Teachers: Subject:

Laura Curry Permutations

Standard:
• HS.S-CP.B.9 – Use permutations and combinations to compute probabilities of compound
events and solve problems.
Objective (Explicit):
• Use permutations to determine the number of distinct ordered ways items can be arranged
Sub-objectives, SWBAT (Sequenced from basic to complex):
• Describe how to find the number of arrangements of n items given n spots
• Describe how to find the number of arrangements of n items given r spots
• Describe how to find the number of arrangements of n items given n spots when some items are
the same
Evidence of Mastery (Measurable):
Exit Ticket:

There are 67 people waiting in line to protest at Justin Bieber’s latest concert. He exits the venue and a
frenzy occurs. 40 of the 67 angry protesters are able to break past the barricades separating them from
Justin. Each takes turns throwing a shoe at him in protest of the new 2017 Justin. In how many distinct
orders could 40 of the protesters have possibly thrown their shoes?

Student response:
67!
𝑛 = 67, 𝑟 = 40                  !" 𝑃!" = = 3.35  ×  10!!
67 − 40 !

Scoring:
1 point for identifying correct n value
1 point for identifying correct r value
1 point for using correct formula
1 point for correct answer

Key vocabulary: Materials:

Permutation: ordered arrangement of items that occurs Notes sheet
when no item is used more than once.
Opening
Ask students about their prior knowledge of permutations/discuss permutations. Fill in definition portion
of notes sheet.

Teacher Will: Student Will:

Instructional

• Model problems and discuss how these • Participate in the discussions about
situations relate to permutations
Input

permutations and come up with ideas

Numbers 1, 2, and 3 (a,b) in the attached to solve the problems.
note sheet
• #1: Do without any formulas. Discuss
 with students how to figure it out by
knowing how many options we have for
each seat. Tie back to lesson on tree
diagrams (multiplication)
• #2: Do similarly to #1 but ask for student
input. Have one/multiple student(s) solve
the problem for the class.
• Discuss note about factorial.
• #3(a, b): Discuss with students how to
simplify expressions with the factorials

Co-Teaching Strategy/Differentiation
Teaming: Both teachers can participate in the conversations about the problems and fill in any
gaps.
One teach, one assist: One teacher will lead the discussion while the other teacher will provide
extra assistance to students who need it.

Modifications: Students may draw pictures of the situations given. Students can model the
situations with manipulatives.

Additional challenge: Discussion about how we could arrange the 12 photographs if we only had
5 spaces to put them.
Teacher Will: Student Will:
• #3(c-f): Have 4 students complete the Work together to complete the given
problems on the board and then discuss problems in the note sheet
the solutions as a class.
• Talk about permutations formula/fill in
• #4: Have 5 students complete a-e on the
board and then discuss the solutions as
a class.
Guided Practice

• #5: Use the permutation formula to

complete after identifying values of n and
r.
• Introduce formula for permutations w/
repetition.
• Model #6
• Ask for student input to complete #7.

Co-Teaching Strategy/Differentiation
Teaming: Both teachers can participate in the conversations about the problems and fill in any
gaps.
One teach, one assist: One teacher will lead the discussion while the other teacher will provide
extra assistance to students who need it.
 Students can work with their small groups if they need additional help.
If students need an additional challenge they can figure out why the permutation formula works
or why the permutation with repetition formula works.

Teacher Will: Student Will:

• Ask students to complete their exit ticket. • Complete their exit ticket
• Ask students to start to work on • Start on homework
homework.
Independent Practice

Co-Teaching Strategy/Differentiation
Both teachers will walk around the room and provide assistance to any students who need
questions answered. If students are finished early with both the exit ticket and their homework,
teachers can have discussions with those students to further their understanding of
permutations.

Students can work in their small groups if they need additional help.
Additional challenge: How would this situation change if the order didn’t matter?

Closing/Student Reflection/Real-life connections:

Students can work in their small groups if they need additional help.
Additional challenge: How would this situation change if the order didn’t matter?