OPERATION-OF-AN-EVENTS.docx.operation of lesson plan

DAILY LESSON
PLAN
School Osmeña Colleges Grade Level 10
Teacher Learning Area Mathematics
Teaching Dates and Time Quarter 3rd
I. OBJECTIVES
A. Content Standard Demonstrates understanding of key concepts of combinatorics and probability
B. Performance Standard Is able to use precise counting technique and probability in formulating conclusions and making decisions.
C. Learning Competencies/Objectives  Illustrates events, and their union, intersection, and complements. M10SP-lllf-1
 Illustrates mutually exclusive events.
II. CONTENT Operation on Events
III. LEARNING RESOURCES
A. REFERENCES
 Teacher’s Guide N/A
 Learner’s Materials N/A
 Textbook Pages Vibal, Our World of Mathematics 10, pp. 220-225
 Additional Materials from Learning
Resources (LR) portal
 Power point presentation
 Marker
 White Board

B. OTHER LEARNING RESOURCES N/A
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing previous lessons or presenting
the new lesson
The teacher will:
a. Greetings
“Good morning, class!”
b. Prayer
“May I call Torres to lead the
Prayer.”
“Okay you may now take your seats.”
“How was your day to day?
“That’s good to know.”
c. Checking of Attendance
“Attendance checker, kindly check the
attendance of your classmates.”
“Okay Class! before we proceed to our new lesson.”
The student will:
“Good morning, Ma’am!”
“Yes Ma’am”
(Students will rise and pray.)
(Students will arrange their chair,
and pick the pieces of papers.)
(Students will take their seats.)
(Students answer may vary.)

“who can recall what we have discussed last
meeting?”
“Okay! Very good.”
“ So, what is binomial theorem?”
“ anyone class?”
“Very good!”
(Attendance checker are starting to
check the attendance.)
(students raise their hands)
“it’s all about the binomial theorem”
“Binomial theorem is expanding the expression (a+b)ⁿ is
quite straightforward for small values on n, where n is a
natural number and becomes tedious as n increase”
( all student are keep silent.”)
B. Establishing purpose of the lesson
“Now let us have a game call “Arrange Me”. You are going
to arrange the jumbled words. I will flash each word and
you are going to answer it and the group who can give the
correct answer will have 2 points each question. So, now
group yourselves into 5 groups”
“Are you ready?”
1. EMNEEPITRX
2. LASEMP PEACS
3. TEVEN
4. NNIUO
5. TIRNSCTEEOIN
(the students will counting 1-5)
(the students find there groupmates)
( yes ma’am/sir)
EXPECTED ANSWER:
1. EXPERIMENT
2. SAMPLA SPACE
3. EVENT
4. UNION
5. INTERSECTION
(all student will go back to their proper seat)
C. Presenting examples/instances of the new
lesson “ Based on the activity we had, what will be our topic

to day?”
“ Anyone?”
“ Yes very good”
“Our topic for to day is about Operation on events.”
Now, Let’s have our learning objectives for today’s
lesson. Everybody read!
At the end of the lesson student should be able to :
• Illustrates events, and their union, intersection,
and complement.
• Illustrate manually exclusive events.
Thank you, so these two learning objectives will be
the basis of our discussion for today , first we have
to Illustrates events, and their union, intersection,
and complements and last Illustrate manually
exclusive events.
“Understood?”
“ ma’am/sir I think it’s all about the experiment”
(some student will raise their hand)
“ ma’am/sir I think it’s all about events”
(The students will read the objectives.)
( yes ma’am/sir)
D. Discussing new concepts and practicing new
skills #1
EXPERIMENT is an activity the result in exactly one outcome
from a collection of possible outcomes. Each outcome is
called a sample point and the collection of outcomes is
called the sample space. We will usually denote the sample
space by S.
EVENT is a subset of the sample space. Because an event is
a set, we can use different set notation , such as A =
{37,39,41}, B = {2,4,6,8,__} or C = {n Z|7 ≤ n ≤ 26}
є
UNION AND INTERSECTION OF EVENTS
The union and intersection is only defined for events from
the same experiment.
(Students will listen attentively.)

For example, if A = {2,3,5,7}, and B =
{red,yellow,blue}, then A ꓴ B and the intersection A
∩ B.
“understood?”
“tuod la?”
“Okay, very good”
COMPLEMENT OF AN EVENT
Let A be an event. The complement of A, denoted by Aᶜ, is
the event consisting of all sample points which are not in A.
Here is a Venn diagram presentation of A and its
complement Aᶜ.
ꓴ
Aᶜ
A
Complement of A and Aᶜ
MUTUALLY EXCLUSIVE EVENTS
Two events A and B from the same experiment are said to
be mutually exclusive if A ∩ B = Ø, in other words, they are
disjoint.
S
“yes ma’am/sir”
“oo nga sir”

A B
“(the student will keep listening and silent)”
E. Discussing new concepts and practicing new
skills #2
Example :
In choosing a number from S = {1,2,3,4,5,6,7,8,9}, let A =
{the number is odd} and B = {the number is a multiple of 3}.
Find the union A ꓴ B and the intersection A ∩ B.
Answer:
Note that A = {1,3,5,7,9} and B = {3,6,9} Therefore, A
ꓴ B = {1,3,5,6,7,9} and A ∩ B = {3,9}.
Give the complement of the events under the given sample
space S.
1. S = {1,2,3,4,5,6,7,8,9}; A = {All odd numbers}, B = {all
prime numbers}
Answer:
2. S= {x ℝ|3 ≤ x < 7} =[3,7),A= [3,5), B =
є
[3,5], C = (4,6), D= (3,6)
Answer:
Are the events A and B mutually exclusive or not?
1. A={prime numbers} and B={even numbers} where
S=N
2. A={multiple of 2} and B={multiple of 3} where
S={1,2,3,4,5}
3. A={multiple of 2} and B={multiple of 3} where
S={1,2,3,4,5,6,7,8,9,10,11,12,13,14,15}

“ Any question or clarification class?”
“none.”
F. Developing Mastery (Leads to formative
assessment) In finding the union and intersection what we will do ?
“ anyone ?”
“ yes! Very good.”
What we will usually denote the sample space?
“ very good.”
“ Any question or clarification class?”
“ ma’am/sir we’re going to use the formula of A ꓴ B and A
∩ B”
“ma’am! By using S”
“ none po”
G. Finding practical application of concepts and
skills in daily living
(Individual)
Direction: Get 1/2 sheet of paper and answer the following
question:
The officers of the student residence halls, along with their
ages, are Anita(17), Bobby (16),Carlos(19), Donna(18),
Eric(17), Fatima(18), Gerry(19),Hans(16), and Isabel(19).One
of them will be chosen as head.Find the union and
intersection of A={The person is at the least of 18 yrs old}
and B={The name of the person starts with a vowel}
( The students will get 1/2 sheet of paper and then they
are all busy answering.)
H. Making generalizations and abstractions
about the lesson
How can we write the intersection of events A and B?
How can we write the union of events A and B
How can you differentiate union and intersection events?
(A ∩ B)
(A U B)
(When we say union of two events that involves all the
elements in a set, while the intersection of two events only
includes the common elements that are in a sets)
I. Evaluating learning INDIVIDUAL ACTIVITY!

Answer the ff. Questions.
I.
In the sample S= {m,n,o,p,q,r,s,t} consider the events A=
{m,o,s,t}, B={p,q,r} and C= {n,o,r}. Find the following events.
1. A ꓴ B
2. A ∩ B
3. A ꓴ C
4. A ∩ C
5. B ꓴ C
II.
A number is picked at a random from S={ 1,2,…..,9,10}. Find
the following events.
1. A= {The number is odd}
2. B= {The number is divisible by 3}
3. C={ The number is perfect square}
4. A ∩ B
5. B ꓴ C
( Students are busy in answering .)
J. Additional activities for application or
remediation
‘’Goodbye class!’’ (‘’Okay ma'am/Sir’’)
(goodbye ma'am/Sir)
V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in the
evaluation

B. No. of students who require additional
activities for remediation

C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson

D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked
well? Why did these work?”

F. Which difficulty did I encounter that my
principal or supervisor can help me solve?

G. What innovation or localized materials did I
use/discover which I wish to share with
other teachers?

Prepared by:
JANICE S. ENGUILLO
Student Teacher
Approved by:
MR. ALVIN N. VEDAROZAGA
Cooperating Teacher

OPERATION-OF-AN-EVENTS.docx.operation of lesson plan

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