10 – A

La Trinidad National Grade 10 – B

School
High School Level 10 – C
10 – D
Learning
Teacher Raul Soliman Pe Mathematics
Area
February 19, 2024
DETAILED Teaching @7:40 – 8:40
LESSON Date and 8:40 – 9:40 Quarter Third
PLAN Time 2:00 – 3:00
3:00 – 4:00

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of
combinatorics and probability.
B. Performance The learner is able to use precise counting technique and probability in
Standards formulating conclusions and making decisions.
C. Learning The learner illustrates the combination of objects. (M10SP-IIIc-1)
Competencies
D. Learning Objectives At the end of the lesson, the learners should be able to:
 define combinations of n objects taken r at a time;
 illustrate combinations of n objects taken r at a time;
 determine the formula for combinations of n objects taken r at a
time; and
 solve problems involving combinations of objects.
II. CONTENT Combinations Of n Objects Taken r At A Time
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 259 – 266
Pages
2. Learner’s Material pp. 301 – 312
Pages
3. Textbook Pages Next Century Mathematics 10, pp. 405 – 413
4. Additional Materials Grade 10 Mathematics Module 28: Combination. (2020). Self-Learning
from Learning Module. Department of Education.
Resources (LR)
Portal
B. Other Learning PowerPoint Presentation, Handouts, Cut-outs (emojis)
Resources
IV. PROCEDURE Teacher’s Activity Students’ Activity
Preliminaries  Greetings  Students will greet the
teacher.
 Checking of Attendance  Class secretary will
check the attendance.
 Housekeeping  Students will pick-up
scatted pieces of dirt.
A. Review previous Present a review on the previous lesson on Expected Answers:
lesson or presenting permutation by answering the questions
the new lesson below.

1. How do we solve the number of n!

1. P ( n ,r )=
permutations of n objects taken r at ( n−r ) !
a time?
2. How do we solve the number of n!
permutations of n objects of which p 2.
p!q!r !
are alike, q are alike, r are alike?
3. How do we solve the number of
permutations of n distinct objects 3. ( n−1 ) !
arranged in a circle?
B. Establishing a Share the learning targets to the students. Students will read the
purpose for the learning targets with
lesson conviction.
At the end of the lesson, the learners At the end of the lesson,
should be able to:  I can define
 define combinations of n objects combinations of n
taken r at a time; objects taken r at a
 illustrate combinations of n objects time;
taken r at a time;  I can illustrate
 determine the formula for combinations of n
combinations of n objects taken r at objects taken r at a
a time; and time;
 solve problems involving  I can determine the
combinations of objects. formula for
combinations of n
objects taken r at a
time; and
 I can solve problems
involving combinations
of objects.
C. Presenting Group the students into four, and let them
examples/ instances give one answer in the situation presented
of the new lesson below.

Activity: Analyze the situation. Expected Answers:

A group of tourists wants to visit the three-
tourist spot in Baguio City, the Botanical
Garden, Bamboo Sanctuary, and Camp
John Hay, as part of their trip. Each of them
will only visit two tourist spots for a day.
How many ways can a tourist select two out
of the three tourist spots in Baguio City?

Let’s Illustrate:
BOTANICAL
GARDEN

CAMP JOHN
HAY

BOTANICAL GARDEN

BOTANICAL
GARDEN

BAMBOO
SANCTUARY

BAMBOO SANCTUARY

BAMBOO
SANCTUARY

CAMP JOHN
HAY

CAMP JOHN HAY

Take note that the order is not important. Thus, By illustration, the answer
there are three possible ways that a tourist can is three possible ways.
select two tourist spots. These illustrations are what
we called COMBINATIONS.
D. Discussing new Present a discussion on combination:
concepts and
practicing new skills Combination refers to the selection of (students will listen
#1 objects regardless of their order. That is, attentively and participate
changing the order of the objects does not actively in the discussion)
create a new combination.

Example 1: Find the number of

combinations of 3 letters F, B, and O taken
2 at a time.

That is,
FB, FO, and BO

FB and BF – 1 combination
FO and OF – 1 combination
BO and OB – 1 combination

→ 3 combinations

Example 2: Find the number of

combinations of 3 letters F, B, and O taken
3 at a time.

That is:
FBO

FBO, FOB, BFO, BOF, OFB, and OBF

→ 1 combination

The combination of n things or objects

taken r at a time can be denoted in
different ways.

C(n, r) or nCr or C (nr)

In example 1, there are 3 things (letters F,
B, and O) taken 2 at a time:
C ( 3 , 2 )=3

Similarly, in example 2, there are 3 things

(letters F, B, and O) taken 3 at a time:
C ( 3 , 3 )=1

E. Discussing new Present a discussion on the number of (students will listen

concepts and combinations of n objects taken r at a time: attentively and participate
practicing new skills actively in the discussion)
#2 The number of combinations of n objects
taken r at a time is:
n!
C (n , r )=
r ! ( n−r ) !
where:
C - number of combinations
n - total number of objects in a set
r - number of objects selected from the
set

Example 3: How many ways can you select

a committee of 4 students out of 10
students?
Solution:
Let n=10 , r=4
n!
C (n , r )=
r ! ( n−r ) !
10 !
C ( 10 , 4 )=
4 ! ( 10−4 ) !
10 !
C ( 10 , 4 )=
4 !6!
10 ∙ 9∙ 8 ∙7 ∙ 6 !
C ( 10 , 4 )=
4 ∙3 ∙ 2∙ 1∙ 6 !
C ( 10 , 4 )=210

Example 4: How many triangles can be

drawn on a plane using 4 non-collinear
points?

Let n=4 ,r =3
n!
C (n , r )=
r ! ( n−r ) !
4!
C ( 4 , 3 )=
3 ! ( 4−3 ) !
4!
C ( 4 , 3 )=
3 ! 1!
4 ∙3 !
C ( 4 , 3 )=
3!∙1
C ( 4 , 3 )=4 Expected Answers:

Board Work: Solution:

Example 5: In a culinary arts class, a
student is asked to select dishes from a list a. Given: n=10 , r=6
of 10. n!
C (n , r )=
a. How many ways can he or she r ! ( n−r ) !
select 6? 10 !
C ( 10 , 6 ) =
6 ! (10−6 ) !
10 !
C ( 10 , 6 ) =
6! 4!
10 ∙ 9 ∙8 ∙ 7 ∙ 6!
C ( 10 , 6 ) =
6 ! 4 ∙3 ∙ 2 ∙1
C ( 10 , 6 ) =210

b. Given n=10 , r=4

n!
C (n , r )=
r ! ( n−r ) !
10 !
C ( 10 , 4 )=
b. How many ways can he or she 4 ! ( 10−4 ) !
select 4? 10 !
C ( 10 , 4 )=
4 !6!
10 ∙ 9∙ 8 ∙7 ∙ 6 !
C ( 10 , 4 )=
4 ∙3 ∙ 2∙ 1∙ 6 !
C ( 10 , ) =210

(students will listen

attentively and participate
actively in the discussion)
 Example 6: A committee of 5 students is to
be chosen from 10 boys and 11 girls. How
many committees can be formed if the
committee is to be comprised as follows:

a. All are boys

b. There are 2 boys and 3 girls

Solution:
a. From n=10 boys, r =5 are to be
chosen.
n!
C (n , r )=
r ! ( n−r ) !
10 !
C ( 10 , 5 )=
5 ! ( 10−5 ) !
10 !
C ( 10 , 4 )=
5!5!
10 ∙ 9∙ 8 ∙7 ∙ 6 ∙ 5!
C ( 10 , 4 )=
5 ∙ 4 ∙ 3 ∙2 ∙1 ∙ 5!
C ( 10 , 4 )=252

b. If there are exactly 2 boys and 3

girls, the number of committee may
be determined using the
Fundamental Principle of Counting
Number of combinations
of 2 boys out of 10
Number of combinations
of 3 girls out of 11

¿ C ( 10 , 2 ) ∙C (11 ,3 )
10! 11!
¿ ∙
2! ( 10−2 ) ! 3 ! ( 11−3 ) !
10∙ 9 ∙ 8 ! 11∙ 10 ∙ 9∙ 8 !
¿ ∙
2∙ 1 ∙8 ! 3 ∙ 2∙ 1∙ 8 !
¿ 45 ∙ 165
¿ 7 , 425
F. Developing mastery Present a practice exercise: Expected Answers:
(leads to formative
assessment) Let’s Try It Out:
1. Three Players were numbered as 1, 2, Let n=3 , r=2
and 3, how many teams of two players 3!
C ( 3 , 2 )=
can be formed? 2 ! ( 3−2 ) !
3!
¿
2! 1 !
3∙ 2 !
¿
2!
¿3

G. Finding practical Present a word-problem: Expected Answer:

applications of
concepts and skills in 1. How many different committees of 4 Let n=7 , r=4
daily living people can be formed from a pool of 7 7!
C ( 7 , 4 )=
people? 4 ! ( 7−4 ) !
7!
¿
4!3!
7 ∙6 ∙ 5 ∙ 4 !
¿
4 ! ∙3 ∙ 2∙ 1
¿ 35
H. Making Summarize the lesson by asking the Expected Answer:
generalizations and question below:
abstractions about (Answers may vary)
the lesson 1. How do you define combination? Combination is the
selection of objects in
which order does not
matter.

I. Evaluating learning Present the activity: Expected Answers:

Instruction: Bring out ½ sheet of pad

paper and answer the following problems.
Show your complete solution.

1. How many triangles can be formed from 1. Let n=5 , r=3

five points on a plane, no three of which 5!
C ( 5 , 3 )=
are collinear? 3 ! ( 5−3 ) !
5!
¿
3! 2 !
5∙ 4 ∙3 !
¿
3 ! ∙ 2∙ 1
¿ 10

2. In how many ways can a committee of 5 2. C ( 5 , 2 ) ∙ C ( 7 , 3 )

be formed from 5 juniors and 7 seniors if 5! 7!
the committee must have 3 seniors? ¿ ∙
3! 2 ! 4 ! 3!
¿ 10 ∙35
¿ 350

J. Additional Activities Remediation activity for absent students: Expected Answers:

for Application or
Remediation Answer the following problems:
1. If there are 12 teams in a basketball
tournament and each team must play 1. C ( 12 ,2 ) =66
every other team in the eliminations,
how many elimination games will there
be?

2. A box contains 5 red balls, 7 green 2. C ( 5 , 2 ) ∙ C ( 7 , 2 ) ∙C ( 6 ,2 )

balls, and 6 yellow balls. In how many 5! 7! 6!
ways can 6 balls be chosen if there ¿ 3! 2 ! ∙ 4 ! 3! ∙ 4 ! 2 !
should be 2 balls of each color? ¿ 10 ∙21 ∙ 15
¿ 3150

V. REMARKS

VII. REFLECTION
A. No. of learners who ____No. of learners who earned 80% in the evaluation
earned 80% in the
evaluation
B. No. of learners who ____No. of learners who require additional activities for remediation
require additional
activities for remediation
C. Did the remedial lessons ____No. of learners who caught up the lesson.
work?
D. No. of learners who ____No. of learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ____Group collaboration
Why did these work? ____Games
____PowerPoint Presentation
 ____Answering preliminary activities/exercises
____Discussion
____Case Method
____Think-Pair-Share (TPS)
____Rereading of paragraph/Poems/Stories
____Differentiated instruction
____Role Playing/Drama
____Lecture Method

Why?
____Complete Ims
____Availability of Materials
____Pupils/Students eagerness to learn
____Group members’ cooperation in doing their tasks.
F. What difficulties did I ____Bullying among pupils
encounter which my ____Pupil’s behavior/attitude
principal and supervisor ____Colorful IM’s
help me solve? ____Unavailable Technology Equipment (AVR/LCD)
____Science/Computer/Internet Lab
____Additional Clerical works
____Reading Readiness
G. What innovation or ___No. of learners who earned 80% in the evaluation
localized I used/discover
which I wish to share with
other teacher?

Prepared by:

RAUL S. PE
Teacher Intern
Noted by:
ARTHUR IAN B. SHONTOGAN
Cooperating Teacher