SCHOOL: MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL GRADE LEVEL: TEN (10)

GRADES 1 TO 12
TEACHER: KATHLEEN MAE M. ATASAN LEARNING AREA: MATHEMATICS
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: THIRD GRADING
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objective 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
activities maybe done for developing content knowledge and competencies. These are using Formatives 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: Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding
of the key concepts of of the key concepts of of the key concepts of of the key concepts of of the key concepts of
combinations and probability. combinations and probability. combinations and probability. combinations and probability. combinations and probability.
B. Performance Standards: Is able to use precise Is able to use precise Is able to use precise Is able to use precise Is able to use precise
technique and probability in technique and probability in technique and probability in technique and probability in technique and probability in
formulating conclusions and formulating conclusions and formulating conclusions and formulating conclusions and formulating conclusions and
in making decisions. in making decisions. in making decisions. in making decisions. in making decisions.
C. Learning Competencies/ Objectives: 1. Illustrate independent and 1. Illustrate independent and 1. Solving probability 1. Relate probability of 1. Illustrate and find the
Write the LC code for each dependent events. dependent events. problems using the concept compound events in solving probability of mutually
At the end of the period, at least 75% of
the students will to: of permutation and for the non mutually exclusive events .
combination. exclusive events.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT Probability Probability Probability Probability Probability

III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages 296 - 297 298 299 299 291 - 294
2. Learner’s Materials Pages 341 - 342 344 338 339 334 - 339
3. Text book Pages
4. Additional Materials from
Learning resources(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 will learn well. Always be guided by demonstration of learning the by the
IV PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their learning, question
their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson 3 min : Recall the concept of 3 min : Recall the definitions 2 min : Recall the definition of 2 min : Recall probability of
or Presenting New Lesson of mutually exclusive events counting techniques. compound events.
B. Establishing a Purpose for 2 min : 1. Illustrate and find 2 min : 1. Illustrate and find 2 min : Solve probability 2 min : Relate probability of
the Lesson the probability of mutually the probability of mutually problems using the concept compound events in solving
exclusive events . exclusive events . of permutation and for the non mutually
combination exclusive events.
C. Presenting 35 min : Present an 10 min :Discuss the answers 3 min : Present the problems 3 min : Explain to the class 3 min : Explain to the class
 Examples/Instances of the illustration that shows of the given assignment. on the board using the importance of the activity the importance of the activity
Lesson separate objects and objects Instructional materials. to be given. to be given.
that intersects.
D. Discussing New Concepts 2 min : Determining the event 2 min : Determining the 2 min : Solving probability 2 min : Relating probability of
and Practicing New Skills#1 whether mutually or not event whether mutually or problems using the concept compound events in solving
mutually exclusive. not mutually exclusive. of permutation and for the non mutually
combination. exclusive events.
E. Discussing New Concepts
and Practicing New Skills#2
F. Developing Mastery Students will be asked to 20 min :For mastery students 30 min : 35 min :
(Leads To Formative Assessment 3) perform activity # 4 to help will be grouped and answer the reporters will present the ᴥ in a triad activity the
them understand the activity #6 problems and gather answers students will answer act. # 8
concepts of events which are 20 min : Discuss the output of from their classmates an do ᴥ a maximum of 5 students
mutually exclusive and which their answers. some corrections if it has to will share their output of their
are not mutually exclusive. be corrected. brainstorming.
G. Finding Practical Application Think of your daily Write a report of 120 words As the students will deliver
of Concepts and Skills in experience. How is in describing a situation in their report, inject the
Daily Living probability utilized in your life that involves events practical application of the
newspapers, television which re mutually exclusive said lesson.
shows, and radio programs or not mutually exclusive,
that interest you? What are explain why the events are
your general impressions of mutually exclusive or not
the ways in which probability mutually exclusive.
is used in the print media and
entertainment industry.
v. PROCEDURES
H. Making Generalization and I two events A and , then the I two events A and , then the In previous lessons , you were In this lesson, student ill be
Abstractions about the lesson probability that either A or probability that either A or able to differentiate able to recall and us their
Bare mutually exclusive Bare mutually exclusive permutation from knowledge and
occurs ids the sum of their occurs ids the sum of their combination. And on this day understanding on probability
probabilities. probabilities. the students observe how the of compound events. The
P ( A or B ) = P(A) + P(B) P ( A or B ) = P(A) + P(B) concepts of permutation and activity will help them relate
combination are used in to the present concept.
solving probability problems.
I. Evaluating Learning Refer to rubrics attached Refer to rubrics attached
J. Additional Activities for Answer activity #5 numbers 1 Assign chosen few to report
Application or Remediation and 3 on Act. #7
VI- REMARKS
VII - REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who
required additional activities
for remediation
C. Did the remedial lessons
work?
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 innovation or
localized materials did I
used/discover which I wish to
share with other teachers?