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MATHEMATICS
Quarter 3 – Module 4
Solving Problems Involving
Permutations and Combinations
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 4: Solving Problems Involving Permutations and Combinations
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: Maria Fatima M. Emperado
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: Maria Fatima M. Emperado
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.

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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 4
Solving Problems Involving
Permutations and Combinations
Introductory Message
For the facilitator:

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

Solving Problems Involving Permutations and Combinations!

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

Solving Problems Involving Permutations and Combinations!

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 solves problem involving permutations and combinations. 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 Competency:
 Solves problems involving permutations and combinations.
(M10SP – IIId – e – 1)

OBJECTIVES:
K: Recall the difference between permutation and combination.
S: Solves problems involving permutations and combinations.
A: Appreciate the importance of solving problems involving permutations and
combinations to real-life situations.

Let us find out the knowledge you already know about the lesson discussed in this
module. Choose the letter of your answer and write it on your notebook. Try to take down notes
on the items you have mistaken and find out the correct answer as this module covers the topic.

1. In a town fiesta singing competition with 12 contestants, in how many ways can the organizer
arrange the first three singers?
A. 132 B. 990 C. 1320 D. 1716
2. If a combination lock must contain 5 different digits, in how many ways can a code be
formed from the digits 0 to 9?
A. 15 120 B. 30 240 C. 151 200 D. 1 000 000
3. In how many ways can 4 men and 3 women arrange themselves in a row for picture taking
if the men and women must stand in alternate positions?
A. 5040 B. 720 C. 144 D. 30
4. In a room, there are 10 chairs in a row. In how many ways can 5 students be seated in
consecutive chairs?
A. 720 B. 600 C. 252 D. 120
5. Ms. De Leon wants to produce different sets of test questions for her essay test. If she plans
to do this by putting together 3 out of 5 questions she prepared, how many different sets of
questions could she construct?
A. 10 B. 20 C. 60 D. 80

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 Lesson Solving Problems Involving Permutations
and Combinations

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Do you know why a shorter code is “weak,” while a longer code is a “strong” personal
password in a computer account? Have you ever wondered why some locks have codes in
them? Have you ever tried going to a restaurant with different dishes to choose from? These
are just some of the many applications of permutations and combinations in real life.

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 ’s In

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

Write P if it’s a permutation and C if it’s a combination. Write your answer in your notebook.

1. From a standard deck of 52 cards, in how many ways can 7 cards be drawn?
2. Seating 8 students in 8 seats in the front row of the school auditorium.
3. From a group of 10 men and 12 women, how man committees of 5 men and 6 women can
be formed?
4. How many hockey teams of 6 players can be formed from 14 players without regard to
position played?
5. Introducing the 5 starting players of the Blue Eagle’s basketball team at the beginning of
the next basketball game.

’s New

Activity 1: Collect and Select… and Arrange!

Solve the following permutation and combination problems.

1. In how many ways can you arrange 5 Mathematics books, 4 Science books, and 3 English
books on a shelf such that books of the same subject are kept together?

2. A soloist is auditioning for a musical play. If she is required to sing any three of the 7
prepared songs, in how many ways can she make her choice?

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 is It

a. How did you find the activity?

b. How did you find the number of ways asked in each item?
c. Which situation above illustrates permutation? Combination?
d. What word or words helped you determine whether the situation illustrates
permutation or combination?
e. How many ways can you arrange the books in situation 1?
f. In how many ways does the soloist in situation 2 make her choice of songs?

When trying to determine the number of possible combinations in a set, it can be

difficult to differentiate between combinations and permutations. With permutations, we
calculate the number of possible arrangements of a set of items. With combinations we count
the number of combinations we can 'choose' from a larger set of items. Combinations and
permutations are important statistical concepts.

How to know when to use combinations or permutations?

Both combination and permutation count the ways that (r) objects can be taken 5P2 from
a group of (n) objects, but permutations are arrangements (sequence matters), while
combinations are selections (order does not matter).

In identifying which situation illustrates permutation or combination, it is important to

understand and read the problem carefully. As much as possible, look for hints, like words, that
will help you determine whether permutation or combination is being illustrated in a certain
situation.

In the previous activity, situation 1 illustrates permutation because order matters, while
situation 2 illustrates combinations because order doesn’t matter.

Remember:
1. Use permutations if a problem calls for the number of arrangements of objects and
different orders are to be counted.
2. Use combinations if a problem calls for the number of ways of selecting objects and
the order of selection is not to be counted.

Illustrative Example 1:
The Racing Club organizes a race in which five cars A, B, C, D, and E are joined.
a) How many possible race results if there are no ties?
b) In how many ways can the first two positions be filled if there are no ties?
Solution:
a. The number of possible race results if there are no ties is the same as the number of
permutations of 5 things taken 5 at a time. We denote this number by 5P5 where
5P5 = 5 x 4 x 3 x 2 x 1
= 120
Therefore, the number of possible race results are 120 ways.

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 b. Here, we are required to find the number of permutations of 5 things taken 2 at a time.
We denote this number by 5P2,
5P2 = 5 x 4
= 20
Therefore, the number of permutation is 20.

Note: In (a), we used 5P5 to represent the number of possible permutations of 5 things when all
the 5 things are taken.
In (b), we used 5P2 to represent the number of permutation of 5 things when only 2 out
of 5 things are taken.

Illustrative Example 2:
A basket contains 4 star apples, 5 mangoes, and 8 guavas. How many ways can 2 star
apples, 1 mango, and 2 guavas be chosen?

Solution:
This involves the product of three combinations, one for each type of item.
4C2 – Two of 4 star apples will be chosen
5C1 – One of 5 mangoes will be chosen
8C2 – Two of 8 guavas will be chosen

ways

Therefore, there are 840 ways can 2 star apples, 1 mango, and 2 guavas be chosen.

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 ’s More

Activity 2: I Know Them So Well

Direction: Determine whether the following situations involves permutation or combination,

then solve for what is asked.

1. In a dance contest, each participating group must perform 3 kinds of dance. If there are 4
choices for ballroom dance, 8 choices for foreign dance, and 5 choices for hip-hop, in how
many possible ways can a dance group select their piece?

2. Suppose you are the owner of a sari-sari store and you want to put 12 pieces of canned goods
in a row on the shelf. If there are 3 identical cans of meat loaf, 4 identical cans of tomato sauce,
2 identical cans of sardines, and 3 identical cans of corned beef, in how many different ways
can you display these goods?

I Have Learned
Directions: Review the lessons on solving problems involving permutations
and combinations. Then write your reflection in your notebook by completing the
statements below.

I have learned that __________________________________________________________

___________________________________________________________________________

I have realized that __________________________________________________________

___________________________________________________________________________

I will apply _________________________________________________________________

___________________________________________________________________________

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 I Can Do
Activity 3: Level Up!

Direction: Read each situation carefully. In each situation,

1. solve the problems;
2. explain how you used the concept you’ve learned in solving the problem;
3. Write your answers neatly in a short bond paper.

1. Ten people are seated at a dinner table at a SSG function. How many ways can they sit if the
president and treasurer always have to be seated next to one another?
2. How many lottery tickets must be purchased to complete all possible combinations of six
numbers, each with a possibility of being 1 to 58?

You will be graded based on the rubric below.

CATEGORY 4 3 2 1 SCORE
Explanation shows
Explanation
Explanation shows very limited
shows complete Explanation shows
substantial understanding of
understanding of some understanding
Mathematical understanding of the the underlying
the mathematical of the mathematical
Concepts mathematical concepts needed to
concepts used to concepts needed to
concepts used to solve the
solve the solve the problem(s).
solve the problem(s). problem(s) OR is
problem(s).
not written.
Uses complex and
Uses effective Some evidence of Little evidence of
Mathematical refined
mathematical mathematical mathematical
Reasoning mathematical
reasoning reasoning. reasoning.
reasoning.
Explanation is
Explanation is a little
difficult to
difficult to
Explanation is understand and is
Explanation Explanation is clear. understand, but
detailed and clear. missing several
includes critical
components OR
components.
was not included.
The work is The work appears
The work is The work is
presented in a sloppy and
presented in a neat presented in an
Neatness and neat, clear, unorganized. It is
and organized organized fashion
Organization organized fashion hard to know what
fashion that is but may be hard to
that is easy to information goes
usually easy to read. read at times.
read. together.
All but one of the All but two of the Several of the
All problems are
Completion problems are problems are problems are not
completed.
completed. completed. completed.
_________
TOTAL:
20

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 Let us find out the knowledge you have learned in this module. Choose the letter of your
answer and write it on your notebook.

1. A certain restaurant allows you to assemble your own vegetable salad. If there are 8 kinds
of vegetables available, how many variations of the salad can you make containing at least
5 vegetables?
A. 56 B. 84 C. 93 D. 96
2. How many different 3-digit numbers can be formed from the digits 1, 3, 4, 6, 7, 9 if
repetition of digits is not allowed?
A. 840 B. 720 C. 360 D. 120
3. In how many different ways can 10 different-colored horses be positioned in a carousel?
A. 504 B. 4032 C. 362 880 D. 3 628 800
4. In how many possible ways can Juan answer a 10-item matching type quiz if there are also
10 choices and he answers by mere guessing?
A. 3 628 800 B. 40 320 C. 720 D. 10
5. Holly Monique was able to calculate the total number of 3-digit numbers that can be
formed from a given set of nonzero digits, without repetition. If there were 60 numbers in
all, how many digits were actually given?
A. 8 B. 7 C. 6 D. 5

Direction: Solve the following. Show your solutions.

1. Selecting 2 orange tabbies from 9 kittens at an animal rescue shelter.

2. Arranging 4 charms from 6 possible, on a bracelet that has a clasp, a front, and a back.
3. Selecting 3 desserts from 10 possible choices displayed on the dessert cart at a
restaurant.
4. Choosing the first, second, and third-place finishers in a race with 10 competitors.

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Additional Activities Assessment
1. 36 1. C
2. 360 2. D
3. 120 3. A
4. 720 4. A
5. D
What’s More What I Know
1. Combination: 160 ways 1. C
2. Permutation: 277 200 ways 2. B
3. C
What is It 4. A
a. Answer may vary. 5. A
b. Answer may vary. What’s In
c. Permutation: Situation 1 1. C
Combination: Situation 2 2. P
d. Answer may vary. 3. C
e. 103 680 ways 4. C
f. 35 ways 5. P
What’s New
1. 103 680 2. 35
References

Books:

Oronce, Orlando A. and Mendoza, Marilyn O. E – Math Worktext in Mathematics 10.Rex

Book Store Inc., 2018.

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.

Websites:

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computer-vector-28503291

http://www.newcreationpromo.com/e_productshow/?913-Mini-Padlock-Travel-Suitcase-
Password-Lock-913.html

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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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