School MANUKAN NHS Grade 10

Level

Teacher JUVELYN E. ISMAEL Learning Mathematics

Area
GRADES 1 to 12
Teaching Quarter/ Q3/ W1/D1
Daily Lesson Plan Date and Week/Day
Time

Content The learner demonstrates understanding

Standards of key concepts of combinatorics and probability.

Performance The learner is able to use precise counting technique and

Standards probability in formulating conclusions and making decisions.

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

Specific a. 1. Define factorial.

Objectives b. 2. Illustrate permutation of objects using different method.
c. 3. Apply the different ways to find the number of arrangements
in different situations.
II.Subject
Matter:

Topic: Illustrating Permutations of Objects

Reference : Mathematics 10 – Learners Material

Materials: Bond paper, picture, scotch tape, chalk, Laptop, LED TV

I. Procedure

● Elicit
Activity 1. Define Me (Unistructural)

1. 3! = 3x2x1 = 6
2. 5! = 5x4x3x2x1 = 120
3. 8! = 8x7x6x5x4x3x2x1 = 40, 320
 Activity 2. (Evaluate Me) (Multistructural)
● Engage
WHAT IS FACTORIAL?
In mathematics, factorial refers to the product of all positive
integers less than or equal to a particular positive integer. It is
usually denoted by that integer and an exclamation point.
That is n! = n x (n – 1) x … x 1.
Note: 0! = 1
Activity 3. Be an Explorer! (Multistructural)
Simplify the following expressions.
● Explore

8! 8 x7 x6 x 5 x4 x3 x2 x1
1. = = 8x7x6 = 336
5! 5 x 4 x3 x 2x 1

7! 7 x 6 x 5 x 4 x 3 x 2 x 1 7 •6 •5 •2
2. = = = 420
2! 3 ! 2• 1• 3• 2• 1 1

WHAT IS PERMUTATION?
● Explain
Permutation is about the different possible arrangements
of a set of objects wherein ORDER is important.

WAYS ON HOW TO ILLUSTRATE PERMUTATION OF

OBJECTS
1. Factorial Notation/Fundamental Counting Principle
2. Tree Diagram
3. Listing Method

WHAT IS FUNDAMENTAL COUNTING PRINCIPLE?

In Fundamental Counting Principle, if there p ways to
do one thing, and q ways to do another thing, then there
are p x q ways to do both.

123 ABC

p q

Example #1.
In how many ways can you arrange the letters P, Q, R, and
S? (Multistructural)
Answer: n = 4 n! = 4! = 4x3x2x1 = 24 ways

Example #2
In how many ways can a family of 5 members be arranged
in a row for picture taking? (Multistructural)
 Answer: n = 5 5! = 5•4•3•2•1 = 120 ways

WHAT IS TREE DIAGRAM?

Tree diagram is commonly used in mathematics in order to
calculate the number of possible outcomes of a particular
event or problem.
Example #1:
A family has 3 children. Construct a tree diagram to show
the possible genders of the children.(Relational/Extended
Abstract)

WHAT IS LISTING METHOD?

Listing method is basically one of the useful methods to
determine the number of permutations made for each
problem.

EXAMPLE #1
Webster Moore bought a four-digit combination lock for
his last week. However, he forgot the code that is why he
won’t be able to use it today. He only remembered that the
code contains the digit 1, 5, 7, and 8. List down all
possible codes and determine the number of permutations
made.(Extended Abstract)

● Elaborate
Activity 4. Group Activity
Directions: Each group will answer their assigned problem.
Problem:
Maria has 5 different books on mathematics and 4 different
books on physics. She wants to arrange them on her
bookshelf.
Group 1 Question: If Maria wants to keep all the mathematics
books together, how many ways can she arrange the two
groups? (Unistructural)
Answer: 5!x4! (permutations of math books times
permutations of physics books)

Group 2 Question: If Maria wants to place one particular

mathematics book in the middle of her physics books, how
many ways can she arrange them? (Multistructural)

Answer: 4! X 2 (Permutations of physics books with the math

book fixed in the middle)

Group 3 Question: If Maria wants to arrange the books so that

no two mathematics books are adjacent, how many ways can
she do this? (Relational)
Answer: 5!x4! (Permutations of math books times
permutations of physics books, considering no adjacent math
books)

How can the arrangement of objects be systematically

illustrated using different methods such as factorial notation,
tree diagrams, and listing methods, to determine
permutations?" (Extended Abstract)
 General
Statement

1. Which of the following best defines permutation?

● Evaluate
(Unistructural)
A. The arrangement of objects in a specific order
B. The combination of objects without considering order
C. The grouping of objects based on a common characteristic
D. The selection of objects without replacement

2. How many ways can the letters A, B, and C be arranged?

(Multistructural)
A. 3
B. 6
C. 9
D. 12

3. In how many ways can 4 different books be arranged on a

shelf? (Multistructural)
A. 4
B. 8
C. 12
D. 24

4. A committee of 5 members needs to be formed from a group

of 10 people. In how many ways can the committee be
selected? (Relational)
A. 5
B. 10
C. 30
D. 252

5. How many different three-letter codes can be formed using

the letters X, Y, and Z, without repetition? (Extended Abstract)
A. 3
B. 6
C. 9
D. 27

Answer: 1. A 2. B 3. D 4. D 5. B
 (Multistructural)
● Extend

A group of 6 friends – Alex, Ben, Chris, David, Emma, and

Fiona are planning to take a group photo. They want to
arrange themselves in a line for the photo. In how many
different ways can they stand in the line?

Remarks

Reflection

a. A. No. of learners
who earned 80%
in the evaluation

b. B. No. of learners
who require
additional
activities for
remediation who
scored below 80%

c. C. Did the
remedial lessons
work? No. of
learners who have
caught up with
the lesson

E. Which of my
teaching strategies
worked well?

d. Why did these

work?

e. F. What
difficulties did I
encounter that my
principal or
supervisor can
help me solve?

f. G. What
innovation or
localized materials
 did I use/discover
which I wish to
share with other
teachers?

SOLO Model Integration Writer:

JOVANIE L. ANDE
T – 1 / ILIHAN NHS

Approved by:

ANDRES L. MATILA

SP – II / PALANDOK NHS