50 25

Example 2

What if the given values are already the probabilities? Consider the situation
below.
As part of this year’s Festival of Talents of San Jose National High School, the
organizing committee has opened Mobile Legends Tournament and Online Singing
Contest. The Venn diagram below shows the probabilities of Grade 10 students joining
either Mobile Legends Tournament (M) or Online Singing Contest (S).

If a student is randomly chosen, the

probability that he or she joined Mobile
Legends Tournament is the sum of the
probability that only M occurs which is 0.4 and
the probability that M and S occur which is 0.2.

In symbol, 𝑃(𝑀) = 0.4 + 0.2 = 0.6.

The probability that a student randomly chosen joined Online Singing Contest is
the sum of the probability that S occurs which is 0.3 and the probability that M and S
occur which is 0.2.

In symbol, 𝑃(𝑆) = 0.3 + 0.2 = 0.5.

Let's look for the probability of randomly choosing a student who joined both the
Mobile Legends Tournament and Online Singing Contest. We have to look at the
overlapping region of M and S, which is the intersection of M and S. It can be seen
that the probability is 0.2.
 In symbol, 𝑃(𝑀 ∩ 𝑆) = 0.2.

Suppose we are looking for the probability of randomly choosing a student who
joined Mobile Legends or Online Singing Contest. In that case, we have to get the
sum of the probability that only M occurs, the probability that only S occurs, and the
probability of both M and S occurs. It indicates the union of events.

So, in symbol, 𝑃(𝑀 ∪ 𝑆) = 0.4 + 0.2 + 0.3 = 0.9.

Complement of an Event – the set of all outcomes that are NOT in the event. It is
denoted by 𝑃(𝐴′ ) and read as the probability of the complement of event A. It can
be found by using the formula 𝑃(𝐴′ ) = 1 − 𝑃(𝐴). For example, in the situation above,
If we are looking for the probability that a randomly chosen student did not join
Mobile Legends Tournament then we have to subtract P(M) from 1.

In symbol, 𝑃(𝑀′ ) = 1 − 𝑃(𝑀) = 1 − 0.6 = 0.4.

C. Engagement 50 minutes Learning Task 1

The extracurricular activities in which the senior class at SPC Science Integrated
High School participate are shown in the Venn diagram.

1. How many students are in the senior

class?

2. How many students participated in

athletics?

3. If a student is randomly chosen,

what is the probability that the
student participates in athletics or
drama?

4. If a student is randomly chosen,

what is the probability that the
student participates only in drama
and band?

Learning Task 2

Consider the situation below and answer the questions that follow.
Grade 7 students of San Pablo City Integrated High School have chosen their
favorite subjects. The Venn diagram below shows the students' probabilities of
choosing either Science or Mathematics as their favorite subject.
Find the following:
1)
2)
3)
4)
5)
D. Assimilation 30 minutes Learning Task 3
Consider the situation below and answer the
questions that follow.
San Jose National High School Mathematics
Department conducted the Math Camp where
students can play Rubik’s cube, tangrams, and
Sudoku. The Venn diagram below shows the number
of students who joined the Camp.

1. How many students joined the Math Camp?

2. How many students played Rubik’s cube?

3. If a student is randomly chosen, what is the probability that the student played
tangrams or Sudoku?

4. If a student is randomly chosen, what is the probability that the student played
Rubik’s cube or Sudoku?
E. Assessment 30 minutes Fifty students were surveyed about their favorite fruit. The following Venn diagram
shows the result of the survey:
Answer the following questions.

1. If a student is randomly chosen,

what is the probability that the
student has mango and apple as his
or her favorite fruit?

2. If a student is randomly chosen,

what is the probability that the
student has banana or apple as his
or her favorite fruit?

3. If a student is randomly chosen,

what is the probability that the
student has only both mango and
banana as his or her favorite fruit?

VI. REFLECTION 20 minutes Complete the following phrases:

I understand that _____________________________________________________________.
I realize that __________________________________________________________________.
I need to learn more about ____________________________________________________.

Prepared by: Rolito G. Asombra – San Jose National High School Checked by: MA. FILIPINA M. DRIO
 Learning Area Mathematics Grade Level 10
W7 Quarter Third Date

I. LESSON TITLE Probability of (𝑨 ∪ 𝑩)

II. MOST ESSENTIAL
LEARNING COMPETENCIES The learner finds the probability of (𝐴 ∪ 𝐵) (M10SP-IIIg-h-1)
(MELCs)
III. CONTENT/CORE
Solving for the probability of the union of two events
CONTENT
Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
A. Introduction 15 minutes At the end of the lesson, you are able to:
1. identify the formula that will be using for a particular problem that involves the
union of events;
2. solve for the probability of the union of two events; and
3. appreciate the application of probability of the union of two events to real-life
situations.

In your previous lessons, you have learned to find the probability of simple
events like getting an odd number in a roll of a die and getting a head in a toss of a
coin.

However, what if two events are being considered in finding a probability? An

example is finding the probability of choosing Yambo Lake or a lake that starts with
“C” from the Seven Lakes of San Pablo City, Laguna namely Sampaloc, Bunot,
Yambo, Pandin, Mohicap, Calibato, and Palakpakin. It means that you will be
looking for the probability of the union of the given two events. In addition, the word
“or” indicates the union of such.

In this lesson, you will learn to determine the probability of union of two events (𝐴 ∪
𝐵).
B. Development 50 minutes Read the text below to familiarize yourself with the probability of union of two events
(𝐴 ∪ 𝐵).

Probability of Union of Two Events

If A and B are events in the sample space, then the probability of A or B
occurring is:

𝑃(𝐴 𝑜𝑟 𝐵) = 𝑃(𝐴 ∪ 𝐵) = 𝑃(𝐴) + 𝑃(𝐵) − 𝑃(𝐴 ∩ 𝐵).

However, if there is no intersection between events A and B, then the

probability of A or B occurring is
𝑃(𝐴 𝑜𝑟 𝐵) = 𝑃(𝐴 ∪ 𝐵) = 𝑃(𝐴) + 𝑃(𝐵).

Study the following illustrative examples.

Illustrative Example 1:

A die is rolled once. Find the probability that the number is an even number or
a multiple 4.

Let us denote A as the event of getting an even number and B as the event of
getting a multiple of 4. Since there are three even numbers in a die {2,4,6}, we can
say that the probability of getting an even number is 3 out of 6.

3 1
In symbol, 𝑃(𝐴) = = .
6 2

When it comes to the event of getting a multiple of 4, there is only one multiple
of 4 in a die {4}, thus the probability of getting a multiple of 4 is 1 out of 6.
 1
In symbol, 𝑃(𝐵) = .
6
However, there is a number which is both an even number and a multiple of 4
in a die {4} and its probability is 1 out of 6.

1
In symbol, 𝑃(𝐴 ∩ 𝐵) = .
6

Hence, we can say that the probability of getting an even number or a

multiple of 4 in a roll of a die is

1 1 1 1
𝑃(𝐴 𝑜𝑟 𝐵) = 𝑃(𝐴 ∪ 𝐵) = 𝑃(𝐴) + 𝑃(𝐵) − 𝑃(𝐴 ∩ 𝐵) = + − = .
2 6 6 2

Illustrative Example 2:

A die is rolled once. Find the probability that the number is an even number or
a multiple of 5.

Let us denote A as the event of getting an even number and B as the event of
getting a multiple of 5. The probability of getting an even number in a roll of a die is:

3 1
𝑃(𝐴) = =
6 2

while the probability of getting a multiple of 5 is:

1
𝑃(𝐵) =
6

Since, there is only one number in a die which is a multiple of 5 {5}. There is no number
in a die which is both an even number and a multiple of 5, so there is no intersection
between the two events. Hence, the probability of getting an even number or a
multiple of 5 in a roll of a die is

1 1 3 1 4 2
𝑃 (𝐴 𝑜𝑟 𝐵) = 𝑃(𝐴 ∪ 𝐵) = 2 + 6 = 6 + 6 = 6 = 3.

C. Engagement 50 minutes Learning Task 1

Find the probability of the following problems.

1. A bowl contains 15 chips numbered 1 to 15. If a chip is drawn randomly from the
bowl, what is the probability that it is
a) 7 or 15?
b) 5 or a number divisible by 3?
c) even or divisible by 3?
d) a number divisible by 3 or divisible by 4?

2. Dario puts 44 marbles in a box in which 14 are red, 12 are blue, and 18 are yellow.
If Dario picks one marble at random, what is the probability that he selects a red
marble or a yellow marble?

Learning Task 2

Maricar labeled each of 26 small pieces of paper a distinct letter in the English
alphabet. She put it in a box. If she will ask her brother, Paulo, to randomly pick a
piece of paper from the box, what is the probability that it is:
1) a vowel or a consonant?
2) a consonant or w?
3) a vowel or e?
4) a consonant or o?
5) a vowel or k?
D. Assimilation 30 minutes Learning Task 3

Solve the following problems.

1. A die is rolled once. Find the probability that

a) the number is even or a multiple of 3;
b) the number is a multiple of 2 or multiple of 3;
c) the number is an odd number or a multiple of 2.

2. A card is drawn at random from a deck of 52 playing cards. Find the probability
that the card drawn is:
a) an ace or a king;
b) a king or a diamond.
E. Assessment 30 minutes Read the paragraph and answer the questions that follow.

San Pablo City is famous for its Seven Lakes namely: Sampaloc, Bunot, Yambo,
Pandin. Mohicap, Calibato, and Palakpakin. Your friend from Manila will come to your
house to have a one-week vacation. You suggested that you will accompany him to
visit one of the Seven Lakes. To determine the lakes that you will be visiting, you
decided to draw lots. So, you wrote each lake name on a piece of paper and put
them in a bowl. If you will pick one paper from the bowl, what is the probability that
you will pick:
a. Sampaloc or a lake that starts with “S”?
b. a lake that starts with “P” or starts with “S”?
c. Bunot or Yambo?
d. Mohicap or a lake that starts with “B”?
e. a lake that starts with “M” or starts with “Y”?
VI. REFLECTION 20 minutes Complete the following phrases:
I understand that _____________________________________________________________.
I realize that __________________________________________________________________.
I need to learn more about ____________________________________________________.

Prepared by: Rolito G. Asombra – San Jose National High School Checked by: MA. FILIPINA M. DRIO
 Learning Area Mathematics Grade Level 10
W8 Quarter Third Date
I. LESSON TITLE Mutually Exclusive Events and Word Problems Involving Probability
II. MOST ESSENTIAL
LEARNING The learner illustrates mutually exclusive events (M10SP-IIIi-1); solves problems involving
COMPETENCIES probability (M10SP-IIIi-j-1)
(MELCs)
III. CONTENT/CORE
Identifying mutually exclusive events and solving problems involving probability
CONTENT

Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
A. Introduction Learning Objectives: At the end of the lesson, you are able to:
a. differentiate mutually from not mutually exclusive events;
b. solve the probability of mutually exclusive events and not mutually exclusive
events;
c. solve problems involving probability.

In the past lessons, you have learned to find the probability of union of two
events. It involves determining whether any two events can or cannot happen at
the same time.
Consider the table below. Which pair of events can happen at the same time?
In choosing a lake to visit among Seven Lakes of San Pablo City, namely:
Sampaloc, Bunot, Yambo, Pandin, Mohicap, Calibato and Palakpakin,
A B
Event 1: choosing Bunot Lake Event 1: choosing Sampaloc Lake
Event 2: choosing a lake that starts Event 2: choosing a lake that starts
with “B” with “M”
Study the concepts below and check if your answer is correct.
B. Development Mutually Exclusive Events: These are events that cannot occur at the same time. This
means that two events A and B are mutually exclusive if 𝐴 ∩ 𝐵 = { }. In other words,
there is no intersection between events A and B.
Consider the following illustrative examples:
Illustrative Example 1: In an experiment of randomly choosing a letter in the English
alphabet, the event A of choosing a vowel and the event B of getting a consonant
are mutually exclusive events. There is no letter in the English alphabet that is both
vowel and consonant.
Illustrative Example 2: In an experiment of randomly choosing a lake in Laguna, the
event A of choosing a lake in Seven Lakes of San Pablo City and the event of B of
choosing a lake that starts with letter “D” are mutually exclusive events because
there is no lake in Seven Lakes of San Pablo City that starts with letter “D” {Sampaloc,
Bunot, Yambo, Pandin, Mohikap, Calibato, Palakpakin}.

This can be illustrated using a Venn diagram which is shown below:

It can be seen in the Venn diagram at the left
A B that there is no intersection between the events A
and B.
Hence, there is no chance that the two events
𝑃(𝐴 𝑜𝑟 𝐵) happen at the same time.
Remembering how to find the probability of union of events, you will learn that
the same way is used in finding the probability of mutually exclusive events. That is,
𝑃(𝐴 𝑜𝑟 𝐵) = 𝑃(𝐴 ∪ 𝐵) = 𝑃(𝐴) + 𝑃(𝐵)
5
Using Example 1, the probability of event A is 𝑃(𝐴) = since there are five vowels
26
{a, e, i, o, u} out of 26 letters in the English alphabet. The probability of event B is
21
𝑃(𝐵) = since, there are 21 consonants {b, c, d, f, g, h, j, k , l, m, n, p, q, r, s, t , v, w,
26
 x, y, z} out of 26 letters in the English alphabet. There is no letter in the English alphabet
that is both vowel and consonant.
5 21 26
Hence, 𝑃(𝐴 𝑜𝑟 𝐵) = + = = 1.
26 26 26

However, if there is a chance for the events A and B happen at the same time,
then they are not mutually exclusive events.

Illustrative Example 3: In an experiment of rolling a die once, the event A of getting

an even number and the event of getting a multiple of 3 are not mutually exclusive
events. There is a number in a die that is both an even number and a multiple of 3
which is 6. In other words, the intersection between events A and B is 6.

A B It can be seen in the Venn diagram at the left that there is

intersection between events A and B. Hence, there is a
𝑃(𝐴 𝑜𝑟 𝐵) chance that the two events happen at the same time.
If two events, A and B, are not mutually exclusive, then the probability that either A
or B occurs is the sum of their probabilities decreased by the probability of both
occurring. In symbol, it is :
𝑃(𝐴 𝑜𝑟 𝐵) = 𝑃(𝐴 ∪ 𝐵) = 𝑃(𝐴) + 𝑃(𝐵) − 𝑃(𝐴 ∩ 𝐵)

3 1
In illustrative example 3, the probability of event A is 𝑃(𝐴) = = and the
6 2
2 1
probability of event B is 𝑃(𝐵) = = . Since there is a number in a die which is both
6 3
1
an even number and a multiple of 3 which is {6}, its probability is 𝑃(𝐴 ∩ 𝐵) = .
6

1 1 1 3 2 1 4 2
Hence, 𝑃(𝐴 𝑜𝑟 𝐵) = 𝑃(𝐴 ∪ 𝐵) = + − = + − = = .
2 3 6 6 6 6 6 3

Looking back at the question in the introduction, Pair A can happen at the
same time therefore they are mutually exclusive events.

C. Engagement Learning Task 1

Tell whether each of the following situations indicates mutually exclusive events or
not mutually exclusive events. Write M for mutually exclusive and N for not mutually
exclusive.

A box contains 26 balls labeled by each letter of the English alphabet. Assume that
each ball is designated by a unique letter and a ball is drawn randomly from the
box, what is the probability that it is
a) A or B?
b) E or a vowel?
c) P or a consonant?
d) O or a consonant?
e) a vowel or a consonant?
D. Assimilation Learning Task 2
Consider the situation below and solve the following problems.
A restaurant serves a bowl of candies to their customers. The bowl of candies
Gabriel receives has 10 chocolate candies, eight coffee candies, and 12 caramel
candies. After Gabriel chooses a candy, he eats it. Find the probability of getting
candies with the indicated flavors.
a. P(chocolate or coffee)
b. P(caramel or not coffee)
c. P(coffee or caramel)
d) P(chocolate or not caramel)
e) P(coffee or not chocolate)

Learning Task 3
Solve the following problems.
1. Rhian likes to wear colored shirts. She has 15 shirts in the closet. Five of these are
blue, four are in different shades of red, and the rest are of different colors. What is
the probability that she will wear:
a) a blue or a red shirt?
 b) a red or a “not blue” shirt?
c) a blue or a “not red” shirt?
d) a red or a “not blue and not red” shirt?
e) a blue or a “not blue and not red” shirt?
E. Assessment Solve the following problems.
1. A bag contains 2 white balls, 4 black balls, and 6 red balls. One ball is drawn.
What is the probability that the ball is either white or black?

2. A card is drawn from a deck of 52 cards. What is the probability that the card
drawn is a) a face card or a spade?
b) a red card or a face card?
c) a black card or a diamond?
d) an even number or a diamond?
e) an odd number or a black card?
VI. REFLECTION Complete the following phrases:
I understand that _____________________________________________________________.
I realize that__________________________________________________________________.
I need to learn more about ___________________________________________________.

Prepared by: Rolito G. Asombra – San Jose National High School Checked by: MA. FILIPINA M. DRIO