Semi-Detailed Lesson Plan

SEMI-DETAILED LESSON PLAN

Name of Teacher Juanito T. Eralino, Jr. Learning Area Math 10

Grade & Section
Dates Time
MW TTh
12:20 PM – 1:10 PM G10 – Kepler G10 – Newton
Teaching Schedule 1:10 PM – 2:00 PM G10 – Ampere
March 28-31, 2022 2:00 PM – 2:50 PM G10 – Thompson
2:50 PM – 3:40 PM G10 – Hawking
3:40 PM – 4:30 PM G10 – Galilei
Semester/School Year Second Semester – SY 2021-2022 Quarter Third
MOST ESSENTIAL LEARNING Illustrates mutually exclusive events (M10SP-IIIi-1)

COMPETENCY (MELC)
I. LEARNING OBJECTIVES At the end of the lesson, the learner shall have
Knowledge described events as mutually exclusive or non-mutually exclusive;
drawn the Venn diagram to determine the probability of events as
Skills to mutually exclusive and non-mutually exclusive;
reflected the importance of the concept of permutation and
Attitude combination in solving real life problems involving probability.
II. SUBJECT MATTER
Topic Probability
Lesson Mutually and Non-mutually Exclusive Events
Laptop, Projector, Activity Sheet, Manila paper, filt nib pen,
Materials
adhesive tape
De Castro, Patrick Charles B, Learning Activity Sheet (LAS), Week
References 8, Third Quarter, Division of Surigao del S ur
III. LEARNING PROCEDURES
SESSION 1 (Monday/Wednesday)
A. Introduction (5 minutes) Presentation of Class Rules & Health Protocols
Presentation of MELC and learning objectives.
Motivation: Picture Analysis

The learner will analyze and show understanding on the picture to
be presented.
B. ACTIVITY (15 minutes) 1. The learner will be divided into two groups to do the given
activity:
Situation 1: An ordinary die is rolled. What is the probability of
getting an odd number and an even number?
Situation 2: Another ordinary die is rolled. Determine the

probability of getting an even number and a number divisible by
3?
2. After accomplishing the activity, each group will have a

representative to present their learning output.
C. ANALYSIS (15 minutes) 1. The group of learners will read and study the LAS pages 1-4 in
Lesson Overview and its Illustrative Examples. For which, the
class undergoes a simple discussion and presentation of the
lesson.
2. The learner will answer Activity 1
Activity 1. Mutual Understanding!
Determine which of the following describes Mutually Exclusive

Events (MEE) or Non-Mutually Exclusive Events (NME). Write MEE
for Mutually Exclusive Events and NME for Non-Mutually Exclusive
Events on a separate sheet of paper for your answers.
1. turning LEFT or RIGHT
2. inhaling and exhaling
3. getting a face card and a diamond in a standard deck of 52-
cards
4. the probability of having a sunshine and a rain
5. getting a prime number and an even number when 2
ordinary dice is rolled at the same time
3. Further discussion through question and answer and

clarification of some misconceptions of the topic.
SESSION 2 (Tuesday/Friday)
D. ABSTRACTION 1. The teacher will have a simple review on the past lesson
(10 minutes) through question and answer leading to wrap up the activities.
2. The learner will answer the HOTS question as follows:
 How do you differentiate between mutually and non-
mutually exclusive events?
 How can probability of events help in solving real-life
problems or in making conclusions and decisions?
E. APPLICATION (10 Individual Practice:
minutes) The learner will read and answer Activity 2:
Activity 2. Let’s ROLL!
Consider the given situation below. On your answer sheet,

draw the Venn diagram to determine the probability of events as to
mutually exclusive or non-mutually exclusive.
Situation 4: Suppose two ordinary dice, die A and die B, are rolled
at the same time. Find the probability of the following given:
IV. ASSESSMENT
Pencil-Paper Test:
The learner will answer the 5-item formative test.
Direction: Read and understand each of the following statements.

Choose the letter of the CORRECT answer. Write it on the same
sheet of paper used in the previous activities.
1. What type of event is being described in picking a face card

and queen of hearts at the same time?
A. combination
B. mutually exclusive events
C. non-mutually exclusive events
D. permutation
For items 2 – 3:
A bowl contains 15 chips number 1 to 15. If a chip is drawn
randomly from a bowl,
2. What is the probability that it is 7 or 15?

A. 2/15
B. 1/5
C. 2/5
D. 7/15
Formative Test
3. What is the probability that it is a number divisible by 3 or
divisible by 4?
A. 1/15
B. 3/15
C. 5/15
D. 7/15
For items 4 – 5:
A married couple agreed to continue bearing a new child
until they get two boys, but no more than 4 children.
4. What is the probability of having a boy each time a child is

born?
A. 25%
B. 50%
C. 75%
D. 100%
5. Find the probability that the couple has at least two girls.
A. ½
B. 5/16
C. 5/8
D. 4/15
V. ASSIGNMENT
The learner will answer the Activity 3.
Activity 3. Reflect Through Combinatorics!
Situation 5: A Grade 10 Special Math class of 30 students, with 14

males and 16 females, is to form a 3-member committee
composed of a team leader, a secretary, and a spokesperson.
Find the probability of the events using the concept of permutation
or combination by answering the guide questions below. Write it in
Performance Task your answer sheet.
1. What concept is used, permutation or combination?

2. What is the sample space?
3. What is the probability that 2 females are randomly chosen?
4. What is the probability that the other 1 is randomly chosen
from the class?
5. What is the probability that the team will have a female
spokesperson?
VI. REFLECTION
REMARKS/COMMENTS AND
SUGGESTIONS
Prepared by: Observed by:
JUANITO T. ERALINO, JR. GERRY E. LLIMIT, PhD

‘
Master Teacher I Principal II

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SEMI-DETAILED LESSON PLAN

Name of Teacher Juanito T. Eralino, Jr. Learning Area Math 10

MOST ESSENTIAL LEARNING Illustrates mutually exclusive events (M10SP-IIIi-1)

Presentation of MELC and learning objectives.

Motivation: Picture Analysis

Situation 2: Another ordinary die is rolled. Determine the

2. After accomplishing the activity, each group will have a

Activity 1. Mutual Understanding!

Determine which of the following describes Mutually Exclusive

3. Further discussion through question and answer and

Activity 2. Let’s ROLL!

Consider the given situation below. On your answer sheet,

Direction: Read and understand each of the following statements.

1. What type of event is being described in picking a face card

2. What is the probability that it is 7 or 15?

4. What is the probability of having a boy each time a child is

Activity 3. Reflect Through Combinatorics!

Situation 5: A Grade 10 Special Math class of 30 students, with 14

1. What concept is used, permutation or combination?

Prepared by: Observed by:

JUANITO T. ERALINO, JR. GERRY E. LLIMIT, PhD

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