DAILY LESSON TAGAYTAY CITY NATIONAL

PLAN GRADE
SCHOOL HIGH SCHOOL INTEGRATED 10
LEVEL
SENIOR HIGH SCHOOL

LEARNING
TEACHER Russel M. Yarte MATHEMATICS
AREA

TEACHING DATE
March 7 , 2024 QUARTER Third
AND TIME

I. OBJECTIVES
A. Content Standards demonstrates understanding of key concepts of combinatorics and probability.
is able to use precise counting technique and probability in formulating
B. Performance Standards conclusions and making decisions.

C. Learning
illustrates events, and union and intersection of events. (M10SP-IIIf-1)
Competencies
At the end of the lesson, the students should be able to;
a. Differentiate union and Intersection of Events;
Objectives b. Construct a Venn Diagram representing the Union and Intersection of
events;
c. Relate Union and Intersection of Events to real life
II. CONTENT
III. LEARNING
RESOURCE
A. References
1. Teacher's Guide pages pp. 290- 292
2. Learner's Materials
pages

3. Textbook pages

4. Additional Materials
from Learning Resource
portal
B. Other Learning
Resources

IV. PROCEDURE Teacher’s Activity Student’s Activity

A. Reviewing previous Daily Routine (MELC)
lesson or presenting the A. Prayer Integration:
new lesson Kindly stand up everyone, let’s start our day with a Within
prayer, Student A, kindly lead us on our prayer Across

B. Greeting
Good morning, Class!

C. Checking of Cleanliness
Before you take your seats, kindly pick up the pieces of
trash and arrange your chairs accordingly.

D. Checking of Attendance
Class monitor, is there any absentees today?
 E. Reminder (Health Protocol)
How was your day so far?
Instruction: Do a
smiley face if the
Good to know that you are all okay.
statement is true;
otherwise, do an
In the past few weeks, we talked about combination.
angry face if the
statement is false.
Again, in mathematics, what is combination?

Yes, Student B?
It is an arrangement
of n objects where
order is not
important.
Very good, Student B. Exactly, when we say
combination, the order is not important, unlike
permutation where order matters.

It seems like you really understand our lesson in

combination as reflected in your summative
examination. Congratulations everyone.

Let us now move on to the next topic. But before that,

let us have a game first. This game is called Eyes On
Me.

Eyes On Me.
Instructions: Find the following list of words in the
given puzzle.

Words to find:
1. Set
2. Subset
3. Event
4. Union
5. Element
6. Intersection

B. Establishing a Thank you so much for your warm participation.

purpose for the lesson
Student C, what are the words that we tried to find in We tried to find the
our game earlier? words: Set, Subset
Event, Union
Element and
Intersection, Sir.

Student A, when you hear the word events, what comes

 first into your mind? Phenomenon, Sir.
Very good, Student A.
It can be defined as the occurrence of something.
How about the word Union?
Yes, Student B? Being united, Sir.
Very well said, Student B.
How about the word Intersection?
Yes, Student C? When two objects
cross or meet, Sir.
Thank you, Student C.
All of your answers are correct.
Given those words, what do you think is our topic for
today?
Union and
Yes, Student D. Intersection of
Event, Sir.

Very good observation, Student D.

Today, we are about to discuss, Illustrating events, and
Union and Intersection of Events.

A. Presenting Before we dive into our topic today, let us try to

Examples/Instances understand first by definition the words that we are
of the lesson about to encounter throughout the lesson.

The first word is the word Set. Student E, kindly read its
definition. Sets- are the
collection of items
and represented
using bracket {}.
e.g. {A, B, C, D, E}

Thank you, Student E.

The next word will be Elements, Student F, kindly read.

Elements- the
items contained
Thank you, Student F. within a set that
satisfies the criteria.
Given the {R, U, S, E, L}, what do you think is/are the
element/s present on the given set?

Yes, Student G? Element; R, U , S,

E, L, Sir.

Good job, that’s right, Student F.

Do you have any questions so far, Class? None, Sir.

 Next, we have the word event.
Student H, kindly read. Event-specific or
collection of
outcomes.

We have two kinds of events; Simple Events and

Compound Events.

Simple Events – are any events that consist of a single

outcome in the sample space.

Compound Events- events that consist of more than

one outcome.

The following are some examples of Simple and

Compound Events:
1. Simple Event: Rolling a fair six-sided die and
getting a 3.
Compound Event: Rolling a fair six-sided die
and getting an even number or rolling a number
greater than 4.
2. Simple Event: Flipping a coin and getting
heads.
Compound Event: Flipping a coin twice and
getting at least one head.

Let us now proceed to the difference between Union and

Intersection.

Kindly read the definition of the words Union and

Intersection. Union - The
blending of both
Yes, Student I. sets (indicates
“or”).
- Special symbol ∪.

Intersection- When
two sets overlap
(indicates “and”).
- Special symbol ∩.

Do you have any question, class?

B. Discussing New Applying those two in the concept of events we will
Concepts and have; Union of Events and Intersection of Events
Practicing new skills
#1 Let’s discuss them one by one.

First, we have Union of Events.

Student J, kindly read. Union of Events –

an event consisting
 of elements
belonging to event
A, event B, or both
A and B.
- Written as
A or B
- A∪B
Intersection of
Events – Events
that are occurring
together.
- Consist of
all elements
in event A
and B at the
same time.
- Written as
A and B
- A ∩B
For you to grasp it better, let’s have an example.

Example: Given the following sets:

A = {2, 4, 6, 7, 8}

B= {2, 6, 10, 11, 12}

Find: A ∪ B ; A ∩ B

To solve for A ∪ B, all we need to do is to combine all

the elements of A and B.
Reminder, the repeated elements present in both sets are
counted as one. By that, we are just going to write once
those repeated elements.
To answer the question A ∪ B, we will have:
A ∪ B = {2, 4, 6, 7, 8, 10, 11, 12}
Do you have any questions?
Now let’s evaluate A ∩ B. To do that, all we need to do
is to write the elements common in Set A and Set B.
To answer the question A ∩ B , we will have:
A ∩ B = {2, 6}
Do you have any questions?

C. Discussing New When you were in grade 7, you studied how to

Concepts and represent sets, subsets, and set operations using
Practicing New Skills geometric figures, specifically rectangle and circle.
#2
What do you call that particular way to represent the
sets, subsets and operations on sets?
 Clue, it is named after the English logician John Venn.
Venn Diagram, Sir.
Yes, Student K?

Very good, Student K.

Now, let’s try to represent the Union and Intersection of
events using a Venn diagram. Integration Within:
Solves problems
Let’s have an example. involving sets with
the use of Venn
Example: diagram. (M7NS-
lc-1)
Given:

Find:
a. Elements of Set A?
b. Elements of Set B?
c. A ∩ B?
a. Set A = {1, 2, 3,
d. A ∪ B? 5, 6, 9}
b. Set B = {2, 3, 4,
Can you still follow, Class? 5, 7, 8, 10}
c. {2, 3, 5}
d. {1, 2, 3, 4, 5, 6,
7, 8, 9, 10}
Think- Pair- Share
Directions: Construct a Venn diagram that represents
the given statement.
D. Developing Mastery In a six-sided die construct a Venn diagram where;
(Leads to Formative A represents the odd number
Assessment 3) B represents the number that is multiple of 3
C represents the number that is a multiple of 4

You only have 5 minutes to work on that.

E. Finding practical GROUP ACTIVITY
applications of Instructions: Construct a Venn diagram using the given
concepts and skills in below problem.
daily living Problem: 30 random grade 10 students from Tagaytay
City National High School were asked which of the
three subjects, English, Science, and Math they liked the
most.

20 students like Math in total

16 students like English in total
15 students like Science in total
10 students like both Math and Science
11 students like Math and English
 9 students like English and Science
7 students like all three subjects.

Differentiate Union of events from Intersection of Union of Events –

Events. an event consisting
of elements
belonging to event
A, event B, or both
A and B.
- Written as
A or B
- A∪B
While Intersection
of Events – Events
that are occurring
F. Making
together.
generalizations and
- Consist of
abstractions about
all elements
the lesson
in event A
and B at the
same time.
- Written as
A and B
- A ∩B

State the two kinds of events. The two types of

events are Simple
and Compound
events, Sir.
Directions: Supply what is asked.
A: {1,3,5,6,8,10}
B: {2,4,6,7,8,11}
C: {7}

__________1. A ∩ B 1. A ∩ B = {6,8}
__________2. A ∩C 2. A ∩C = {}
__________3. B ∩C 3. B ∩C = {7}
__________4. A ∪ B 4. A ∪ B =
__________5. B ∪ C {1,2,3,4,5,6,7,8,10,
11}
5. B ∪ C =
{2,4,6,7,8,11}
G. Evaluating learning

INDEX OF MASTERY:
1-
2-
3-
4-
5-
Total: __________
 Assignment.
Directions: Provide what is asked.

A: {a,b,c,6,8,10}
B: {d,e,f,6,7,8,9,11}
C: {e,f,1,2}
H. Additional activities
for application or
remediation
1. A ∩ B = {6,8}
__________1. A ∩ B 2. A ∩C = {}
__________2. A ∩C 3. B ∩C = {e,f}
__________3. B ∩C 4. A ∪ B ∩ C =
__________4. A ∪ B ∩ C {e,f}
__________5. B ∪ C ∩ A 5. B ∪ C ∩ A =
{6,8}

V. REMARKS

VI. REFLECTION

1. No. of learners who

earned at least 80% on the
formative assessment
2. No. of learners who
require additional
activities for remediation
3. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked well?
Why did these work?
6. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
7. What innovation or
localized materials did I
use/discover which I wish
to share with other
teacher?
Prepared by:

_____________________
Student Teacher

Checked by:

_______________
Cooperating Teacher

Noted By:

________________________ ________________________
ANNABELLE F. SAMUDIO BABY GRACE A. JAVIER
Master Teacher 1 Master Teacher 1

Approved By:

____________________
AGNES M. DE SAGUN
Head Teacher VI