Palawan State University

COLLEGE OF TEACHER EDUCATION

Puerto Princesa City

Lesson Plan in Grade 10 Mathematics

I. SUBJECT MATTER
Subject : Mathematics
Topic : Combinations
References : Callanta, Melvin et al. Mathematics – Grade 10 Learner’s Module
(pp. 301 – 317). (First Edition). 2015. REX Book Store, Inc. Print.
Duration : 60 minutes
Resources Needed : Chalk, 5 different kinds of fruits (realia, hand-made drawing or
printed), projector

II. OBJECTIVES
At the end of the lesson, students will be able to:
1. differentiate permutation from combination;
2. appreciate the concept of combinations by relating it to real-life situations; and
3. illustrate the combination of objects.

III. PROCEDURE

A. Daily Routine

1. Prayer
2. Greetings
3. Sharing of Lesson Objectives

B. Motivation

Short Quiz Bee

Directions: All books should be closed. The class will be divided into 10 groups. The
teacher will read (the projected) each question twice. Each question has to be answered
within 1 minute. The first group to raise their hands will have the first chance to answer. If
the answer is incorrect, the other groups can have a steal. The points will vary based on the
difficulty of each question. Additional points will be distributed evenly to all the groups for
the participation.

1. You were tasked to take charge of the auditions for the female parts of a stage play.
In how many possible ways can you form your cast of 4 female members if there were 12
hopefuls. (2pts)
2. How many possible permutations are there in the letters of the word SANJOSE?
(2pts)
3. In how many ways can 5 English books and 4 Mathematics books be placed on a
shelf if books of the same subject are to be together? (2pts)
4. In how many ways can you take 1 mango and 1 apple at a time from the group of
fruits consisting of 2 mangoes and 1 apple? (2pts)
5. If there are 6 different teams in a basketball tournament and each team must play
every other team in the eliminations, how many eliminations will there be? (3pts)
 Answers:

1. 11880 ways
2. 2520 ways
3. 5760 ways
4. 2 ways
5. 15 ways

C. Presentation of the Lesson

Guide Questions:

How do you find the activity?

How did you find the number of ways asked in each question?
Why do you think it is important to be able to perform such Mathematical tasks?
What questions do think require permutation processes?
What questions do not?
What do you think is our lesson for today?

D. Lesson Proper

ACTIVITY 1

The students will remain on the same group. Given the tasks or activities below, the
students will determine whether the order/arrangement of objects is important or not. On 1/4
sheet of paper, the students will write I if it important and NI if not. The teacher will give
counter examples for each item after the students answered the questions.

1. Choosing 5 questions to answer out of 10 questions in a test.

2. Opening a combination lock.
3. Winning in a contest.
4. Selecting 7 people to form a Student Affairs Committee.
5. Forming triangles from 6 distinct points in which no 3 points are collinear.
6. Assigning seats to guests at dinner.
7. Drawing a set of 6 numbers in a lottery containing numbers 1 to 45.
8. Entering the PIN (Personal Identification Number) of your ATM card.
9. Selecting 3 posters to hang out of 6 different posters.
10. Listing the elements of subsets of a given set.

Answers:
I – 2, 3, 6, 8
NI – 1,4,5,7,9,10

Based on the activity, what do you call to the activities/tasks that require
order/arrangement?
What about for those that do not?
Let’s have another activity to have a clearer concept about the topic.
 ACTIVITY 2

The students will still remain in the same group. They will perform an activity using
any 5 different fruits (mango, guava, banana, pomelo, and avocado). They will do the
following:

A. Get 2 fruits (ex. mango and banana).

1. a. Select a fruit 1 piece at a time. Do all possible selections.
b. Illustrate or describe each selection made.

Example:
mango
banana 2 ways

c. Count the number of different selections made.

2. a. Select fruits 2 piece at a time.

b. Illustrate or describe each selection.
c. Count the number of different selections made.

B. Get 3 fruits.
1. a. Select a fruit 1 piece at a time. Do all possible selections.
b. Illustrate or describe each selection
c. Count the number of different selections made when using 1 object at a
time from the 3 given fruits.
2. a. Select a fruit 2 pieces at a time.
b. Illustrate or describe each selection
c. Count the number of different selections made when using 2 objects at a
time from the 3 given fruits.
3. a. Select a fruit 2 pieces at a time.
b. Illustrate or describe each selection
c. Count the number of different selections made when using all 3 fruits at a
time.

C. Get 4 fruits.
1. Repeat steps B.1 to 3.
2. a. Continue the process until you select 4 fruits at a time.
b. Illustrate or describe each selection.
c. Count the number of different selections made using all 4 fruits at the same
time.

D. Repeat the same procedure for 5 fruits.

 The students will complete this table based on the activity.

Number of objects taken at a Number of possible

Number of Objects (n)
time (r) selections
2 1
2 2
3 1
3 2
3 3
4 1
4 2
4 3
4 4
5 1
5 2
5 3
5 4
5 5

Questions:

1. Did it matter in what order you selected the objects?

2. Give an example to justify your answer.
3. What do you call each unique selection?
4. Can you find any pattern in the results?
5. Can you think of other ways of finding these answers?

From the activities you have done, you identified tasks in which arrangement is
important and not. What term associates the situation where the arrangement of objects is
important? What if the order is not important? What essential concepts do you recall in
understanding the concept of combination?

Let’s take this another concrete example of combination. Suppose you were assigned
by your teacher to be the leader of a group project. You were given the freedom to choose 4
of your classmates to be your group mates. If you choose, Anica, Bea, Christine, and
Denmark, does I make any difference if you choose instead Chistine, Anica, Denmark, and
Bea? Of course not, because the list refers to the same persons. Since this situation shows
that the arrangement is not important, what mathematical concept does it require in
answering these kinds of situations?

The number of combinations of n objects take r at a time is denoted by

n
C(n,r) , nCr , C
r
, (nr )
Our lesson for today is just an introduction and an overview at the same time about
 deeper understanding of the topic combination.

E. Generalization

Based on your own words, what is combination?

How do permutation and combination differ?
Can you cite of other examples that require combination?

F. Valuing

We can actually use combinations in our daily lives. We may not observe it day by day,
but those are really helpful if we know how to use those day by day.

Can you cite examples on how can we use this topic in real-life situations?

IV. EVALUATION

Directions: In a ¼ sheet of paper, write P if the situation illustrates Permutation, and C

if it illustrates Combination.

1. Determining the top three winners in a Science Quiz Bee.

2. Choosing 4 of your classmates to attend your party.
3. Forming committee of 5 members from 20 people.
4. Assembling a jigsaw puzzle.
5. Forming lines from given points with no three of which are
collinear.

Solve and Show your solution.

1. In how many ways can you pick 1 red ball and 1 green ball from the
box containing 2 red balls and 2 green balls.

Prepared by:

JEZREEL D. ABELLANOSA
FS7 Student

Approved by:

MRS. MERFE B. MAGBUKID

Supervising teacher