DAILY School: D. Q.

Liwag National High School Grade Level: 10

Learning
LESSON Teacher: Sandro G. Dalida Area: Mathematics
LOG Dates and Time: February 23 (8:45-12:00; 1:00-4:00) Quarter: 3

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of key
concepts of combinatorics and probability.
B. Performance The learner can use a precise counting technique
Standards and probability in formulating conclusions and
making decisions.
The learner derives the formula for finding the number of
C. Learning Competencies permutations of n objects taken r at a time.
Competency Code (M10SP-IIIa-2)
1. Recite the formula for finding the number of
Objectives: permutations of n objects taken r at a time.
2. Manipulate the formula of permutation
3. Appreciate the easier way of finding the number of
arrangements of objects by using the permutation
formula.
II.CONTENT Factorials
III. LEARNING
RESOURCES
1A. References
. Teacher’s Guide Grade 10 Mathematics Teacher’s Guide
2 pages pages 253-255
.
3 Learner’s Materials Grade 10 Mathematics Learner’s Module
. pages pages 286-290
4 Textbook pages Mathematics IV SEDP series pages 175, 180-182 &
. PASMEP pages 675 & 681
Additional Materials https://bootstrapworld.org/materials/fall2022/en-us/
from Learning lessons/combinatorics-permutation/
Resource Portal
B. Other Learning PASMEP
Resources Pages 698-699
IV. PROCEDURES
A. Reviewing the previous Evaluate:
lesson or presenting the a. 4!
new lesson. 5!
b.
( 5−2 ) !
Activity: Cards
B. Establishing a purpose for
Suppose we have 4 different number cards (numbered
the lesson
1,2,3,4). In how many ways can we arrange them using two
number cards at a time?
How did you get the answer?
Is there any other way for finding the number of possible
arrangements?
C. Presenting examples/ Activity: Let’s find out
Instances of the Lesson
Perform the activity with four members.
(See attached activity sheet)

What do you call each arrangement?

Can you find the pattern in the results?

D. Discussing new concepts Show the results of the activity: Let’s Find Out
and practicing new skills
#1

(Literacy Integration)

Let the students recite the

permutation formula with
the correct pronunciation
of the words

Guide Questions:

 What is/are the pattern in the result?

 Observe column four, what is the relation between the

first factor as compared to (n) the number of objects?

 What is the relation between the number of factors as

compared to the (r) number of objects taken at a time?

 What is the factorial form of Column 4?

 Based on the activity, what is the formula of n objects

taken r at a time?

The permutation is represented by the formula:

n!
nPr =
( n−r ) !
Read as: permutation of n objects taken r at a time is equal to
n factorial over quantity (n-r)!

Where: n is the total number of objects and r is the number of

objects taken at a time

E. Discussing new concepts A play has a cast of 7 actors preparing to make their curtain
and practicing new skills call. Use the permutation formula to find the following.
#2
How many ways can the 7 actors line up?

How many ways can 5 of the 7 actors be chosen to line up?

F. Developing Mastery Average Learners Advance Learners
(Leads to formative Activity: Let’s Decide
assessment) #3
By pair:

What is the value of n? of r? Use the permutation formula to

express the situation below.

What is the value of n? of r? 1. Twelve runners join a race,

G. Finding practical
applications of concepts
and skills in daily living.
Use the permutation formula in how many ways can they
to express the situation below. be arranged as first,
second, and third placers?
1. Given the 4-letter word
READ. In how many ways 2. There are 4 different
can we arrange its letter, 3 mathematics books and 3
different science books.
at a time?
In how many ways can the
2. In a school club, there are books be arranged on a
5 possible choices for the shelf if:
president, a secretary, a
treasurer, and an auditor. a. There are no
restrictions.
Assuming that each of
them is qualified for any of b. Books on the same
these positions, in how subjects must be placed
many ways can the 4 together.
officers be elected?
c. If they must be placed
alternately?
Arranging people, digits, numbers, alphabets, letters, and
colors are examples of permutations. Selection of menu,
food, clothes, subjects, etc.

H. Generalizing/abstracting 1. Using the notation for permutation, write the formula and
the lesson. read.

2. Is it possible that r is greater than n? Why?

I. Evaluating Learning Average Learners Advanced Learners

Use the permutation formula in Use the permutation formula in
solving the following problems: solving the following problems.

1. In how many ways can 1. In how many different 4-digit

you place 8 different
books on a shelf if there is
space enough for 6
books? 2. In how many ways can 5
2. In how many different 4-
digit numbers can be
formed from the digits,
2,3,4,6,8,9.
J. Additional activities for
application or remediation
numbers can be formed
from the digits, 2,3,4,6,8,9.
boys and 4 girls be arranged
themselves in a row for
picture taking if the boys
and girls must stand in an
alternate position?
V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lesson
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?

F. What difficulties did I

encounter that my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover that I wish to
share with other teachers?
 Activity Sheet
Let’s Find Out!
Materials:
4 Numbered Cards
1 2 3 4

Perform the following activity using four number cards with different digits.
Follow all instructions and write all your answers on a clean sheet of paper. Then
complete the table and answer the questions that follow.

A. Get any two number cards (Example: 1 and 2).

1. A. Arrange the cards using 1 piece at a time.
Example

1 2 ways

B. Illustrate or describe each arrangement.

C. Count the number of arrangements you have made.

2. A. Arrange the cards using both pieces at a time.

B. Illustrate or describe each arrangement.
C. Count the number of arrangements you have made.
B. Get any three number cards.
1. a. Arrange the cards using 1 piece at a time.
b. Illustrate or describe each arrangement.
c. Count the number of arrangements you have made, using 1 card at a
time from
the 3 given cards.

2.a. Arrange cards using 2 pieces at a time.

b. Illustrate or describe each arrangement.
c. Count the number of arrangements you have made, using 2 cards at a
time from
the 3 given cards.

3.a. Arrange the cards using all 3 pieces at a time.

b. Illustrate or describe all arrangements.
c. Count the number of arrangements you have made using all the
3 cards at a time.

C. Get the four number cards.

1. Repeat Steps B.1 to 3
2. a. Arrange the objects using all 4 pieces at a time
b. Illustrate or describe each arrangement.
c. Count the number of arrangements you have made using all 4
number cards at a time. Tabulate all results.
 Results:

Number of Number of Objects Taken at a Number of Possible

Object (n) Time ( r) Arrangements
2 1 2
2 2
3 1
3 2
3 3
4 1
4 2
4 3
4 4

Questions:

a. What do you call each arrangement?

b. Can you find any pattern in the result?
c. Can you think of other ways of finding these answers?