Grade 10 With Time Allotment

Saint James Academy Saint Joseph College Our Lady of Mercy Academy Holy Family Academy
Santo Rosario Academy Joseph Marello Institute Don Antonio De Zuzuarregui Sr. Memorial Academy
Oblates of Saint Joseph Minor Seminary Scuola San Giuseppe Marello
TRANSFER GOAL
The students on their own will be able to design and manufacture round banquet tables with layered honeycomb cores using the key concepts of sequences and
polynomials.
ENDURING UNDERSTANDING
Students will understand that the knowledge in sequences and polynomials may be applied to formulate and solve problems involving sequences and polynomials to
many situations in different disciplines.
ESSENTIAL QUESTION
How are sequences and polynomials be applied to many situations in different disciplines?
CONTENT PERFORMANCE LEARNING LEARNING TIME EVALUATION VALUES

CONTENT
STANDARDS STANDARDS COMPETENCIES MATERIALS FRAME PROCESS INTEGRATION
(Topics/Lessons) (Unpacked Content (Unpacked Performance (Unpacked Learning (Identify the EXPLORE, Critical thinker
Standards) Standards) Competencies) FIRM-UP, DEEPEN and
FIRST QUARTER Multimedia TRANSFER Activities.) Dedicated
The learners The Learners transfer 1. Generates Interactives individual
I. Sequences and demonstrate learning by: patterns. (For the Performance Task,
Series understanding of: Math Builders identify the GRASPS.)
2.Illustrates an 9; Ulpina,
1.1. Series and  Formulating and July 11-12
 Key concepts of arithmetic sequence Tizon,
Sequences sequences and solving problems Fernando
polynomials involving sequences 3. Determines EXPLORE:
1.2. Arithmetic July 16-19
in different arithmetic means and Mathematics
Sequence and Pre- Test
Series disciplines through nth term of an 9; DepEd
appropriate and
1.3. Geometric accurate arithmetic sequence. Module July 23-26 Activity 1: KWL Chart
Sequence and representations.
Series 4. Finds the sum of Activity 2: Vocabulary Map
the terms of a given July 30-31,
1.4. Fibonacci arithmetic sequence In groups of three, ask them
Sequence and Aug. 1-2
to make a vocabulary map
Harmonic 5. Illustrates a on sequence.
Sequence
geometric sequence
Activity 3: Post it
6. Differentiates a
geometric sequence The students will form
from an arithmetic groups. In their respective
sequence groups, give as many
example of objects or
7. Differentiates a situations in real life which
finite geometric demonstrate patterns.
sequence from an
infinite geometric Activity 4: Anticipation-
sequence. Reaction Guide
8. Determines FIRM-UP:
geometric means and
Activity 5 :
nth term of a
geometric sequence Video Analysis
9. Finds the sum of The teacher will let the
the terms of a given students to watch a video
finite or infinite that explain pattern rules,
geometric sequence. number patterns, and
symmetrical patterns.
10. Illustrates other
Process questions will be
types of sequences
given before watching the
(e.g., harmonic,
video.
Fibonacci)
1. How did you find the
11. Solves problems
video?
involving sequences.
2. Is there a pattern in the
Date Issued: 14 November 2015 Revision No.: 03 Revision Date: 14 November 2015
number of matchsticks? If
there is, describe it?
3. How is each term

(number of matchstick)
found?
4. What is the difference/

quotient between any two
consecutive terms?
Activity 6: Magic List of

Terms
The students will try to

complete the table by
defining some of the terms
used in sequences and
series and use each term in
a meaningful sentence.
DEEPEN:
Activity 7: Revisiting A/R

Guide
Activity 8: Synthesis
Journal
The students will supply

answers in the table on
“What I did? ; What I
learned? ; How can I use
it?; About the sequences
and series.
TRANSFER:
Activity 9: KWL Chart
Unit Test
Performance Task:
GOAL: To design and

manufacture round table
banquet tables with layered
honeycomb cores.
ROLE: You will be the

assigned engineer from
Plasticore Corporation to
lead the project
AUDIENCE: the audience

for this activity are the other
engineers from the same
company and the President
of the same company also.
SITUATION:
You are an engineer for

Plasticore Corporation who
makes custom tables of
varying sizes for banquet
halls. You have been asked
to design and manufacture
round banquet tables with
layered honeycomb cores.
Each honeycomb in the
core has a height of one
foot. The size of the
honeycombs does not
change, as the size of the
table increases the number
of honeycomb layers
increases.
a) Your team at Plasticore

has been asked to build a
table that measures 2 feet
in diameter. Each individual
honeycomb cell costs
Php25.00 to manufacture,
including material and labor
costs. What is the total cost
to manufacture the
honeycomb core for your
table?
b) Plasticore just got an

order from the Aquaturf for
80 tables that measure
15inch in diameter. What is
the total cost for the
honeycomb cores used to
build the 80 tables?
PRODUCT: To design and

manufacture round banquet
tables with layered
honeycomb cores.
STANDARDS:
Your product will be

evaluated with the following
criteria:
1. Creativity
2. Representation and
Connection
3. Neatness and
organization
4. Communication
FIRST MID –QUARTERLY EXAMINATION (AUGUST 8-9, 2018)
Santo Rosario Academy Jo seph Marello Institute Don Antonio De Zuzuarregui Sr. Memorial Academy
TRANSFER GOAL
The students on their own will be able to make a short skit applying the key concepts of polynomials and polynomial functions.
Students will understand that knowledge about polynomials and polynomial functions may be applied to formulate and solve problems in different situations with
appropriate representation and accuracy.
ESSENTIAL QUESTION
How do polynomials and polynomial functions be applied in different situations with accuracy?

CONTENT
II. Polynomial Multimedia TRANSFER Activities.) Cooperative
Function The learners The Learners transfer 1. Perform division of Interactives Individual
demonstrate learning by: polynomials using (For the Performance Task,
2.1. Definition/ understanding of: long division and Math Builders identify the GRASPS.)
Aug. 13-14
Illustration of synthetic division. 9; Ulpina,
Polynomial  Key concepts of  Formulating and Tizon,
Function polynomials and solve problems 2. Prove the Fernando
polynomial involving Remainder Theorem EXPLORE:
2.2. Operations on functions. polynomials and Mathematics Aug. 15-16,
and the Factor
Polynomial polynomial functions 9; DepEd 20-21 Pre- Test
Theorem.
Functions through appropriate Module
and accurate 3. Factor
2.3. Synthetic Aug. 22-23,
Division representations. polynomials. 28 Activity 2: Article Reading
2.4. Remainder 4. Illustrate Aug. 29-30, Activity 3: Complete it!

Theorem polynomial equations.
The students will complete
Sept. 3-4
2.5. Factor 5. Prove Rational the Frayer Model using the
Theorem Root Theorem. word POLYNOMIALS, and
answer the process
2.6. Zeros of 6. Solve polynomial Sept. 5-6
questions that follows.
Polynomial equations.
Functions Process Questions:
7. Solve problems
involving polynomials 1. How did you determine
and polynomial the examples and non-
equations. examples of a polynomial?
8.Iillustrate 2. How does the polynomial

polynomial functions. differ from other algebraic
expressions?
9. Graph polynomial
functions. 3. what makes an
expression a polynomial?
10. Solve problems
involving polynomial Activity 4: Anticipation-
functions. Reaction Guide
Activity 5: A Re-View!
The teacher will give

different polynomial that
they will divide using long
division.
FIRM-UP:
Activity 6 : Venn Diagram
The students will

differentiate long division
and synthetic division.
Activity 7: Video Analysis
The teacher will let the

students to watch a video
that shows examples of
division of polynomials
using synthetic division.
Activity 8: What’s the

Remainder?
Activity 9: Is it a Factor?
Activity 10: Factoring

Polynomials
The students will find the

factors of a polynomial with
the help of the process
questions given by the
teacher.
DEEPEN:
Activity 11: Solve IT!
The students will be

given several problems.
They are going to answer
it by: formulating the
problem, compute,
interpret, and validate
their answer.
Activity 12: Revisiting
A/R Guide
Activity 13:Concept
Mapping
Summarize the important

concepts about properties
of polynomial function by
completing the concept
map; having Polynomial/
Polynomial Function as the
main idea.
TRANSFER:
Unit Test
Performance Task:
GOAL: The goal is to

predict water dispensed in
the station for the next 30
days.
ROLE: You will be the

station in charge
AUDIENCE: the audience

for this activity is the water
refilling owner
SITUATION: the water

refilling station owner wants
to know the volume of water
dispensed in the station in a
day.
PRODUCT: Make short skit
that shows monthly report
about how much water was
dispensed in 30 days.
STANDARDS:
Your product will be

evaluated with the following
criteria:
5. Accuracy of
computation
6. Organization of
data
7. Justification of
recommendation
FIRST QUARTERLY EXAMINATION (SEPTEMBER 11-13, 2018)
TRANSFER GOAL
The students on their own will be able to create a pamphlet applying the key concepts of circles.
Students will understand that the learnings about circles may be applied to formulate and find solutions in different challenging situations with appropriate and accurate
representation.
ESSENTIAL QUESTION
How are geometric relationships involving circles be applied in different situations with accuracy?

CONTENT
SECOND Multimedia TRANSFER Activities.) Passion for
QUARTER The learners The Learners transfer 1. Dedrive inductively Interactives excellence
demonstrate learning by: the relations among (For the Performance Task,
III. Circles understanding of: chords, arcs, central Math Builders identify the GRASPS.) Dedicated
angles, and inscribed 9; Ulpina, individual
3.1. Basic Parts of  Formulating and Sept. 17-18
 Key concepts of angles. Tizon,
a Circle circles. finding solutions to Fernando
challenging 2. Prove theorems EXPLORE:
3.2. Central situations involving Mathematics Sept. 19-20
related to chords,
Angles and circles and other 9; DepEd Pre- Test
arcs, central angles,
Inscribed Angles related terms in Module
and inscribed angles Activity 1: KWL Chart
different disciplines
3.3. Theorems on Sept. 24-26
through appropriate 3.Iillustrate secants, Activity 2: Anticipation-
Chords, Arcs, and accurate tangents, segments, Reaction Guide
Central Angle and representations. and sectors of a
Inscribed Angle of circle. Activity 3: Know My Terms
a Circle and Conditions…
4. Prove theorems on Sept. 27,
3.4. Angles secants, tangents, The students will identify
Oct.3
Formed by Secant and segments. the different terms in a
and Tangent and given circle. Then, name
Their Measures 5. Solve problems on the following terms based
circles. from the circle. Process
3.5. questions will be answered
Oct. 4, 8-9
Circumference, after.
Area, Sector and
Segment of a Process Questions:
Circle
1. How did you identify and
name the radius, diameter,
and chord?
2. How do you describe a

radius, diameter, and chord
of a circle? How about the
semicircle, minor arc, and
major arc? Inscribed angle
and central angle?
Activity 4: Let’s Consult the

Expert!
Video Analysis
The students will watch a

video that explains further
the concepts of the circle.
Activity 5: Picture Analysis
Below is a graphical
representation of the
forecast of typhoon Santi
given last October 10, 2013.
Analyze the picture below
then answer the process
questions.
Process Questions:
1. What is your observation

based on the image?
2. How wide is the area

affection by the typhoon?
3. What is the significance

of the circles used in the
forecast?
4. When forecasters provide

image like this, does it help
you understand the
situation better? Why?
FIRM-UP:
Activity 6: Identify and

Name Me!
Use the circle given below

to identify the terms and
name the following. Then,
answer the questions that
follow.
Activity 7: Graphing Circles
A. Using Geogebra
The students will watched a
video on how to use
geogebra in graphing
circles, then afterwards, the
students will graph the
following circles with
specified center and radius
given by the teacher, using
Geogebra.
B. Using a Compass
The students will watched a

video on how to use
compass in graphing
circles, then students will
graph the following circles
with specified center and
radius given by the teacher,
using compass.
Activity 8: Checkpoint!
Choose between the color

of the traffic light to describe
your present knowledge
about the lesson.
RED– I still need more

activities to understand the
concepts
GREEN – I understand and

will be able to apply
Activity 9: Generalization
Table
Fill in the unshaded
columns of the
generalization table below
by stating your findings and
corrections, supporting
evidence, and qualifying
conditions on the question,
“How can challenging

problems involving
geometric figures be
analysed and solved?”
DEEPEN:
Activity 11: Understand Me

More!
Study the properties of

different geometric figures
given below. Learn to prove
the properties. Use notepad
to write down important
concepts or questions that
you still have.
Activity 12: Is this True?
The student will show proof

to the following problems
given.
Activity 13:Frayer’s Model
Complete the Frayer’s

Model by identifying the
definition, characteristics
examples, and non-
example of a circle.
TRANSFER:
Unit Test
Performance Task
GOAL: To prepare the

different student formations
to be done during a field
demonstration
ROLE: You are assigned to

prepare the different
formations to be followed in
the field demonstrations
AUDIENCE: The school

principal, your teacher and
your fellow students
SITUATION: Your school

has been selected by the
municipality/city
government to perform field
demonstration as part of a
big local event where many
visitors and spectators are
expected to arrive and
witness the said occasion.
The principal of your school
designated one of your
teachers to organize and
lead the group of students
who will perform the field
demonstration.
Being one of the students
selected to perform during
the activity, your teacher
asked you to plan the
different student formations
for the field demonstration.
In particular, your teacher
instructed you to include
arrangements that show
geometric figures such as
circles, arcs, tangents and
secants. Your teacher also
asked you to make a sketch
of the various formations
and include the order in
which these will be
performed by the group.
PRODUCTS: Creating a
pamphlet that shows
sketches of the different
formations to be followed in
the field demonstrations
including the order and
manner on how each will be
performed.
STANDARDS: The
sketches of the different
formations must be
accurate and presentable,
and the sequencing must
also be systematic.
RUBRIC:
4 – the sketches of the
different formations are
accurately made,
presentable, and the
sequencing is systematic.

accurately made and the
sequencing is systematic
but not presentable.

different formations are not
accurately made but the
sequencing is systematic.

made but not accurate and
the sequencing is not
systematic.
SECOND MID-QUATERLY EXAMINATION (OCTOBER 10-11, 2018)
TRANSFER GOAL
The students on their own will be able to craft a blueprint applying the key concepts of plane coordinate geometry.
Students will understand that the learning involving plane coordinate geometry may be applied to formulate and solve problems in different situations with perseverance
and accuracy.
ESSENTIAL QUESTION
How are the concepts of plane coordinate geometry be applied in different disciplines?

CONTENT
IV. Coordinate Multimedia TRANSFER Activities.) Dedicated
Geometry The learners The Learners transfer 1. Derive the distance Interactives individual
demonstrate learning by: formula. (For the Performance Task,
4.1. The Distance understanding of: Math Builders identify the GRASPS.) Cooperative
Oct. 15-16
and the Midpoint 2. Apply the distance 9; Ulpina, Individual
Formula  Key concepts of  Formulating and formula to prove Tizon,
coordinate solving problems some geometric Fernando
4.2. Graphing geometry. involving geometric Oct. 17-18 EXPLORE:
properties
Linear Equations figures on the Mathematics
rectangular 3. Illustrate the 9; DepEd Pre- Test
4.3. Writing the coordinate plane center-radius form of Module Oct. 22-23
Equation of a Line Activity 1: KWL Chart
with perseverance the equation of a
Activity 2: Anticipation-
4.4. Parallel and and accuracy. circle. Oct. 24-25 Reaction Guide
Perpendicular
Lines 4. Determine the Activity 3: How Long Is
center and radius of a Oct. 29, Nov. This Part?
4.5. Equation of a circle given its 5
Circle equation and vice Use the number line to find
versa. the length of the following
segments and then answer
5. Graphs a circle the questions that follow.
and other geometric
figures on the Questions:
coordinate plane.
1. How did you find the
length of each segment?
6. Solve problems 2. Did you use the

involving geometric coordinates of the points in
figures on the finding the length of each
coordinate plane. segment? If yes, how?
3. Which segments are

congruent? Why?
Activity 4: Picture Analysis
Observe the pictures below

and answer the questions.
1. What geometric concepts

can you associate with the
pictures?
2. How are these concepts

used in different situations?
3. Can you determine any

purpose why these
geometric concepts are
present in the pictures?
Please specify.
4. Can you cite problems

which can be answered
through these geometric
concepts? Describe at least
one.
5. How can challenging

problems involving
analysed and solved?
Activity 5: Is There a
Traffic In The Air?
A situation will be given to

the students and they will
follow.
Questions:
1. How did you answer the

question?
2. What concepts did you

use to answer the problem?
3. What might happen if you

can’t be able to respond to
the given situation?

problems involving
FIRM-UP:
Activity 6 : How Far Are

We From Each Other?
The students will find the

distance between the given
pair of points on the
coordinate plane, then,
follow.
Questions:
1. How did you answer

each question above? What
concepts did you use?
2. What did you learn about

the relationships between
these concepts?

problems involving
Activity 7: What Figure Am

I?
Set of points will be plot on

the coordinate plane, then
the students will connect
the consecutive points by a
line segment to form the
figure. Then, they will
follows.
Activity 8: Always Start at
This Point!
From the given equations,

the students will determine
the center and radius of the
circle. Then, graph each
circle on a coordinate plane.
Answer the questions that
follows.
Activity 9: I Missed You,

But Now I Found You!
DEEPEN:
Activity 11: A Circle Or

Not?
The students will

determine which of the
following given equations
describe a circle and
which do not. They have
to justify their answers.
Activity 12: Prove That

This Is True!
The student will show

proof to the following
problems given.
Activity 13:
Generalization Table
Fill in the unshaded
columns of the
generalization table
below by stating your
findings and corrections,
supporting evidence, and
qualifying conditions for
the question.
Question:
“How can challenging

problems involving
analysed and solved?”
TRANSFER:
Unit Test
Performance Task
GOAL: To prepare
emergency measures to be
undertaken in times of
natural calamities and
disasters particularly
typhoons and flood
ROLE: Radio Group

Chairman of the Municipal
Disaster and Risk
Management Committee
AUDIENCE: Municipal and

Barangay Officials and
Volunteers
SITUATION:
Typhoons and floods

frequently affect your
municipality during rainy
seasons. For the past
years, losses of lives and
damages to properties have
occurred. Because of this,
your municipal mayor
designated you to chair the
Radio Group of the
Municipal Disaster and Risk
Management Committee to
warn the residents of your
municipality of any
imminent natural calamities
and disasters like typhoons
and floods. The municipal
government gave your
group a number two-way
radios and antennas to be
installed in strategic places
in the municipality. These
shall be used as the need
arises.
As chairman of the Radio

Group, you are tasked to
prepare emergency
measures that you will
undertake to reduce if not to
avoid losses of lives and
damages of properties
during rainy seasons. This
includes the positioning of
the different two-way radios
and antennas for
communication and
coordination among the
members of the Radio
Group. You were also
asked to prepare a grid map
of your municipality showing
the positions of the two-way
radios and antennas.
PRODUCT:
1. Craft a blueprint showing

the locations of the different
two-way radios and
antennas
STANDARDS:
The blueprint of the

municipality’s two-way
radios and antennas must
be accurate, presentable
and appropriate.
SECOND QUARTERLY EXAMINATION (NOVEMBER 6-8, 2018)
TRANSFER GOAL
The students on their own will be able to construct a survey applying the key concepts of permutations and combinations.
Students will understand that the concepts of permutations and combinations are important tools in forming conclusions and in making wise decisions.
ESSENTIAL QUESTION
How do the key concepts of permutations and combinations help in forming conclusions and in making wise decisions?

CONTENT
THIRD QUARTER Multimedia TRANSFER Activities.) Passion for
The learners The Learners transfer 1. Illustrates the Interactives excellence
V. Permutation demonstrate learning by: permutation of (For the Performance Task,
understanding of: objects. Math Builders identify the GRASPS.) Dedicated
5.1. Events and Nov. 12, 14-
9; Ulpina, individual
Sample Space  Using precise 15
 Key concepts of 2. Derives the Tizon,
combinatorics. counting techniques formula for finding the Fernando
5.2. Fundamental in formulating Nov. 19-22 EXPLORE:
number of
Counting conclusions and in Mathematics
permutations of n
Principles making wise 9; DepEd Pre- Test
objects taken r at a
decisions. time. Module
5.3. Permutations Nov. 26-29 Activity 1: KWL Chart
3. Solve problems Dec. 3
Activity 2: Anticipation-
5.4. Combinations involving Dec. 4-6, 10- Reaction Guide
permutations. 12
Activity 3: Can You Show
4. Illustrates the Me The Way?
combination of
objects. 1. A close friend invited
Anna to her birthday party.
5. Differentiate Anna has 4 new blouses
(stripes, with ruffles, long-
permutation from sleeved and sleeveless)
combination of n and 3 skirts (red, pink and
objects taken r at a black) in her closet reserved
time. for such occasions.
6. Derives the From the given problem, the

formula for finding the students will answer the
number of questions that follow.
combinations of n
objects taken r at a 1. How did you determine
time. the different possibilities
asked for in the two
7. Solve problems situations? What methods
involving did you use?
permutations and
combinations. 2. What did you feel when
you were listing the
answers?
Activity 4: Does Order

Matter?
Activity 5: Let’s Find Out!
The students will use four

number cards with different
digits. They will follow the
instructions the teacher will
tell them and write all the
answers on a clean sheet of
paper. Then answer all the
questions that follow.
1. What do you call each

arrangement?
2. can you find any pattern

in the results?
3. can you think of other

ways of finding these
answers?
Activity 6: Put Some Order

Here!
The teacher will give tasks

or activities to the students
and they have to analyse it.
Afterwards, they will answer
questions that follows.
1. in which tasks/ activities

above is order or
arrangement important?
Give an example to
illustrate each answer.
2. in which tasks/ activities

is order not important? Give
an example to illustrate
each answer.
FIRM-UP:
Activity 7: Warm That Mind

Up!
Activity 8: Mission
Possible!
The teacher will group the

students into 5 and let them
answer problems about
permutation. They will write
their answers in a manila
paper and explain it
afterwards.
A video will be presented to

the students about
permutations and
combinations. Let them take
notes that may be useful in
the upcoming lessons.
Activity 10: Perfect

Combination
Situations will be given to

the students for them to
analyse. Then they will
follow.
1. In the items above,

identify which situations
illustrate permutation and in
which present combination.
2. How did you differentiate

the situations that involve
permutation from those that
involve combination?
Activity 11: Choose

Wisely, Choose Me!
The students will choose

a partner and they will
answer the following
problems flashed in the
monitor. They will explain
their answer afterwards.
DEEPEN:
Activity 12: I Know

Them So Well
The teacher will give

word problems about
permutation and
combination. The
students will write their
answer on a one whole
sheet of paper.
Activity 13: How Much

Have I Learned?
The students will write an

entry in their journal about
how much they have
learned about permutations
and combinations and their
applications. Include also
whatever points in the
lesson in which you still
need clarifications.
TRANSFER:
: KWL Chart
Unit Test
Performance Task
A. Give 3 examples of
situations in real life that
illustrate permutation and
combinations. In each
situation,
a. Formulate a problem.
b. solve the problem.
c. explain how you can use

this particular problem in
your daily life, especially in
formulating conclusions
and/ or making decisions.
B.
ROLE: Your task is to

construct a survey by which
was their favourite pair of
food for lunch.
GOAL: You are a survey

taker and you need to
obtain your data by
surveying your classmates
on your specific pair of food.
AUDIENCE: you are letting
your classmates and the
school cafeteria manager
know which pair of food
turned out to be the class
favourite
SITUATION: the challenge

involves gathering data and
then displaying data in an
excel spreadsheet.
PRODUCT/
PERFORMANCE: You will
create a survey to
determine the favourite pair
of food of the class.
STANDARDS: your product

must meet the following
standards: Letter is written
correctly and contains
correct data displayed in
cells and also displayed in
to a chart.
THIRD MID-QUARTERLY EXAMINATION (JANUARY 23-24, 2019)
TRANSFER GOAL
The students on their own will be able to write a news article applying the key concepts of counting techniques and probability.
Students will understand that counting techniques, probability of compound events, probability of independent events and conditional probability are necessary in order
to formulate good conclusions and to make sound decisions.
ESSENTIAL QUESTION
How do the counting techniques, probability of compound events, probability of independent events and conditional probability help in formulating conclusions and
making sound decisions?

CONTENT
VI. Probability Multimedia TRANSFER Activities.) Passion for
The learners The Learners transfer 1.Illustrate events, Interactives Jan. 7, 9- excellence
6.1. Types of demonstrate learning by: and union and (For the Performance Task,
10,14
Events understanding of: intersection of Book identify the GRASPS.) Dedicated
events. Jan. 15-17, individual
6.2. Probability  Key concepts of  Using precise EXPLORE:
combinatorics and techniques and 21-22
2. Illustrates the Cooperative
6.3. Probability of probability. probability in Pre- Test
probability of a union Individual
Compound Event formulating Jan. 28-31
of two events.
conclusions and in Activity 1: KWL Chart
6.4. Probability of Sense of
making decisions. 3. Finds the Feb.. 4-7
Dependent and Activity 2: Anticipation- Brotherhood
Independent probability of (AUB). Reaction Guide
Events
4.Illustrate mutually Activity 3: Understanding
6.5. Conditional exclusive events. Feb. 11-14 Event
Probability
5. Solve problems Different situation will be
involving probability. given to the students. They
have to answer the
questions that follow.
1. What does the tree

diagram tell you?
2. How did you determine

the sample space?
3. Differentiate an outcome
from a sample space. Give
another example of an
outcome.
4. Aside from the tree

diagram, how else can you
find the total number of
possible outcomes?
5. Describe the outcome in

this situation as compared
to the events that you
studied in grade 8.
FIRM-UP:
Activity 5: Warm More-E!
Activity 6: MOREEE!
Situations will be given to
the students for them to
analyse. Then they will
follow.
1. How did you answer

each question?
2. in finding the probability

of each event above, what
concepts are needed?
3. differentiate the event

required in Q1 as compared
to Q2 and Q3.
4. compare the events in

Q2 and Q3. What
necessary knowledge and
skills did you need to get
the right answer? How did
you compute for the
probability of an event in
each class?
Activity 7: Solve It!
The students will be group

into 7 groups. Then, they
are going to consider each
problem given. Draw a
Venn Diagram for each.
Determine what event is
present in each problem.
They are going to write their
answers in a manila paper
and present their answer
afterwards.
Activity 8: Video
Analysis
DEEPEN:
Activity 9: Using Venn

Diagram
In a Venn diagram, the

students will fill-up about
the similarities and
differences of the
different types of
probability.
Activity 10:Justify Me!
Answer the following

questions:
a. what makes two

events dependent?
Independent?
b. Differentiate a
dependent event from an
independent event.
TRANSFER:
: KWL Chart
Unit Test
Performance Task
A.
You are a contestant in a

game show. You will win if
you select the door behind
which the prize is hidden.
Suppose you have selected
a door. Before opening your
choice, the emcee selected
and opened one of the two
closed doors revealing
empty stage. Will you
change your original choice
and select the only
remaining door? How will
your chances change if you
switch?
B.
ROLE: You are a reporter

for the Farmington Times
Weekly newspaper. You
have been assigned the
task of writing an article
for the newspaper about
the spending habits of
families in Farmington for
publication in the local
paper.
GOAL: Students will

analyze the spending
habits of families in
Farmington using the
grocery receipts. They
will report their findings in
a newspaper article using
the data, graphs,
measures of central
tendency and probability
values for specific types
of food items.
AUDIENCE: The editor of

the newspaper and the
readers of the newspaper
article
SITUATION: With the

emphasis on eating
healthy and the new food
pyramid, this article will
be to inform readers on
the trends you see and
make inferences about
the nutritional level of the
diet of the families.
PRODUCT/
PERFORMANCE: Using
the receipts collected you
will write an article for the
newspaper that will
include the Who, What,
When, Where and How
of the investigation.
Within the article you will
include:
• A categorical table of
data including: dairy,
produce, meat, grain,
other foods, and non-
food purchases.
• Appropriate graphic for

the data
• Measures of central
tendency and range for
total spent at the store as
well as for each category
in the data table
• A time plot of (time

shopped, Php spent)
along with a linear
regression analysis
• Comparison of food
purchased to the food
pyramid (attached)
• Percent saved using

coupons
STANDARDS: You will be

assessed on:
- Mathematical accuracy
including work
- Appropriate graphic with

clear labels
- Proper use of
mathematical terminology
- Clear conclusions
drawn from the data
analysis
- Neatness Content
standards addressed:
d. (12th) select
appropriate measures of
central tendency
g. (12th) use a scatter
plots and curve fitting
techniques to interpolate
and extrapolate from data
i. (12th) use simulations
to estimate probability
c. (8th) describe the
shape of the data using
range, outliers, and
measure of central
tendency
d. (8th) select and
construct appropriate
graphs and measures of
central tendency for sets
of data
THIRD QUARTERLY EXAMINATION (FEBRUARY 19-21, 2019)
TRANSFER GOAL
The students on their own will be able to craft a criteria that involve key concepts of positions and solve them using a variety of strategies.
Students will understand that by investigating and formulating mathematical relationship in various real-life problems can be solved using a variety of strategies.
ESSENTIAL QUESTION
How is measure of position be applied in solving different real life problems?

CONTENT
VII. Measures of Multimedia TRANSFER Activities.) Passion for
Positions The learners The Learners transfer 1. Illustrate the Interactives excellence
demonstrate learning by: following measures of (For the Performance Task,
Feb. 25-28
7.1. Quartiles understanding of: position: quartiles, Book identify the GRASPS.) Dedicated
deciles and Mar. 4-7 individual
7.2. Deciles  Key concepts of  Investigating EXPLORE:
percentiles.
measures of thoroughly the
7.3. Percentiles Mar. 18-19,
Cooperative
positions. mathematical 2. Calculate a Pre- Test
Individual
relationship in 27-28
specified measure of
various situations, Activity 1: KWL Chart
position (e.g. 90th Sense of
formulate real-life percentile) of a set of Activity 2: RG2 Worksheet Brotherhood
problems involving
measures of data. The students will answer
position and, solve the worksheet to determine
them using a variety 3.Iinterprets their prior knowledge about
of strategies. measures of position. the topic.
4. Solve problems Activity 3: My Definition

involving measures of Table
position.
The students will write their
5. Formulates initial definition of the
statistical mini- different measures of
research. position terms.
6. Use appropriate Activity 4: Do You Have A
measures of position Sharp Memory?
and other statistical
methods in analyzing Activity 5: Calculator Drill
and interpreting
research data. The students will use
scientific calculator to
answer the following
questions given by the
teacher. They have to do
this activity as fast as they
can.
FIRM-UP:
Activity 6: How Old Are

You?
In this activity, the students

will ask at 10 random
students in their school
about their ages. They have
to answer the questions that
follow using the data gather.
Activity 7: Aqua Running
Aqua running has been

promoted as a method of
cardiovascular conditioning
for the injured athlete as
well as for others who
desire a low impact aerobic
workout. A study reported in
the Journal of Sports
Medicine investigated the
relationship between
exercise cadence and heart
rate by measuring the heart
rates of 20 healthy
volunteers at a cadence of
48 cycles per minute. Data
are given by the teacher
and the students will look
for the upper and lower
quartiles, deciles, and
percentiles.
Activity 6: Non-smoking
Area
Data will be given to the

students about the nicotine
level of 40 smokers. Then,
they have to look for the
upper and lower quartiles,
deciles, and percentiles.
Activity 7: Guess Where I

Am!
A situation will be given to
the students.
A distribution for the

number of employees in 45
companies belonging to a
certain industry.
They have to solve for the

given quartile, decile and
percentile of the number of
employees given the
number of companies.
Activity 8: Video
Analysis
DEEPEN:
Activity 9: Am I a
Scholar?
A problem will be given to

the students about the
results of their NCAE that
will determine if they will
be scholar. They have to
find if their scores if part
of the top 10% of the
scores to be considered
as scholars from the
NCAE scores of the
whole graduating class.
Activity 10:1 – 4 – 3 List
In this activity, you will be

asked to complete the 1 -
- 4 – 3 chart. Write down
what is being asked
regarding the different
measures of positions.
1 – One thing I really love

about the topic
4 – Four important
reasons why I love this
topic
3 – Three things I still

need to understand about
this topic
Activity 11: Cloud

Process
The students will write

each step in finding the
position/ location in the
given set of data using
the cloud.
TRANSFER:
Activity 13: My Definition

Table
The students will write their

definition of the different
measures of position terms
at the end of unit.
Unit Test
Performance Task
The Cleanest Classroom

is…
GOAL: Make your own

criteria in choosing the
Cleanest Classroom
ROLE: Officer-in-charge for

the Cleanest Classroom
Contest
AUDIENCE: The School

Administration and
Supreme Student
Government Officers
SITUATION: The SSG

Officers will reward a
certificate of recognition to
those who will rank 1st
based on the criteria you
crafted.
PRODUCT/
PERFORMANCE: Criteria
for the Cleanest Classroom
STANDARDS:
Understanding of task,
completion of task,
communication of findings,
group process
Based on Research
Conduct a mini-research on
student’s performance in
the final examination in
Mathematics. Apply the
knowledge and skills you
have learned in this lesson
to evaluate and interpret
test results and to make/
formulate meaningful
decisions based on the
results to resolve the
difficulties of the students.
FOURTH QUARTERLY EXAMINATION (APRIL 10-12, 2019)
Prepared by:
Sarah Faye M. Bedaña
Noted by:
Mrs. Marcelina O. Capuno
Approved by:
Rev. Fr. Faiq Edmerson T. Quinto, OSJ

Grade 10 With Time Allotment

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Saint James Academy Saint Joseph College Our Lady of Mercy Academy Holy Family Academy

CONTENT PERFORMANCE LEARNING LEARNING TIME EVALUATION VALUES

3. How is each term

4. What is the difference/

Activity 6: Magic List of

The students will try to

Activity 7: Revisiting A/R

The students will supply

Activity 9: KWL Chart

GOAL: To design and

ROLE: You will be the

AUDIENCE: the audience

You are an engineer for

a) Your team at Plasticore

b) Plasticore just got an

PRODUCT: To design and

Your product will be

FIRST MID –QUARTERLY EXAMINATION (AUGUST 8-9, 2018)

CONTENT PERFORMANCE LEARNING LEARNING TIME EVALUATION VALUES

2.4. Remainder 4. Illustrate Aug. 29-30, Activity 3: Complete it!

8.Iillustrate 2. How does the polynomial

The teacher will give

Activity 6 : Venn Diagram

The students will

Activity 7: Video Analysis

The teacher will let the

Activity 8: What’s the

Activity 10: Factoring

The students will find the

Activity 11: Solve IT!

The students will be

Activity 12: Revisiting

Summarize the important

Activity 14: KWL Chart

GOAL: The goal is to

ROLE: You will be the

AUDIENCE: the audience

SITUATION: the water

Your product will be

FIRST QUARTERLY EXAMINATION (SEPTEMBER 11-13, 2018)

CONTENT PERFORMANCE LEARNING LEARNING TIME EVALUATION VALUES

2. How do you describe a

Activity 4: Let’s Consult the

The students will watch a

Activity 5: Picture Analysis

1. What is your observation

2. How wide is the area

3. What is the significance

4. When forecasters provide

Activity 6: Identify and

Use the circle given below

Activity 7: Graphing Circles

The students will watched a

The students will watched a

Choose between the color

RED– I still need more

GREEN – I understand and

Fill in the unshaded

“How can challenging

Activity 11: Understand Me

Study the properties of

Activity 12: Is this True?

The student will show proof

Activity 13:Frayer’s Model