School Grade Level Grade 10

Teacher Learning Area Mathematics

Teaching Date and

Time
Quarter 3rd Quarter
DAILY
LESSON
LOG
Day 1 Day 2 Day 3 Day 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards The learner demonstrates understanding of key concepts of combinatorics and probability.
The learner is able to use precise counting technique and probability in formulating conclusions and making decisions.
B. Performance Standards

Learning Illustrates events, and Illustrates events, and Learning Competency:

Illustrates events, and
competency: Solves union and intersection union and intersection Illustrates events, and
union and intersection
problems involving of events. (M10SP-IIIf-1) of events. (M10SP-IIIf-1) union and intersection
of events. (M10SP-IIIf-
permutations and
1) Learning Objectives: Learning Objectives: of events. (M10SP-IIIf-1)
combinations
Learning Objectives: 1. Illustrate events, 1. Illustrates events, and Learning Objectives:
( M10SP –IIId-e-2)
1.Illustrate events, and and union and union and intersection 1. Illustrates events, and
Learning
union and intersection
C. Learning Competencies / Objectives: intersection of of events union and intersection
of events
Objectives 1. Identify problems events 2. Draw a Venn of events
2.Define simple and
Write the LC code for each on combination 2. Determine the diagram to illustrate 2. Draw a Venn diagram
compound events;
2. Solves problems
outcome and sample possible outcome union of events to illustrate intersection
involving and
space and sample space 3. Demonstrate of events
combination
3.Display active Demonstrate active understanding in 3.Demonstrateundersta
3. Appreciate the
participation in the participation in the
use of solving illustrating union of nding in illustrating
discussion and in doing
combination discussion and in events union of events
the given task
problems doing the given task
Union and Intersection Union and Intersection Union and Intersection Union and Intersection
II. CONTENT SUMMATIVE 2
of Events of Events of Events of Events
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

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DLL_Mathematics_Grade10_SY2022-23/LGQ
 N/A teacher’s guide, learner’s
1. Teacher’s Guide pages
module,
2. Learner’s Materials
pages
Pages 288-292 Pages 288-292 Pages 288-292 Pages 288-292
3. Textbook pages Pages 328-334 Pages 328-334 Pages 328-334 Pages 328-334
4. Additional Materials
from Learning N/A
Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
IV. PROCEDURES learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
N/A The teacher reviews the Review previous lesson The teacher conducts a Review previous lesson by
Fundamental Counting by letting the students review by letting the letting the students
Principle presenting a answer the exercise students observe the answer the following
situation to the class. below. diagram of activity 2. questions:
Sarah Geronimo is 1.A 5- peso coin and a 1. How will you illustrate
planning a concert tour in 10-peso coin are tossed. the union of events?
three cities-Manila, Cebu, List the elements of the 2. What mathematical
and Davao. In how many sample space. notation is used to
ways she can arrange her A.If we are interested on illustrate the union of A
schedule? whether the 5- peso and B?
Answer coin land heads (H) or
1 Manila – Cebu – tails.
A. Reviewing previous lesson
or presenting the new
Davao B.If we are interested The teacher lets the
lesson 2 Manila – Davao– only on the number of students answer the
Cebu tails that appear on a following questions:
3 Cebu - Manila – single toss of two coins.
Davao There C.If we are interested on
are 6 possible whether the coin match
schedules. (M) or do not match (D)
4 Cebu – Davao – Answer: Answer
Manila a.{ H , T }
5 Davao – Manila– b. { 0 , 1 ,2 }
Cebu
c. { M , D }
6 Davao– Cebu –
Manila

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DLL_Mathematics_Grade10_SY2022-23/LGQ
 N/A The teacher emphasizes The teacher emphasizes The teacher The teacher lets the
that the Fundamental that the Fundamental emphasizes that the students compare a union
B. Establishing a purpose
for the lesson
Counting Principle is Principle of Counting is activity helps the and an intersection of
necessary in illustrating necessary in illustrating students illustrate events using a Venn
events. events. union of events. diagram.
N/A The teacher starts the The teacher lets the
discussion by presenting a The teacher lets the students, in groups of
Tree Diagram to be used students, in groups of three, do Activity 3
in determining the five, do Activity 3
“Intersection and Union
outcomes of an “Intersection and Union
of Events” on page332 of
C. Presenting examples/ experiment of tossing a of Events” on page 332
instances of the new of the Learner’s Module the Learner’s Module.
lesson .

single coin twice..

D. Discussing new concepts N/A The teacher discusses The teacher discusses The teacher discusses The teacher discusses
and practicing new skills with the students the with the students the the above diagram. with the students the
#1
outcomes of the process on how the The union of sets A process of answering
experiment shown in the activity is answered. and B is the set of all activity 3; then verifies
tree diagram by asking the Guide Questions: elements which belong the students answer.
following questions: 1.How many students to A or B or to both.
1. As illustrated in are in the senior high The union of sets A Answer:
the above school? and B is denoted by A 5. The total number
diagram, what 2.How many students ∪ B. of students in the
are the outcomes participate in athletic? In each illustration, the senior class is
of tossing a single 3.If a student is rectangle represents 345.
coin twice? randomly chosen, what the universal set. A
2. If a coin is tossed is the probability that universal set is a set 159
once, how many the student participates 6.
which contains all the 345
possible in drama or athletic? elements involved in
outcomes? 4.If a student is the problem. 227
3. What are the randomly chosen, what 7.
possible is the probability that In a group of 5
345
outcomes of the student participates

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DLL_Mathematics_Grade10_SY2022-23/LGQ
 tossing a coin in drama or band? members, the teacher 30
once? Answer: lets the students do 8.
345
4. What do you call 1. The total the following task:
the set of all number of
possible students in the Given
outcomes of an senior class is U=
experiment? 345. { 1 , 2, 3 , 4 ,5 , 6 , 7 , 8 }
Answer: A = { 1 , 3 ,5 , 7 }
1. HH,HT,TH,TT 159 B = {2 , 4 , 6 , 8 }
2. 2 2.
345
3. Head and Tail
4. sample space Find A∪ B and draw a
227 Venn diagram to
3.
The teacher makes a 345 illustrate A∪ B.
follow up discussion:
30
4.
A sample space is 345
the set of all possible
outcomes of an
experiment. The
outcomes of tossing a coin
twice are HH, HT, TH, TT.
The sample space is
S=
{ HH , HT , TH ,∧TT } .
The outcomes of tossing a
coin once are Head and
Tail. The sample space is S
= { Head , Tail } . A subset
of a sample space is called
an event.
An event may be a
simple event or a
compound event. A
simple event consists of a
single outcome or a single

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 event that cannot be
further broken down into
smaller events.
A compound event
is any event combining
two or more simple
events. When a single coin
is tossed, the event that a
head appears is a simple
event. If the same coin is
tossed twice, the event
that two tails appears
consecutively is a simple
event, but the event that
at least one head appears
is a compound event. The
possible outcomes for
these compound events
are HH, HT, and TH.
E. Discussing new concepts N/A The teacher introduces
and practicing new skills
the following diagram.
#2

A∩B is illustrated in the

Venn diagram below

(Note: The intersection of

A and B must be shaded)

The teacher says: The

intersection of sets A and
B, denoted by A∩B, is the

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 set of all elements
common to both A and B.

N/A The teacher lets the Working in pairs, the Working in pairs, the Working in pairs, the
students, by group, teacher lets the students teacher lets the teacher lets the students
students answer the
answer Activity 2 answer the following answer the following
following exercise.
“Understanding questions. Given exercise.
Compound Events” 1.How were you able to U= Given
numbers 1-10 on page find the total number of {1,2,3,4,5,6,7,8,9} U =
330 of the Learner’s students in the senior A = {1,3,5} { 1 , 2, 3 , 4 ,5 , 6 , 7 , 8 , 9 }
Find A ∪ B and draw
Module, assigning two class? B = {7,8}
A = { 1 , 2, 3 , 4 ,5 }
numbers to answer every 2.How does the concept
F. Developing mastery
a Venn diagram to B = { 3 , 4 ,5 , 6 , 7 , 8 , 9 }
(Leads to Formative group. of set help you in finding
Assessment 3) illustr
the intersection and
Answer: union of two or more Find A∩B and draw a
Refer to TG on pages 289- events Venn diagram to illustrate
290 3.What are some A∩B.
notations that are used
in your study of sets that
you can still recall? ate A ∪ B.
Varied Answers drawn
from the students.
N/A (The activity in developing
mastery in Part IV-F above
G. Finding practical is already an application
applications of concepts of concepts and skills in
and skills in daily living daily living, and also
Localization and
Contextualization)
H. Making generalizations N/A The teacher summarizes The teacher summarizes The teacher says: Since The teacher summarizes
and abstractions about the the mathematical skills or the lesson by asking the events are sets, they the lesson by asking the
lesson
principles used to following questions: can be combined to following questions:
illustrate and define 1. How will you form new events by 1. When can you say that
simple and compound determine a using the set operation the two events A and B
events and sample space sample space? of union. intersect?

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DLL_Mathematics_Grade10_SY2022-23/LGQ
 through questions like: 2. What are the The teacher 2. How will you denote
1. What does the tree different ways summarizes the the intersection of events
diagram tell you? you used in mathematical skills or A and B?
2. How did you determine finding the principles used to
a sample space? sample space? illustrate union of Answer
3. Differentiate an events through 1. Two events A and B
outcome from a sample Answer: questions like: intersect if there are
space. Give another 1. By solving 1. How will you elements common to
example of an outcome. Listing, Tree diagram illustrate the union of both A and B.
4. Aside from a tree events? 2. The intersection of
diagram, how else can you 2. What mathematical events A and B is denoted
find the total number of notation is used to by A∩B.
possible outcomes? illustrate the union of
Answers shall be drawn A and B?
from the students.
Answer: Answer:
1.The tree diagram shows 1. The union of
the total number of events can be
outcome. illustrated by means of
2.The sample space is a Venn diagram.
obtained by listing all the 2. The union of A and B
outcomes that are is written as “ A∪ B”
obtained using the tree
diagram.
3.An outcome is an
element of a sample
space.
The total number of
possible outcomes can
also be found using the
fundamental counting
principle (multiplication
rule).
I. Evaluating learning N/A The teacher lets the The teacher lets the The teacher lets the The teacher lets the
students answer students answer students answer students answer
individually the formative individually the individually the individually the formative

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DLL_Mathematics_Grade10_SY2022-23/LGQ
 assessment. formative formative assessment. assessment.
Given: assessment.Direction: Solve the following: Solve the following
R={ A , B , C¿ } S= Write the sample space Given problem:
{ P , Q, R , T } of each experiment. U = A fair die is rolled. The
M,N,O,P,Q,R
1.Polling customers at a { a , b , c , d ,e , f , g } sample space is S =
1. List all the
shop whether they like A = {a , b , c , d } { 1 , 2, 3 , 4 ,5 , 6 }.
(L) or dislike (D) a certain Let A = event “ an even
outcomes B = { c , d ,e , f , g }
product number turns up”
2. List all the
2.Denoting the number Let B = event “ the
sample space Find A∪ B and draw a
of girls in 3-child families number that turns up is
3. List all the events Venn diagram to
3.Tossing a fair coin and greater than 2”
Answer: illustrate A∪ B.
then rolling a die if it a. Find A∩B.
1. M,N,O,P,Q,R
comes up head (H) b. Draw a Venn diagram
2. R={ A , B , C¿ }
S= to illustrate A∩B.
{ P , Q, R , T }
A , B ,C , P , Q, R , T
J. Additional activities for N/A
application or remediation
V. REMARKS
Reflect on your teaching and asses yourself as a teacher. Think about your students’ progress this
week. What works? What else needs to be done to help the students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
silver_____ silver_____ silver_____ silver_____ silver_____
titaniumr_____ titaniumr_____ titaniumr_____ titaniumr_____ titaniumr_____
A. No. of learners who earned
nickel _____ nickel _____ nickel _____ nickel _____ nickel _____
80% in the evaluation
Platinum:___ Platinum:___ Platinum:___ Platinum:___ Platinum:___
tungsten:_____ tungsten:_____ tungsten:_____ tungsten:_____ tungsten:_____
silver_____
silver_____ silver_____ silver_____ silver_____
B. No. of learners who require titaniumr_____
titaniumr_____ titaniumr_____ titaniumr_____ titaniumr_____
additional activities for nickel _____
nickel _____ nickel _____ nickel _____ nickel _____
remediation who scored Platinum:___
Platinum:___ Platinum:___ Platinum:___ Platinum:___
below 80% tungsten:_____Platinu
tungsten:_____ tungsten:_____ tungsten:_____ tungsten:_____
m
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson

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DLL_Mathematics_Grade10_SY2022-23/LGQ
 silver_____
titaniumr_____ silver_____ silver_____ silver_____ silver_____
nickel _____ titaniumr_____ titaniumr_____ titaniumr_____ titaniumr_____
D. No. of learners who continue
Platinum:___ nickel _____ nickel _____ nickel _____ nickel _____
to require remediation
tungsten:_____ Platinum:___ Platinum:___ Platinum:___ Platinum:___
tungsten:_____ tungsten:_____ tungsten:_____ tungsten:_____

Strategies used that work well:

__Group collaboration
__Games
__Powerpoint Presentation
__Answering preliminary activies/exercises
__Discussion
__Case Method
__Think-Pair-Share (TPS)
E. Which of my teaching
__Rereading of Paragraphs/Poems/Stories
strategies worked well? Why
__Differentiated Instruction
did these work?
__Role Playing/Drama
__Discovery Method
__Lecture Method
Why?
__Complete Ims
__Availability of Materials
__Pupil’s eagerness to learn
__Group member’s Cooperation in doing their tasks
Bullying among pupils
__Pupil’s behavior/attitude
F. What difficulties did I encounter __Colorful IM’s
which my principal or supervisor __Unavailable Technology Equipment (AVR/LCD)
can help me solve? __Science Computer/Internet Lab
__Additional Clerical works
__Reading Readiness
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

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