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MATHEMATICS
Quarter 3 – Module 3
Illustrating and Differentiating Permutation from
Combination of n Objects taken r at a Time
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 3: Illustrating and Differentiating Permutation from
Combination of n Objects taken r at a Time
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Jennifer B. Fernandez
Editor: Claudeth S. Mercado, Maricel T. Tropezado, James D. Rodriguez, Maria Fatima M. Emperado
Reviewers: Nida Barbara I. Suasin, Maricel T. Tropezado, Maria Fatima M. Emperado
Illustrator: Nolan Ryan R. Alas-as
Layout Artist: Maria Fatima M. Emperado
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Nilita L. Ragay, Ed. D. Elmar L. Cabrera
Elisa L. Baguio, Ed. D.

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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Mathematics
Quarter 3 – Module 3
Illustrating and Differentiating
Permutation from Combination
of n Objects taken r at a Time
Introductory Message
For the facilitator:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on

Illustrating and Differentiating Permutation from Combination of n Objects
Taken r at a Time!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on

Illustrating and Differentiating Permutation from Combination of n Objects
Taken r at a Time!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

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 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

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 I

This module helps you illustrates the combination of an objects. It also helps you
differentiates permutation from combination of n objects taken r at a time. This provides
relevant activities and discussions that will help you understand and internalize the concept of
permutations and combinations to solve problems and apply it in the real life situations.

After going through this module, you are expected to:

Learning Competencies:
 Illustrates the combination of an object (M10SP-IIIc-1).
 Differentiates permutation from combination of n objects taken r at a time
(M10SP-IIIc-2).

OBJECTIVES:
K: Illustrates the combination of an object.
S: Differentiates permutation from combination of n objects taken r at
a time.
A: Appreciates the importance of arrangement in one’s life.

PRE – TEST
Directions: Read each item carefully and write the letter of the correct answer in your activity
notebook.

1. What is the value of 4! ?

A. 4 B. 12 C. 24 D. 36
2. In how many ways can you arrange 5 potted plants in a row?
A. 100 B. 120 C. 150 D. 200
3. In how many ways can 3 people arrange themselves in a row for picture taking?
A. 4 B. 5 C. 6 D. 7
4. Evaluate P(5, 3).
A. 60 B. 75 C. 100 D. 125
5. Find the number of distinguishable permutations of the letters of the word
GOOD.
A. 6 B. 9 C. 10 D. 12

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 Lesson Illustrating and Differentiating Permutation
from Combination of n Objects taken r at a Time

’s In

Direction: Read the following items carefully. Identify the following situation if order is
important or NOT important. In your Math notebook, write AI if order is important and NI if
order is NOT important.

1. Four people posing for pictures.

2. Determining the top three winners in a Math Quiz Bee.

3. Choosing 2 household chores to do before dinner.

4. Arranging 6 potted plants in a row

5. Selecting 5 basketball players out of 10 team members for

the different positions.

’s New
Let’s study the tasks given below, and then answer the questions
that follow.

TASKS:
A. Choosing 5 questions to answer out of 10 questions in a test.
B. Opening a combination lock.
C. Winning in a contest.

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 Questions:

1. In which tasks given is order or arrangement important?

2. In which tasks is order or arrangement not important?

 In tasks B and C, the order or arrangement is important.

Example:
Opening a combination lock – a code of 1234 is different from a code of 2431 in a
combination lock.

Winning in a contest – 1st place-Jane, 2nd place-Belen,

3rd place-Kris is different from 1st place-Kris, 2nd place-Jane, and
3rd place-Belen.

 In task A, the order or arrangement is not important.

Example:
Choosing 5 questions to answer out of 10 questions in a test – you can choose to
answer questions 1, 2, 3, 4, and 5, or questions 4, 6, 7, 8, and 9; it will not matter
(assuming that they are worth the same points).

 Tasks B and C are examples of permutation while task A is an example

of combination.

REMEMBER: The permutation of n objects taken r at a time is denoted by P(n, r). In some
books, it is also denoted by
n P r or Pn,r or 𝑃𝑟𝑛
Example: In how many ways can 5 people arrange themselves in a row for picture taking?
Solution: n = 5 , r = 5
P(5, 5) = 5 ∙ 4 ∙ 3 ∙ 2 ∙ 1 = 120 ways

is It

Let’s discover Combinations.

What is Combination in Math?

Combination is an arrangement of objects in which the order is not important. This

is different from permutation where the order is important. For example, suppose we are
arranging the letters A, B, and C. In a permutation, the arrangement ABC and ACB are
different. But, in a Combination, the arrangements ABC and ACB are the same because the
order is not important.

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Example: The given situations below are examples of COMBINATIONS.

1. Five badminton players chosen from a group of nine.

- It is a combination because when choosing a badminton player within a group does

not require an order or arrangement.

2. Selecting 5 problems in a 10-item Mathematics problem-solving test.

- It is a combination because selecting 5 problems in a 10-Item Mathematics problem

solving test does not need an order, hence it was not specified if you need to choose
it by it’s difficulty.

Another Example:

Suppose you were assigned by your teacher to be the leader of your group for your
group project. You were given the freedom to choose 4 of your classmates to be your
groupmates. If you choose Aira, Belle, Charlies and Dave, does it make any difference if you
choose instead Charlies, Aira, Dave, and Belle? Of course not, because the list refers to the
same people. Each selection that you possibly make is called a Combination.
On the other hand, if you choose Aira, Belle, Dave and Ellen, now that is another
combination,and it is different from the first combination cited.

What is the Combinations Formula?

REMEMBER: If there is a set S with n elements, and if r is a nonnegative integer less than or
equal to n, then each subset of S containing r distinct elements is called a combination of S.

The number of combinations of n objects taken r at a time is denoted by

C(n,r) or nCr or 𝑪𝑛𝑟 .

The combination of n objects taken r at a time is:

𝑛! 𝒏!
C(n,r) = 𝑟!(𝑛−𝑟)! , n ≥ r ≥ 0 or nCr =
(𝒏−𝒓)! 𝒓!

Example 1. In how many ways can a committee consisting of 4 members be formed from 8
people

Solution: (Using the formula) n = 8, r = 4

𝒏! 8! 8! 8 •7•6• 5•4•3•2•1
C(n, r) = = = =
𝒓!(𝒏−𝒓)! 4!(8−4)! 4!(4)! 4•3•2•1(4•3•2•1)

= 7 • 2 • 5 after common factors are cancelled

= 70 ways

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Example 2. Finding the unknown in C (8, 3) = x

𝒏! 8! 8! 8•7•6•5•4•3•2•1
Solution: C(n, r) = = 3!(8−3)! = = 3•2•1(5•4•3•2•1
𝒓!(𝒏−𝒓)! 3!(5)!
= 8 • 7 after common factors are cancelled
= 56 ways

’s More

Direction: Determine whether each situation involves a combination or permutation. Write C

if it involves combination and P if it involves permutation.

1. Choosing 6 volleyball players from a group of 12.

2. Seven (7) toppings for a pizza.

3. Finding the diagonals of a polygon.

4. Arranging 4 people in a row for picture taking.

5. Assigning 5 different tasks to top 5 students.

I Have Learned

Directions:
Based on what you have learned in this lesson, complete the given sentences below.

This lesson enabled me to learn that

_______________________________________________.

I made me realize that

____________________________________________.

I, therefore commit to
____________________________________________________.

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 I Can Do

Making fruit salad involves concept on combination. Suppose you are ask to make
fruit salad on your birthday.

Instructions:
1. List down all the ingredients you want in making your fruit salad.

2. Make at least 3 different sets of procedures in making your fruit salad.

3. Follow the table format below.

4. Write your outputs in a SHORT BOND PAPER.

Name: Gr. & Section:

A BIRTHDAY FRUIT SALAD

Ingredients:
Procedure A Procedure B Procedure C
1. 1. 1.
2. 2. 2.
3. 3. 3.
. . .
. . .
. . .

Rubric in making your output

10 pts 7 pts 4 pts 1 pt
The content is The content is The content is The content
Content very informative informative & less informative Is not informative
and realistic. mostly realistic. & realistic. nor realistic.
Spelling The output has The output has The output has The output has
Grammar excellent spelling, 1-2 spelling, 3-5 spelling, Multiple spelling,
Punctuation grammar, or grammar, or grammar, or grammar, or
punctuation. punctuation punctuation punctuation errors.
errors. errors.
It is neat & easy It is neat & easy The output The output needs
Clarity to understand. to read. needs significant
improvement in improvement in
neatness. neatness.
TOTAL: __________
30

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Directions: Determine whether each problem involves a combination or permutation. Write
your answer in your notebook.

1. How many different ways can 5 bicycles be parked if there are available parking spaces?
2. If there are 12 teams in a basketball tournament and each team must play every other
team in the eliminations.
3. How many 4-digit numbers can be formed from the digits 1, 3, 5, 6, 8, and 9 if no
repetition is allowed?
4. How many ways can 4 students be seated in a classroom if there are 7 available seats?
5. The teacher determines the number of top 10 students in Mathematics class.

Try this!

In a 10-item Mathematics problem-solving test, how manyways can you select 5

problems to solve? Show your solution.

Hint: Use the Combination Formula

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WHAT I KNOW WHAT’S IN
1. C 1. AI
2. BI 2. AI
3. C 3. NI
4. A 4. AI
5. D 5. AI
WHAT’S MORE WHAT I HAVE LEARNED
1. C Answers may vary
2. C
3. C
4. P
5. P
ASSESSMENT ADDITIONAL ACTIVITIES
1. C 252 ways
2. C
3. P
4. C
5. P
References
Books:

Callanta, Melvin M., et.al. Mathematics 10 Learner’s Module. Rex Book Store Inc., 2015.

Callanta, Melvin M., et.al. Mathematics 10 Teacher’s Guide. Rex Book Store Inc., 2015.

Soledad, Jose-Dilao, Ed.D.(2007). Intermediate Algebra Textbook for Second Year. 1281

Gregorio Araneta Avenue, Quezon City: JTW Corporation.

K to 12 Most Essential Learning Competency. (2020). Department of Education.

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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