Republic of the Philippines

Department of Education
Region VIII
SAGKAHAN NATIONAL HIGH SCHOOL
Tacloban City

Division-School Based Demonstration Festival on Teaching Strategies 2018

School SAGKAHAN NATIONAL HIGH Grade GRADE

SCHOOL level 10
GRADES 1 TO 12 Teacher MRS. LIVERESA E. ADVENTO Learning MATH
Area
DAILY LESSON Dates OCTOBER 26, 2018 Quarter THIRD
LOG and
Time

I. OBJECTIVES
A. Content and Standard The Learners demonstrate an understanding in deriving the formula
for finding the number of permutations of n objects taken r at a time
and solves problem involving permutations.
B. Performance Standard The Learners shall be able to derive the formula and solves problem.
C. Learning Competencies The Learners should be able to:
 derives the formula for finding the number of permutations
of n objects taken r at a time.
 Solves problems involving permutations.
II. CONTENT PERMUTATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Teachers guide pg. 248 – 258
Curriculum Guide: M10SP – IIIa – 2
M10SP – IIIb – 1
2. Learners Material Mathematics 10 Learner’s Module pp. 283 – 299
Pages
3. Textbook Pages Next Century Mathematics, Mirla S. Esparrago et.al., pp. 389 – 404
4. Additional Materials Number Cards, Peso Coin
from Learning
Resources (LR) portal
B. Other Learning Resources Grade 10 LCTS’s by DepEd Cavite Mathematics 2016 PPT, Laptop,
Monitor
IV. PROCEDURE
A. Reviewing Previous ELICIT:
lesson or presenting Do you still remember what we
the new lesson have discussed yesterday?
Yes ma’am.
What is it all about?
It’s all about illustrating
permutation of an object.
In your seats answer this
problem and I will give you 2
minutes to do it, after 2 minutes
I will call a student to show
 his/her solution on the board.
Find the number of outcomes
in tossing a coin twice.
(The students answer the
problem.)
Can anyone who wants to
volunteer?
Solution 1:
Second Toss
Head Tail
(H) (T)

First Toss
Head HH HT
(H)
Tail (T) TH TT
There are 4 possible
outcomes.
Is there any other solution?
Yes ma’am.
Can you please show it?
Solution 2:

First Toss Second Toss

T = TT
T
H = TH
T = HT
H
H = HH
Therefore, there are 4 possible
outcomes: {𝑇𝑇, 𝑇𝐻, 𝐻𝑇, 𝐻𝐻 }

B. Establishing a purpose ENGAGE:

for the lesson
D. Presenting examples/instances
of the new lesson
It seems that you really
understand our previous topic.
Now, we will move on to our
next topic but before that we
will have first an activity. I will
group you into four groups.
Each group will be given an
envelope and inside that
envelope are the things you
need to accomplish within 5
minutes.
We will start now by grouping
you into two. Start counting
from the last person.
(The students will counting for the
groupings)
Now, go to your groups. Wait
for my signal before you open
your envelope. Read the further
instructions inside the envelope.

(Giving the envelope to the

students.)

You can now start your work.

You should pass your illustration
after the time.

Task inside the envelope:

Direction: Preform the following

activity using four number cards
with different digits. Follow all
instructions and write all your
answers on a clean sheet of paper.

A. Get any two number cards

(Example 1 and 2).
1. Arrange the cards
using 1 piece at a time
and count the number
of arrangement.
Answer:
1
2 ways
2
2. Arrange the cards
using both pieces at a
time and count the
number of possible
arrangement.
Answer:
1 2 2 1

2 ways
B. Get any three number
cards.
1. Arrange the cards
using 1 piece at a time
and count the number
of arrangement.
Answer:
1 2 3

3 ways
2. Arrange the cards
using 2 pieces at a
time and count the
number of
arrangement.
Answer:
1 2 1 3 2 1

2 3 3 1 3 2
6 ways

3. Arrange the cards

using all 3 pieces at a
time and count all
possible arrangement.
 Answer:
1 2 3 1 3 2

2 3 1 2 1 3

3 1 2 3 2 1
6 ways

C. Get the four number

cards.
1. Arrange the cards 1
piece at a time and
count all the possible
arrangement.
Answer: 4 ways

2. Arrange the cards 2

pieces at a time and
count all the possible
arrangement.
Answer: 12 ways

3. Arrange the cards 3

pieces at a time and
count all the possible
arrangement.
Answer: 24 ways
4. Arrange the cards 4
pieces at a time and
count all the possible
arrangement.
Answer: 24 ways

E. Discussing the new concepts EXPLORE:

and practicing new skills #1
F. Discussing new concepts and Kindly summarize all your
practicing new skills #2 results in a table inside your
envelope.
Summarize results:
Number of Number of Number of
Objects (n) Objects Taken Possible
at a time (r) Arrangements

2 1 2

2 2 2

3 1 3

3 2 6

3 3 6

4 1 4

4 2 12

4 3 24

4 4 24
 What do you call each
arrangement?
Each arrangement is called
permutation.
Do you see any patterns in the
summary of your results?
Yes ma’am.
Please show it in the class.
Numbe Numbe Number of Pattern
r of r of Possible
Object Object Arrangements
s (n) s
Taken
at a
time
(r)

2 1 2 2=2

2 2 2 (2) (1) = 2
( 2 factors)

3 1 3 3=3

3 2 6 (3)(2) = 6 (
2 factors)

3 3 6 (3)(2)(1) =
6 (3
factors)

4 1 4 4=4

4 2 12 (4)(3) = 12
(2 factors)

4 3 24 (4)(3)(2) =
24 (3
factors)

4 4 24 (4)(3)(2)(1
) = 24 (4
factors)

Ma’am, the pattern shows that

the second column shows how
many factors does it have and the
first number in the multiplication
in the fourth column is just equal
to the number in the first column.

Very good idea.

Kindly go back to your seats.

As what we discussed
yesterday, the permutation of 4
cards taken 2 at a time is
denoted by P(4,2), 4P2, P6,4 , 𝑷𝟒𝟐 .
Similarly, if there are n objects
which will be arranged r at a
time, it will be denoted by P(n,r)
or the permutation of n objects
taken r at a time is denoted by
 P(n,r), nPr, Pn,r , or 𝑷𝒏𝒓 .

G. Developing mastery (Leads to EXPLAIN:

formative assessment 3) But, how do we find the
number of permutations of n
objects taken r at a time?
Let us assume that there are r
boxes and each of them can
hold one thing. There will be as
many permutations as there are
ways of filling in r vacant boxes
by n objects.

 Number of ways first

box can be filled is? n
 Number of ways the
second box can be filled
is? (n-1)
 Number of ways the
third box can be filled? (n-2)
 Number of ways the
fourth box can be filled? (n-3)
 Number of ways the rth
box can be filled? [n – (r – 1)]
Therefore, number of ways of
filling in r boxes in succession
can be given by:
n (n - 1) (n - 2) (n – 3) … (n-r +
1)
This can be written as :
n (n-1) (n-2) … (n-r + 1)
The number of permutations of
n different objects taken r at a
time, where 0 < r 𝝐 n and the
objects do not repeat is
n (n -1 )(n – 2)(n – 3) … (n-r+1)

What can you conclude?

Ma’am this implies that,
nPr = n (n -1 )(n – 2)(n – 3) … (n-
r+1)
Yes.
Multiplying numerator and
denominator by
(n-r)(n-r-1) … (3)(2)(1)
We have;
nPr = [𝒏(𝒏−𝟏)(𝒏−𝟐)(𝒏−𝟑)…(𝒏−𝒓+𝟏)][(𝒏−𝒓)(𝒏−𝒓−𝟏)…(𝟑)(𝟐)(𝟏)
(𝒏−𝒓)(𝒏−𝒓−𝟏)…(𝟑)(𝟐)(𝟏)

Who can recall the n factorial

notation?
Ma’am, it states that “For every
positive integer n,
n! = (n)(n – 1)(n – 2) … (3)(2)(1).”
We can conclude that n(n -1 )(n –
2)(n – 3) … (n-r+1) are positive
integer of n then, n! = n(n -1 )(n –
2)(n – 3) … (n-r+1)
and (n-r)(n-r-1) … (3)(2)(1) are
positive integer of (n – r) then,
(n – r)! = (n-r)(n-r-1) … (3)(2)(1).
Simplifying this equation we
have;
𝒏!
nPr = (𝒏−𝒓)! , n ≥ r
Example 1:
If three alphabets are to be
chosen from A, B, C, D, and E
such that repetition is not
allowed then in how many ways
it can be done?

Solution:
5!
5P3 = = 60 ways.
(5−3)!

Example 2:
How many ways can the letters
Solution:
STATISTICS be arranged? 10! 10!
10P10 = (10−10)! = = 10! or 3628800 ways
0!

However, we have to take into

consideration that the 3 S’s are
alike, the 3 T’s are alike, and the
2 I’s are also alike. The
permutation of the 3 S’s is
P(3,3) = 3!. The permutation of
the 3 T’s is P(3,3) = 3!. The
permutation of the 2 I’s is P(2,2)
= 2!. So we must divide 10! by 3!
3! 2! In order to eliminate the
duplicates. Thus,
𝟏𝟎!
P= = 50400 permutations.
𝟑!𝟑!𝟐!

The number of
distinguishable
permutations, P, of n objects
where p objects are alike, q
objects are alike, r objects are
alike, and so on, is
𝒏!
P=
𝒑!𝒒!𝒓!…

Example 3: How many

different ways can the letters
of the word TAGAYTAY be
arranged? Solution:
n = 8 , p = 2, q = 3 and r = 2
𝑛! 8!
P = 𝑝!𝑞!𝑟! = 2!3!2! = 1680 ways

 Circular Permutations
Consider the following
problem:
1. How many ways can
the letters A, B, and C
be arranged around a
 circle.
Observe the following
illustrations.
A B C

C A B
B C A
1st 2nd 3rd
1 arrangement
A B C

B C B A
C A
4th 5th 6th
1 arrangement

Total: 2 arrangement

Observe how the same

letters A, B, and C are
arranged in a row.
A B C B C A

C A B A C B

B A C C B A

Total : 6 arrangements
6 𝑎𝑟𝑟𝑎𝑛𝑔𝑒𝑚𝑒𝑛𝑡𝑠 𝑖𝑛 𝑎 𝑟𝑜𝑤
2 𝑎𝑟𝑟𝑎𝑛𝑔𝑒𝑚𝑒𝑛𝑡𝑠 𝑖𝑛 𝑎 𝑟𝑜𝑤
=3
In other words, if the number
of arrangements obtained in a
linear permutation P(n,n) is
divided by the number of
arrangements obtained in a
circular permutations Pc, the
answer is equal to the total
number of objects n involved in
the problem.
𝑃(𝑛,𝑛)
In symbols, =𝑛
𝑃𝑐
nPc = P(n,n)
𝑃(𝑛,𝑛)
Pc = 𝑛
𝑛!
=𝑛
𝑛(𝑛−1)!
= 𝑛
Pc = (n-1)!
 The number of
permutations of n
objects arranged in a
circle is (n – 1)!.

Example 4:
How many ways can 9
people sit around a circular
table? Solution:
(n – 1)! = (9 – 1)!
= 8! = 40,320 ways
H. Finding practical application of
concepts and skills in daily
living
I. Making generalization and
abstraction about the lesson
J. Evaluating learning
ELABORATE
Find a pair and I want you to
work together for the problems
below. In a one whole sheet of
paper answer the following. I
will give you 3 minutes to do the
task.
1. How many ways can 4
officers in Grade 10 – 45!
P(45,4) = (45−4)! = 3575880 ways
Newton class be elected
among 45 students?
2. How many ways can we 6!
arranged the word P = 2! = 360 𝑤𝑎𝑦𝑠
MANILA?
3. How many ways can 5
boys and girls be seated - Treat the 5 girls as 1 group.
at a round table that all 5 seats for boys + 1 group seat
the girls must sit for girls = 6 seats to be arranged in
together? a circle.
(n – 1)! = (6 – 1)!
= 5! = 120
Moreover, the 5 girls can be
arranged within its group in 5!
ways.
(5!) (120) = 14,400 ways they
can be arranged.
Again, how to find the
permutation of the objects?
By using the formula.
What are those formulas?
 Permutation
𝒏!
nPr =
(𝒏−𝒓)!
,n≥r
 Permutations with
Repetition
𝒏!
P = 𝒑!𝒒!𝒓!…
 Circular Permutation
Pc = (n-1)!
Very good. Just apply those
formulas and everything will be
easier.
EVALUATION:
Solve the following:
1. How many ways may 5 students be elected from a club with
45 members?
2. How many two – digit numbers can be formed from the digits
1, 2, 4, 6, 8, if:
a. No digit is repeated in any number?
b. Repetitions are allowed?
3. Find the number of distinguishable permutations of the digits
of the number 348 838.
4. How many distinguishable permutations are possible with all
the letters of the word “ELLIPSES”?
5. Find the number of different ways that a family of 6 can be
seated around a circular table with 6 chairs.
K. Additional activities for EXTEND
application or remediation In a one whole sheet of paper, answer activity 7 numbers 2, 3 and 4
on page 297.
V. Remarks

VI. Reflection