Quarter 3rd Quarter

Date February 5, 2023

Topic / Title Illustration of Permutation
Grade Level Grade 10 – Zircon/Onyx/Citrine
Time Allotment 3:00 – 3:50 p.m./ 3:50 – 4:40 p.m./4:40-5:30 p.m. (50 minutes)
Performance Standards
The learner is able to use precise counting technique and probability in formulating conclusions and making
decisions.
Most Essential Learning Competencies (MELCs) and Objectives

The learner illustrates the permutation of objects. (M10SP-IIIa-1)

At the end of the lesson the students should:
a. Illustrate the permutation of objects.
b. List the possible ways a certain task or activity can be done
c. Appreciate permutations as vital part of one’s life

ELICIT (IDEATE) MATERIALS

Preliminaries:
 The teacher will instruct the student to lead the prayer.
 The teacher will tell the class to record the attendance on their index
card.
 The teacher will remind the students about the classroom rules.
 The teacher will check the cleanliness of the classroom surroundings.

Lesson Proper:
 The teacher will instruct the students to answer the activity.

Problem Analysis (MULTISTRUCTURAL)

 The teacher would let the students study the problem shown on the
monitor.
 The teacher would ask them to answer the questions related to the
problem shown.
laptop, tv, PowerPoint
 Students who participated in the activity will be given an additional
presentation
point.

Problem:
Erna invited her close friends Chona, Mary Grace and Emilie to her 18th birthday at
Patio Buendia in Amadeo. She prepared a special table with chairs placed in a row to
be occupied by her three friends.

Processing Question:
Questions:
1. List all the possible seating arrangements.
2. How many ways they
can be seated in a row?
3. Show another way/s of finding the answer in
item 1.

ENGAGE (EMPATHY)

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  The teacher will ask the students to answer the question.
Trivia:
For personal password in a computer account, did you know why a
shorter password is “weak” while the longer password is “strong”?

Permutation is an arrangement of all or parts of a set of objects

with proper order. Permutations can be determined by
listing, using table, tree diagramming, and by using the
Fundamental Counting Principle. FCP is use to calculate the
total number of permutations in a given situation. The
principle may not tell what exactly those permutations are, but it
gives the exact number of permutations there should be. The
FCP tells that you can

Illustrative example of situations showing inverse variation. (MULTIRELATIONAL)

1. Suppose that you secure your bike using a combination lock. Later, you
forgot the 4- digit code. You can only remember that the code contains the
digits 1, 3, 4, and 7.
Question:
a. List all possible codes out of the given digits.
b. How many possible codes are there?
c. Use the Fundamental counting principle to check if the number of
permutations is correct.
Answer:
A. Possible codes containing the four digits 7, 4, 3, 1: (The list must be made
systematically to ensure completeness.)
1347 3147 4137 7134
1374 3174 4173 7143
1437 3417 4317 7314
1473 3471 4371 7341
1734 3714 4713 7413
1743 3741 4731 7431
B . There are 24 possible outcomes.
C . Using the Fundamental Counting Principle: 1 st digit 2nd digit 3rd digit
4th digit 4 choices × 3 choices × 2 choices × 1 choice = 24
2. In how many ways can Aling Rosa arrange 6 potted plants in a row?
Using the Fundamental Counting Principle Let N = number of
possible arrangements of the plants
N = (6) (5) (4) (3) (2) (1)
N = 720 because there are 6 choices for the 1st position, 5 choices left for
the 2nd position, 4 choices for the 3rd, and so on.

EXPLORE (DEFINE)

How did you determine the different possibilities asked for in the given
situations? What mathematics concept or principle did you use to determine the
exact number of ways asked in each activity? How was the principle applied?
laptop, tv, Power Point
(UNISTRUCTURAL) presentation
Localization
 MNHS is a school located at Minuyan Norzagaray Bulacan. Students
are properly distributed and arranged randomly into different
sections.
EXPLAIN (PROTOTYPE)
Manila Paper, Marker,
Scatchtape
 The teacher will group the students into three and they will
accomplish the given activity assigned for each group.
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  The teacher will inform the students that they only have 10 minutes to
finish the activity.

Annotation: The activity promotes the enhancement of learners’

achievement in numerical skills.

Direction: Work in small group in analyzing and solving the given problem:

Solve the following problems. (MULTISTRUCTURAL)

1. In how many ways can you place 9 different books on a shelf if there is
enough space for only five books? Give 3 possible ways.
2. In how many ways can 5 people arrange themselves in a row for picture
taking? Give 3 possible ways.
3. An apartment has 7 different units. There are seven tenants waiting to be
assigned. In how many ways can they be assigned to the different units? Give 3
possible ways?
 The group representatives will present their output afterwards.

 After the activity, the teacher will give 5 points to the group who
finished first and another 5 points to the group who will get the
highest score.

ELABORATE

 The teacher will call the students to recap the topic.

A permutation is an arrangement of all or part of a set of objects with

PowerPoint
proper regard to order. We determine the different permutations by
Presentation
listing. We also use table, tree diagram and as well as the
Fundamental Counting Principle.
(UNISTRUCTURAL)
EVALUATE (TEST)

 The teacher will instruct the students to answer the assessment.

Study the following situations. Identify which situations illustrate

permutation. Then give an example of possible arrangements.

1. Determining the top three winners in a Mathematics Quiz Bee. * Paper, ballpen,
2. Choosing five group mates for your Mathematics project. powerpoint
3. Three people posing for a picture. Presentation
4. Assigning 4 practice teachers to 4 different grade levels.
5. Picking 2 questions from a bowl.
Annotation: The result of the assessment can be used to monitor the
progress of learners.

(MULTISTRUCTURAL)
EXTEND

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  The teacher will instruct the students to answer their assignment at
home.

1. Follow-up: How many numbers consisting of 3 digits can be made

from 1, 2, 3, 4, 5, and 6 if
a. Repetition is allowed Notebook
b. Repetition is not allowed

3. Study permutation of n objects taken r at a time.

(UNISTRUCTURAL)

REFERENCES

Mathematics Learner's Module and Teachers' Manual

Prepared by: Checked by: Noted:

JEFFERSON B. TORRES MARIA CYNTHIA C. BASA LUISITO V. DE GUZMAN, Ph.D.

Teacher I – Mathematics 10 Head Teacher II – Mathematics School Principal IV
Minuyan National High School
EDDIS VI- Norzagaray East

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