School Grade Level 10

Teacher Learning Area Mathematics

Time & Dates WEEK 2 Day 1 Quarter Third

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standards combinatorics and probability.
B. Performance The learner is able to use precise counting technique and probability in
Standards formulating conclusions and making decisions.
The learner solves problems involving permutations.
M10SP-IIIb-1

C. Learning 1. Explain how to solve the given problems.

Competencies/
Objectives (Write 2. Solve real life problems involving permutations of n objects taken
the code for each r at a time where n=r or permutations of n objects taken all at a
LC) time.
3. Cite the importance of knowing the number of permutations and
the simplified formula for permutations of n objects taken all at a
time.
II. CONTENT Statistics and Probability
A. Subject Matter Permutation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Mathematics 10 Teacher’s Guide page 256
Pages
2. Learner’s
Mathematics 10 Learner’s Module 288-291, 296-297
Material Pages
3. Textbook Pages

https://lrmds.deped.gov.ph/detail/13357 STRATEGIC INTERVENTION

4. Additional MATERIAL: "TAKEN"
Materials from
LR Portal https://lrmds.deped.gov.ph/detail/15419 Permutations

https://www3.nd.edu/~dgalvin1/10120/10120_S17/Topic04_6p4_Galvin_
2017_short.pdf Permutations

B. Other Learning https://www.google.com/search?biw=1024&bih=489&tbm=isch&sa=1&ei=kBkL

Resources XaTCAb3dmAXFyqPIBw&q=4+potted+plants&oq=4+potted+plants&gs_l=img.3..
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img.......0i7i5i30.7LEirVlTB0A
Potted Plants
IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s

Review on definition of
permutations and the formula for
finding the number of
A. Reviewing
permutations of n objects taken r
previous lesson or
at a time.
presenting the new
.
lesson
Class what was our lesson Permutations
yesterday?
 How do you define permutations?
What is the formula for finding the
number of permutations of n
objects taken r at a time?
What is n-factorial?
How do we find the permutations
of objects?
B. Establishing a
How does the concept of
purpose for the
permutation help in forming
lesson
conclusions and in making wise
decisions?
Problem Solving
Three students want to have their
pictures taken. In how many ways
can they arrange themselves in a
row if they may stand anywhere?
Group Activity –learners will
answer the problem in small
groups.
How did you solve the
problem?
C. Presenting (Metacognition) Each group will
examples/ be asked to complete the
instances of the following statements.
new lesson
We know that …
What we did first to solve the
problem was …
It refers to the different possible
arrangements of a set of objects.
𝑛!
𝑃(𝑛, 𝑟) = ,𝑛 ≥ 𝑟
(𝑛 − 𝑟)!
It is the product of the positive
integer n and all the positive integers
less than n.
n! = n(n-1)(n-2)…(3)(2)(1)
6
Students perform the activity with
cooperation.
*by acting out
*by listing
*by using tree diagram
*by using the formula of
permutations of n objects taken r at
a time.
Three students want to have their
pictures taken and we are going to
find the number of ways they can
arrange themselves in a row if they
may stand anywhere.
a.) perform the picture taking
and count the different ways
where they can arrange
themselves in a row.
b.) by listing the different ways
where they can arrange
themselves in a row.
c.) by making a tree diagram.
d.) by using the formula of
permutations of n objects
taken r at a time.
Second… a.) By listing

Finally… 1.) S1 S2 S3

2.) S1 S3 S2

3.) S2 S1 S3

4.) S2 S3 S1

5.) S3 S1 S2

6.) S3 S2 S1

b.) By using tree diagram

Position Outcome

S3 S1 S2 S3
S2

S1
S3
S2 S1 S3 S2

S3 S2 S1 S3
S1

S2
S3
S1 S2 S3 S1

S2 S3 S1 S2
S1
S3
S2
S1
S3 S2 S1

By using the formula

n=3 r=3

𝑛!
𝑃(𝑛, 𝑟) = ,𝑛 ≥ 𝑟
(𝑛 − 𝑟)!
Substitute the value of n and r

3!
𝑃(3,3) =
(3 − 3)!
 3!
𝑃(3,3) =
0!
0! =1

𝑃(3,3) = 3!

𝑃(3,3) = 3 ∙ 2 ∙ 1

𝑃(3,3) = 6 possible ways

By using the formula.

It is convenient to use especially if it

involves a large number of n and r
unlike listing and using the tree
diagram it is tedious process.

n is equal to r.
(Reasons, Procedures, and
Results) Denominator becomes 0! ,
which is equal to 1
What if there are many students
involve in the picture taking? 𝑛!
𝑃(𝑛, 𝑟) = ,𝑛 ≥ 𝑟
(𝑛 − 𝑟)!
Among the solutions presented
which do you think is the most When n=r
efficient? Why?
𝑛!
𝑃(𝑛, 𝑛) = (𝑛−𝑛)! substitution n=r

𝑛!
𝑃(𝑛, 𝑛) = (0)! simplify
𝑛!
𝑃(𝑛, 𝑛) = by definition 0! =1
1

𝑷(𝒏, 𝒏) = 𝒏!
Guide Questions
1. Let us consider the
number of persons doing
the picture taking, which 3
persons are taken 3 at a
time.

2. What have you noticed to

the value of n and r?

3. After substituting the value

of n and r in the formula
and n=r, what happens to
the denominator?

4. If n is equal to r, what will

be the simplified formula
of the permutations of n
objects taken r at a time
where n=r?

The simplified formula for

permutations of n objects taken r
at a time where n=r or
 permutation of n objects taken all
at a time is

𝑷(𝒏, 𝒏) = 𝒏!

In how many ways can 6 Given

children be seated in a n=6 r=6 n=r
row of 6 chairs?

𝑃(𝑛, 𝑛) = 𝑛!
𝑃(6,6) = 6!
𝑃(6,6) = 6 ∙ 5 ∙ 4 ∙ 3 ∙ 2 ∙ 1
𝑃(6,6) = 720 possible ways

Guide Questions: We calculated the different

a. How did you calculate the
different permutations?
D. Discussing new
concepts and
b. What mathematics
practicing new
concepts or principles did
skills #1
you apply to solve each
permutation?
permutations by applying the formula
𝑃(𝑛, 𝑛) = 𝑛!
Aside from the concept of
permutations, we applied the
meaning of the term factorial, which
says that the factorial of a number is
equal to the product of the number
and all the positive integers less than
it.

c. Did you find any difficulty There is some difficulty when the
in finding the answer? figures are large. Solving can then
What technique or be facilitated by using a calculator.
strategy can you think of
to facilitate your way of
solving?

A password of 6 digits is made of

digits 123579.

How many possible passwords 720

are there?
7.) Discussing new
concepts and How long would it take to try all 4,320 seconds
practicing new the possible passwords if trying
skills #2 one password takes 6 seconds?

There are many possible Save the password in a safe place or

arrangements of the passwords, do not forget the password.
so what are you going to do not to
waste your time trying all the
passwords?

(Board work: Let the students

explain the answer)

8.) Developing In how many ways can 𝑃(𝑛, 𝑛) = 𝑛!

mastery you arrange 5 math books 𝑃(5,5) = 5!
on a shelf? 𝑃(5,5) = 5 ∙ 4 ∙ 3 ∙ 2 ∙ 1
𝑃(5,5) = 120 possible ways
9.) Finding practical Give real life problems Students give varied answers and let
applications of involving permutations of them solve it.
concepts and skills n objects taken all at a
in daily living time.

Emphasize the key points.

Let the students explain how to

solve problems involving
permutation of n objects taken all
at a time.

The formula of permutation of n P(n,n)=n!

objects taken r at a time where
r=n.

The importance of knowing the The concept of permutation helps in

10.) Making permutations of n objects taken forming conclusions and in making
generalization and all at a time. wise decisions.
abstractions about
the lesson We often face the problems
associated with order or
arrangement where order is
important.

Cite the importance of knowing Application of the science encryption

the number of permutations of n or security code (password). In
objects taken all at a time. ATM, mobile phone, computers, lock

Election of Organization’s structure.

Number of sim cards, etc.

Answer the following problems

involving permutations.

1. In how many different 40,320

ways can you arrange 8
11.) Evaluating figurines on a shelf?
learning
2. In how many ways can 10 3,628,800
student teachers be
assigned to 10 sections of
Math classes?

Give three (3) examples of

problems or situations in real life
12.) Additional activities that involve permutations of n
for application or objects when taken all at a time.
remediation a. Explain the problem or
situation
b. Solve the problem

V. REMARKS

VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners who
require additional
activities for
remediation

C. Did the remedial

lessons work? No.
of learners who
have caught up
with the lesson.

D. No. of learners who

continue to require
remediation

E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can
help me solve?
G. What innovation or
localized materials
did I use / discover
which I wish to
share with other
teachers?