GRADE 10 School MNCHS Grade Level 10

DAILY Teacher Lowell Santua Learning Area Mathematics

LESSON Teaching Dates, Time 03-28-23 Quarter 3
PLAN and Sections 10:45-11:45 – Estrada
3:00-4:00 - Roxas

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of combinatorics and probability.
Standards

B. Performance The learner is able to use precise counting technique and probability in formulating conclusions
Standard and making decisions.
C. Learning Solves problems involving permutations and combinations. (M10SP-IIId-e-1)
Competencies  Find the number of combination of n objects taken r at a time,
Write the LC code  Solve for the value of n or r in combinations.
for each
II. CONTENT/TOPIC Solves the value of n or r in Combinations
III. LEARNING
RESOURCES
A. References

1. Teacher’s
Guide pages
2. Learners
Material pages
3. Textbook pages
4. Additional
materials from
Learning
Resource (LR)
portal.
B. Other Learning https://youtu.be/TQBhdz8Jl5A
Resource
IV. PROCEDURES
Teacher’s Activity Students’ Responses
A. Reviewing
previous What is the formula of combination? 1. nCr=n!/r!(n-r)!
lesson or 2. N=no. of objects
presenting the What is n of the formula of combination?
How about r? 3. R=no. objects you want to select
new lesson
B. Establishing a The teacher will introduce the learning objectives At the end of this lesson, the students
purpose for the for the present lesson by giving the students should be able to:
lesson opportunity to read it aloud synchronously.  Find the number of combination
of n objects taken r at a time.
 Solve for the value of n or r in
combinations.
C. Presenting Example 1.
examples/insta Solve C(8,4)
nces of the new Given: n=8 r=4
lesson.
Formula:
 nCr=n!/r!(n-r)!
8C4=8!/4!(8-4)!
8C4=70

Example 2.
Solve C(11,5)
Given: n=11 r=5
Formula:
nCr=n!/r!(n-r)!
11C5=11!/5!(11-5)!
11C5=462

D. Discussing the Example 3.

new concepts Solve C(12,r)=792
and practicing Given: n=12 r=? nPr=792
new skills #1 Solution:
12×11=132/792=0.166
12×11×10=1,320/792=1.666
12×11×10×9=11,880/792=15
12×11×10×9×8=95,040/792=120
Since the 120 has the factorial of 5 so,
120=1×2×3×4×5
120=5!
R=5

Example 4.
Solve C(11,r)=165
Given: n=11 r=? nCr=165
Solution:
11×10=110/165=0.666
11×10×9=990/165=6
6=1×2×3
6=3!
R=3

E. Discussing the Example 5.

new concepts C(n,3)=35
and practicing
Given: n=? r=3 nCr=35
new skills #2
Solution:
N(n-1)(n-2)/3!=35
N(n-1)(n-2)/6=35/1
N(n-1)(n-2)=210
N(n-1)(n-2)=5×6×7
N=7

Example 6.
C(n,4)=15
Given: n=? r=4 nCr=15
 N(n-1)(n-2)(n-3)/4!=15
N(n-1)(n-2)(n-3)/24=15/1
N(n-1)(n-2)(n-3)=360
N(n-1)(n-2)(n-3)=3×4×5×6
N=6

F. Developing The teacher will give an example that will lead to

mastery formative assessment.
(Leads to Directions: Solve the given problem and find the
formative unknown term.
assessment 3) 1. C(9,r)=126 1. R=4 or 5
2. C(10,r)=210 2. R=6 or 4
3. C(n,4)=126 3. N=9
4. C(n,6)=210 4. N=10

G. Finding
practical What do you think is the importance of learning
application of combination of finding n or r in our daily life? Answer may vary
concepts and
skills in daily
living
H. Making The teacher will recapitulate the students by asking
generalization the ff. questions:
and abstraction 1.How will you find the number of combination of n Answer my vary
about the
objects taken r at a time?
lesson
2.How will you solve the value of n or r in
combination?

I. Evaluating The teacher will evaluate students.

learning Directions: Solve and find the n or r in combination.
1.C(n,2)=78
2.C(11,r)=165 1. N=13
3.C(9,9) 2. R=3
4.C(8,r)=28 3. nCr=1
5.C(n,7)=792 4. R=2
5. N=12
6.
J. Additional Review your knowledge about permutation and
activities for combination.
application or
remediation
V. REMARKS

VI. REFLECTION