DAILY LESSON

PLAN TAGAYTAY CITY NATIONAL

SCHOOL HIGH SCHOOL INTEGRATED GRADE LEVEL 10
SENIOR HIGH SCHOOL

LEARNING
TEACHER Russel M. Yarte MATHEMATICS
AREA
February 21, 2024
7:30- 8:30
TEACHING DATE
8:30- 9:30 QUARTER Third
AND TIME
11:00- 12:00
12:50- 1:50

I.
OBJECTIVES
A. Content The learner demonstrates understanding of the key concepts of combination and
Standards probability.
The learner is able to use precise counting technique and probability in formulating
B. Performance
Standards conclusions and making decisions.

C. Learning Differentiates Permutation from Combination of n objects taken r at a time. (M10SP-

Competencies llld-e-1)
At the end of the lesson, the students should be able to
a. Differentiate independent and mutually exclusive Combination;
Objectives
b. solve problems involving combination of n objects taken r at a time with condition; and
c. relate the concept of combination in real life.
II. CONTENT Solving Combination of n Objects Taken r at a Time with Condition.
III.
LEARNING
RESOURCE
A. References
1. Teacher's
pp.239
Guide pages
2. Learner's pp. 301 – pp. 303
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource portal
B. Other
https://www.youtube.com/watch?
Learning
v=zKfdf6JzM4g&t=243s&pp=ygUqcGVybXV0YXRpb24gb2YgbiBvYmplY3RzIHRha
Resources
2VuIHIgYXQgYSB0aW1l
IV. Student’s Activity
Teacher’s Activity
PROCEDURE
A. Reviewing Daily Routine (MELC)
previous lesson A. Prayer Integration:
or presenting the Kindly stand up everyone, let’s start our day with Within
new lesson a prayer, Student A, kindly lead us on our prayer Across

B. Greeting
Good morning, Class! Good morning, Sir Russel.
 C. Checking of Cleanliness
Before you take your seats, kindly pick up the
pieces of trash and arrange your chairs
accordingly.

D. Checking of Attendance There are no absentees today, Sir.

Class monitor, is there any absentees today?
E. Reminder (Health Protocol)
How was your day so far?

Good to know that you are all okay.

Last week we differentiate combinations from

permutations.

Again, what is the main difference permutation

and combination?
In Permutation arrangement matter,
Combination on the other hand
Yes, Student B? arrangement is not important, Sir.

Good job! Student B.

Pr
n n!
C r= Or C r=
n r! n ( n−r ) ! r !
What is the formula in getting the combination of
n objects taken r at a time?

Very good class, it seems like you really

understand our topic about Combination of n
objects taken r at a time.

Now let’s move on to the continuation of our

topic, but before that, let’s have a game first.

This game is called Combo Quest – Restricted

Edition

COMBO QUEST
For the instruction, Student D, kindly read.
1. Players take turns drawing a
certain number of cards from the
deck.

2. Each player, upon drawing cards,

must use the numbers to create
combinations that reach or come
closest to the target number or
combination.
 3. Players can use addition,
subtraction, multiplication,
division, and parentheses to
manipulate the numbers and create
combinations.

4. Restrictions could include

limiting the types of operations
allowed (e.g., addition, subtraction
only), restricting the use of certain
numbers, or imposing a time limit.

5. The group whose combination(s)

come closest to the target number
or combination earns points.

Thank you, Student D.

Do you have any questions with regards to the Example 1: Target Number 40
instructions? If none, let’s start. Restriction: Only Multiplication
and Addition only.

Group 1 draws: 5, 6, 7, 8
Possible combination: (6 x 5) + (7
+8) = 45
Group 2 draws: 3, 4, 9, 2
Possible combination: (9 * 4) + (3
+ 2) = 41

Group 2 wins since it is exact/

closest to the target combination.

Good job everyone! Thank you for showing some

enthusiasm in answering those question.

B. Establishing a What can you notice about the game earlier?

purpose for the We combine the cards with
lesson corresponding numbers to achieve
the target value, but this time,
restriction is being imposed that
makes this game more challenging,
Sir.

Good observation, Student C. That’s right, we

combine to achieve the intended result, but
 achieving the target value becomes more difficult
since there is a restriction.

In combination we also have restriction, and that

will be our topic for today.

A while ago, we recall that in combination, order Combination is an arrangement of n

doesn’t matter, and the formula used in solving objects with no repetition and the
combination of n objects taken r at a time is order is NOT important.
n!
C r= . But what if there is restriction?
n ( n−r ) ! r !

How many words can be formed

consisting 2 consonants and 2
Let’s have an example, Student H, kindly read. vowels from 4 consonants and 3
vowels?

In every problem that we solve, the first thing that We have 2 selected out of 4
we need to do is to identify first the given. consonants and 2 selected out of 3
vowels Sir.
Student F, kindly identify the given present on the
problem.
A. Presenting
Examples/Ins
tances of the Good job, Student F
lesson
Since we have two independent elements, what we
are going to do is to multiply their combinations.
What we have right now is;

C r=n¿ 4C2∗3C2 ¿
4!
Cr = ∗3 !
n ( 4−2 ) ! 2!
( 3−2 ) ! 2 !
4!
Cr = ∗3 !
n ( 2) ! 2 !
( 1) ! 2 !
24 6
C r=( ¿ ¿ n)∗( )¿
4 2

n C r=6∗3

n C r=18 ways

Do you have any questions so far, class?

B. Discussing Let’s have another example.
New
Concepts and A box contains 4 red, 3 blue and 2
 Student I, kindly read the problem. white balls. In how many ways we
can select 3 balls such that they are
different colors.

Since we have 3 different colors red, blue and 2

white and can only select total of 3 different colors
that has to be different from one another.
We can only select 1 per color, Sir.
How many ball/balls we must select from each
color?

Yes, Student J?

Very good, Student J.

Since we have here three independent elements,

Practicing
what equation are we going to use?
new skills #1
C r=n¿ 4C1∗C1∗3¿ ¿ ¿ 2C1 , Sir.
Yes, Student K?

4!
C r= ∗3 !
Very well, Student K. n ( 4−1 )!1 !
∗2!
( 3−1 ) ! 1 !
Student L, kindly perform the solution.
( 2−1 ) ! 1 !
4!
C r= ∗3 !
n ( 3) ! 1 !
Good job Student K. ∗2 !
( 2 ) ! 1!
Do you have any question with problems ( 1) ! 1 !
containing independent elements? 24 6 2
C r=( ¿ ¿ n)∗( )∗( )¿
6 2 1

n C r=4∗3∗2

n C r=24 ways
C. Discussing How about if we have this type of problem?
New Problem: A box contains 4 red, 3 blue and 2
Concepts and white balls. In how many ways we can select 3
Practicing balls with at least 1 white ball.
new skills #2
Since we have the word “at least” it implies that
there is more than one possibility.

As you can see here, there are two possibilities,

the first one is to have 1 white ball and 2 different
colored balls (either red or blue) the second
possibility is to have 2 white balls and 1 different
colored ball (either red or blue). Given that
situation, if two events are mutually exclusive, we
will have;

C r=n¿ ( 2C1∗7C2 )+( 2C 2∗7C1 )¿

Using the equation above we will have;
 2! n∗7 ! (The class will listen attentively.)
C r=( ¿¿ )+¿ ¿
( 2−1 ) ! 1! ( 7−2 ) ! 2 !

2!
∗7 !
2! n∗7 ! (0 )! 2 !
C r=( ¿¿ )+( )¿
(1 ) ! 1 ! ( 5 ) ! 2 ! (6 )! 1 !
2 None, Sir.
∗5040
2 n∗5040 2
C r=( ¿ ¿ )+( )¿
1 240 720
nC r=(2∗21)(1∗7)

nC r=7+ 42

nC r=49
Do you have any questions?
Think- Pair- Share
By partner, solve the given problem.
D. Developing Problem: In how many ways can 5 Mathematics Answer:
Mastery teacher be selected to attend convention for free
(Leads to from 8 males and 6 females’ applicants if the C r=n¿ ( 8C3∗6C 2)+( 8C 2∗6C 3 )¿
Formative group should have 3 men or 2 women?
Assessment 3) C r=n¿ 2520 ways ¿

E. Finding Think- Pair- Share

practical
applications Instruction: Solve the given problem
of concepts
and skills in Problem: A bag contains 7 red, 5 white, and 3
daily living green notebooks. In how many ways we can select
3 notebooks such that;
a. They are all red? a. 35 ways
b. They are all white? b. 10 ways
c. They are all green? c.1 ways
d. exactly two are white? d.100 ways
e. exactly 1 is green? e.198 ways

You will be graded based on the rubrics on the

screen.

You only have 5 minutes to finish your task. You

may now start.

Time’s up!

Post your work on the board.

Choose 1 representative per group to explain your

work.
 Good job everyone! Let’s give your selves a round
of applause.
What do we do to the combination of two We multiply their combination, Sir.
F. Making independent elements/ events?
generalizatio How about if the condition is mutually exclusive? We add the combination of all
ns and events, Sir.
abstraction What is the formula for combination? n!
about the nC r =
( n−r ) ! r !
lesson
Kindly get ½ sheet of paper.

Instruction: Solve the given problem

G. Evaluating A group of 10 women and 6 men must select four-
learning person committee. How many committees are
possible if it must contain two men and 2 women.
.

H. Additional Solve the given problem.

activities for Problem:
application A class consist of 12 boys and 15 girls. How many
or
different committees of 5 can be selected if each
remediation
committee consist of 2 boys or 3 girls.

V. REMARKS

VI.
REFLECTION

1. No. of learners
who earned at
least 80% on the
formative
assessment
2. No. of learners
who require
additional
activities for
remediation
3. Did the
remedial lessons
work? No. of
learners who have
caught up with
the lesson.
4. No. of learners
who continue to
require
remediation
5. Which of my
teaching
strategies worked
well? Why did
these work?
6. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
7. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teacher?

Prepared by:

_____________________
Student Teacher

Checked by:

_______________
Cooperating Teacher

Noted By:

________________________ ________________________
ANNABELLE F. SAMUDIO BABY GRACE A. JAVIER
Master Teacher 1 Master Teacher 1

Approved By:

____________________
AGNES M. DE SAGUN
Head Teacher VI