Mathematics10 LAS Quarter 3

10
Mathematics
Third Quarter
LEARNING ACTIVITY SHEETS

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Learning Activity Sheet in Mathematics

Grade 10
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TABLE OF CONTENTS
Competency Page
Number
Illustrates permutation of objects. (M10SP - IIIa - 1) 4
Solves problems involving permutations. (M10SP-IIIb -1) 14
Illustrates the combination of objects. (M10SP-IIIc-1) 27
Differentiates permutation from combination of n objects taken r at a time 36
(M10SP-IIIc-2
Solves problems involving permutations and combinations (M10SP-IIId-e-1). 44
Illustrates events, and union and intersection of events (M10SP-IIIf-1). 55
Illustrates the probability of a union of two events (M10SP-IIIg-1). 65
Finds the probability of (A ∪ B) (M10SP-IIIg-h-1). 75
Illustrates mutually exclusive events (M10SP-IIIi-1) 85
Solves problem involving probability (M10SP-IIIj-1) 92

MATHEMATICS 10
Name: _________________________ Grade Level: ________________
Date: __________________________ Score: _____________________
LEARNING ACTIVITY SHEET

Permutations
Background Information for Learners
Have you ever experienced trying to enter the possible arrangement of letters, numbers
or characters to open your Facebook account after forgetting your password? Or listing all
possible combination of numbers because you forgot the PIN code of your ATM Account?
Have you tried to fix a bunch of books in a shelf and want to know how many ways you are
going to arrange them by order? Have you ever been aware that there are many possible ways
in arranging a sala set or a dining table in your home? Did you ever wonder how many possible
arrangements you can make in each given situation? These situations involve permutation
which is usually defined as the arrangement of objects or elements in a definite order.
In this learning resource, you will be dealing with learning activities to learn some basic
counting techniques which will enable you to find the number of different ways of arranging
and selecting objects without actually listing them. After accomplishing the learning activities,
you are expected to acquire the most essential skills needed to illustrate the permutation of
objects and appreciate the importance of permutations in our daily life experiences.
Learning Competency
The learner illustrates permutation of objects. (M10SP - IIIa - 1)

Directions
The following are learning activities designed to guide you in illustrating permutation
of objects. Your performance to the different activities will be rated using rubrics. You may
use other references or browse the internet if there are concepts or terminologies that are not
familiar to you for better understanding. You may also contact your teacher through different
forms of communication if necessary.
Activity 1. DIGIT TWIST
Are you familiar with the game Text Twist? The mechanics of
the game is adopted in this activity. Read and analyze the situation
below and give what is asked.
Situation: Supposed you secured your bike using a combination lock. Later, you realized that
you forgot the 4-digit code. You only remembered that the code contains the digits
1, 3, 4, and 7.
Task: Rearrange the digits to create a unique number combination as many as you can where
one of which is the code you forgot. Place the formed number combinations in the boxes
below. There should be no repeated code.
1 3 4 7
Questions:
1. How many possible codes are there? ________________________________________
2. Can you see a pattern in obtaining the number of possible codes? How? _____________
_____________________________________________________________________
In the activity, how do we determine the exact number of

possible codes without listing them? This can be answered
by applying the Fundamental Counting Principle and you
are to study it through the next activities. Have fun!

Activity 2. Remember Me!
Fundamental Counting Principle is a rule used to count the total number of possible
outcomes in a situation. It states that if an event can occur in m ways, and another event can
occur in n ways, then both the events together can occur in m x n ways.
Example 1: In the school canteen, they offer 3-piece combo snack special with sandwich,
soup, and drink for 50 pesos. How many possible combo snacks can be made
with the following choices?
Sandwich: chicken sandwich, egg with pineapple sandwich, tuna sandwich, ham
and lettuce
Soup: macaroni soup, chicken noodle, vegetable
Drink: tea, coffee, juice, soft drink, mineral water
Solution:
Step 1: Determine the number of parts of the combo snack.
There are 3 parts: sandwich, soup, drink
Step 2: Identify how many choices are there for each part.
Meal
Sandwich Soup Drink
component
Number of
4 3 5
choices
Step 3: Use the fundamental counting principal to determine how many possible meals
there are. 4 x 3 x 5 = 60
Answer: There are 60 possible combo meals.
Task: Study the following situations and answer the questions that follow. Write your answers
on the space provided.
1. Blyth has 4 different t-shirts and 3 pairs of pants as shown in the table below.
T-shirts Pants
Blue Jeans
Red Slacks
Black Jogging pants
White
a. What are the different outfits can Blyth wear? Make a list of these outfits.
__________________________________________________________________
___________________________________________________________________
b. How many outfits can Blyth wear? ______________________________________
2. Alyana goes to a fast food restaurant to order a pizza. She can choose either a large,
medium, or small pizza, choose one of the eight different toppings and have three
different choices of crust.
In how many ways can Marie choose a variety of pizza? ________________________

Activity 3. Ooopps… Relate?
Directions: Read and analyze the situation below then give what is asked. Write your answers
on the space provided
Situation: Aminah has 5 different math books namely

Algebra, Trigonometry, Geometry, Statistics,
and Analytic Geometry. She wants to read some
of these books.
a. In how many ways can she arrange the books on a shelf? ____________________
b. What method/principle did you use in finding your answer? ___________________
__________________________________________________________________
Were you able to answer what is asked in the activity? Do you think
there is an expression to represent the problem? How about n! (read
as n-factorial) which is defined as n x (n-1) x (n-2) x (n-3)…(3) x (2)
x (1)? Let’s find more about it in the next activities.
Activity 4. Expand Me!
Factorial of a number n can be defined as product of all positive numbers less than or equal
to n. It is the multiplying sequence of numbers in a descending order from a given number
to 1. It is defined by the symbol of exclamation (!) and is read as n-factorial (n!).
To get the factorial of a number n, the given formula is used:

n! = n x (n-1) x (n-2) x (n-3)…(3) x (2) x (1)
Example 1: It can also be represented in a tabular form:

a.) 1! = 1 n n!
b.) 2! = 2 x 1 1 1 1 1
c.) 3! = 3 x 2 x 1 2 2x1 = 2 x 1! =2
d.) 4! = 4 x 3 x 2 x 1 3 3 x 2x 1 = 3 x 2! =6
e.) 5! = 5 x 4 x 3 x 2 x 1 4 4 x 3x 2x 1 = 4 x 3! = 24
5 5 x 4x 3x 2x 1 = 5 x 4! = 120
Note:
4! = 24
It is generally agreed that 0! = 1. Follow the pattern
÷4
to prove that 0! = 1. Let’s say 4!
3! = 6
÷3
2! = 2
Example 2. Five friends Anna, Andy, Pilar, Emie, and
÷2
Sam want to sit in a row at the theater. If
1! = 1
there are five seats available, how many
÷1
seating arrangements can be formed?
0! = 1

Solution:
For the first seat, there can be 5 choices who could occupy it. After one of the 5
persons is already seated on the first seat, there are only 4 remaining choices who could
occupy the second seat. Following the same process for the 3 remaining seats, it can be
illustrated as:
Seat No. 1 2 3 4 5
No. of choices to 5 X 4 X 3 X 2 X 1
occupy the seat
Hence, by the rule of the product, there are 5 x 4 x 3 x 2 x 1 = 120 ways to seat these
6 people.
Generally, this problem is a permutation. There are n! = n x (n-1) x (n-2) x … x 1

ways to seat n people in a row.
Task: Give what is asked in the following. Write your answers on the space provided.
A. Evaluate the given items carefully and answer the questions that follow.
1. 4! = _______________________________________________________________
2. 7! = _______________________________________________________________
3. 9! = _______________________________________________________________
4. 10! = _______________________________________________________________
5. 12! = _______________________________________________________________
Questions:
a. How did you determine the answer of each item? ______________________________
b. What method/principle did you apply? ______________________________________
B. Read and analyze the problem carefully and give what is asked. Write your answer with
complete solution below the problem.
1. John has 10 balls labelled with different numbers while Hendrix has 6 balls of different
colors. Suppose they arranged the balls in different orders separately, what is the ratio
of the arrangements made by John to the arrangements made by Peter?
How do you find the activities so far? You are already dealing with
permutation of objects. Let’s find more about it. Have fun!

Activity 5. Does Order Matter?
Directions: Take a look at the given situations. The order of arrangement matters when the
objects are arranged in a specific order. In the given table, write Yes in the 2nd
Column if order of the arrangement in the given situation in 1st Column is important
and No if not. Explain your answer in the 3rd Column.
Does
Situation Order Why do you say so?
Matter?
1. The arrangement of
runners in first, second
and third places
2. The pairing of T-shirts,
pants and pair of shoes
you wear for an occasion
3. The arrangement of potted
plants in a row
4. The formation of four-
digit numbers without
repetition
5. The selection of
committee member from
the board of directors of
an association
6. The arrangement of
different books in a shelf
7. The combination of
student meals for lunch
8. The arrangement of five
people in a row for
picture taking
Question:
1. Which situations is order or arrangement of the selection important? _____________
_____________________________________________________________________
2. In performing a certain task where order or arrangement is important, what do you call
each possible arrangement? ______________________________________________
Activity 6. My Way
The number of permutations of r elements selected from a set of elements n is denoted by
the symbols, P(n, r), nPr or Prn. Generally, it is illustrated by the formula:
!!
P (n, r) = (!$%)! where n ≥ r
n = total number of objects; r = number of objects to be taken at a time

Task: Study each situation about permutation carefully and identify the values of n and r
described in the situation then translate it into symbol and find the answer to complete
the table. Write your answers in the appropriate columns.
Given n r In symbol Answer

1. In how many ways can a
grocery owner display 6
brands of soaps in 2
spaces on a shelf?
2. In how many ways can
Cyrille arrange the 10
potted plants in a row?
3. How many possible ways
can 8 contestants of a
singing contest be judged
as first, second and third
placers?
4. In how many ways can a
president, a secretary and
a treasurer be chosen
among 10 candidates?
5. If 12 runners join a race, in
how many ways can they
be awarded as first,
second and third placers?
Activity 7. In How Many Ways

Directions: Fill in the blanks to complete the number of permutations of elements referred in
each item then answer the questions that follow. Write your answers on the space
provided and your solutions in a separate sheet of paper.
1. P( 5, ___) = 60 6. P( 10,___) = 720

2. P(15,5) = ______ 7. P(12,6) = _______
3. P(___, 3 ) = 210 8. P( 8,___) = 336
4. P(___, 1 )= 8 9. P(___, 2 ) = 380
5. P(9,4) = _______ 10. P(9,3) = _______
Were you able to do all the tasks in the learning

activities? I hope you understood well everything about
illustrating permutation of objects. Here’s how your
outputs will be rated.

Rubrics
Rubric for scoring answer to the question

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3pts.)
Amount Learner shows no Learner attempts Learner answers Learner answers
of work attempt to answer to answer the the question the question
the question. question. partially correct. completely and
correctly.
Unders- Learner shows no Learner shows Learner shows Learner shows
tanding understanding of limited partial thorough
the concept in the understanding of understanding of understanding of
question asked. the concept in the the concept in the the concept in the
question asked. question asked. question asked.
Rubric for scoring problem solving

Amount Learner shows no Learner attempts Learner solves the Learner solves
of work attempt to solve to solve the problem partially the problem
the problem. problem. correct. completely and
correctly.
the concept in the understanding of understanding of understanding
problem. the concept in the the concept in the of the concept
problem. problem. problem.
Reflection
In this activity, I learned that _______________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
References for Learners
Andres, Sherwin R. et. al, 2015, Simplified Math for grade 10, SALINLAHI Publishing
House, Inc.
Callanta, Melvin M. et. al, 2015, Mathematics – Grade 10 Learner’s Module, Quezon City
Philippines, REX Book Store Inc, 328-333
https://books.google.com
https://www.sanfoundry.com
https//www.mathbithsnotebook.com
https://www.mathonlinelearning.com
https://brilliant.org

https://en.m.wikipedia.org
Answers Key
Activity 1. Digit Twist

1347 3147 4137 7134
1374 3174 4173 7143
1437 3417 4317 7314
1473 3471 4371 7341
1734 3714 4713 7413
1743 3741 4731 7431
Answer to questions.
1. 24
2. 1st digit 2nd digit 3rd digit 4th digit
4 choices x 3 choices x 2 choices x 1 choice
4 x 3 x 2 x 1 = 24 possible codes
Activity 2.Remember Me!

1. a. (B,J) (R,J) (Bl,J) (W,J) (B,S) (R,S) (Bl,S) (W,S )(B,JP) (R,JP) (Bl,JP) (W,JP)
b. 12
2. 72
Activity 3. Ooopps… Relate?
1. 120
2. Fundamental Counting Principle/The Multiplication Counting Rule
Activity 4. Expand Me!

A.
1. 1. 4! = 4.3.2.1 = 24
2. 7! = 7.6.5.4.3.2.1 = 5,040
3. 9! = 9.8.7.6.5.4.3.2.1 = 362,880
4. 10! = 10.9.8.7.6.5.4.3.2.1 = 3,628,800
5. 12! = 12.11.10.9.8.7.6.5.4.3.2.1 = 479,001,600
Answer to questions:
In determining the n-Factorial we use the Fundamental Counting Technique or the
Multiplication Counting Rule.
'(! '(*+*,*-*)*.*/*0*1*'
B. )! = )*.*/*0*1*'
= 5,040
Activity 5. Does Order Matter?

Situation Does Order Matter Why do you say so?
1 Yes
2 No
3 Yes
The answer of the
4 Yes
students varies.
5 No
6 Yes
7 No

8 Yes
Activity 6. My Way
Given n r In symbol Answer

)!
1 6 2 P(6,2) = ()$1)! 30
2 10 10 P(10,10)= 10! 3,628,800
,!
3 8 3 P(8,3) = (,$0)! 336
'(!
4 10 3 P(10,3) = ('($0)! 720
'1!
5 12 3 P(12,3) = ('1$0)! 1,320
Answer to Questions:
1. We used the Fundamental Counting Principal.
2. When students show their solutions to the class ask questions about the parts of
the solution.
Activity 7. In How Many Ways

1. 3 6. 3
2. 360,360 7. 665,280
3. 7 8. 3
4. 8 9. 20
5. 3,024 10. 504
Prepared by:
RAQUEL FLORIAN M. DARAUAY

Teacher III
Lamo National High School

MATHEMATICS 10
Name: ____________________________________ Grade Level: ________________
Date: _____________________________________ Score: _____________________

Problems on Permutations
We often face problems associated with order, arrangement and the like. Aren’t you
wondering how the travel schedules of trains, buses and flights are arranged according to the
convenience of the public? The concept of permutation is of great help in the preparation of
schedules on the departure and arrival of these. This is only one of the applications of
permutation in our lives. Cellphone numbers, lock combinations, PIN codes and plate numbers
are also prepared applying the concept of Permutation which is usually defined as the
arrangement of objects or elements in a definite order.
In this learning resource, you will be dealing with different situations involving
permutation such as permutation of n objects taken r at a time, distinguishable permutations
and circular permutations. The different learning activities contained in this material will guide
you to acquire the most essential skills in solving problems involving permutations. After
accomplishing the learning activities, you are expected to relate permutations in your daily life
experiences and able to solve problems involving this.
Learning Competency
The learner solves problems involving permutations. (M10SP-IIIb -1)

Directions
The following are learning activities designed to develop your skills to master the
solving of problems involving permutations. Your performance to the different activities will
be rated using rubrics. You may use other references or browse the internet if there are concepts
or terminologies that are not familiar to you for better understanding. You may also contact
your teacher through different forms of communication if necessary.
In the previous lesson, where you able to determine the exact number of
ways described and asked in the learning activities? You’ve been working
with computations in different ways even if they are in the same topic.
This is because permutations have different cases which can be defined by
the following formulas.
!! !!
if n > r, P (n, r) = if n = r, P (n, r) = n! P= P (n) = (n-1)!
(!$%)! '!(!%!
n = total no. of objects; r = no. of objects to be taken at a time
Activity 1: Case Study
Directions: Study the cases of permutation below and do the task that follows.
!!
Case 1. The permutation of n objects taken r at a time is P (n, r) = ,n>r
(!$%)!
wherein n! = n x (n-1) x (n-2) x (n-3)…(3) x (2) x (1). This formula is used when
counting problem involves choosing a subset of r elements from a set of n elements
and arranging the chosen elements.
Example: Bernard wishes to form his ATM PIN code from the digits {0,1,2,3,4,5,6,7,8,9}.
If he has to consider only 4 digits, how many possible PIN codes can he choose
from?
Let n = 10 and r = 4
!! '(! '(! '(*+*,*-*)*.*0*1*'
Thus, P (n, r) = P(10 , 4) = ('($/)! = = = 5,040.
(!$%)! )! )*.*/*0*1*'
Case 2. In a set of n elements, the number of all permutations of these n elements taken all
at a time is equal to n! = n x (n-1) x (n-2) x (n-3)…(3) x (2) x (1) or
P(n, r) = n!, when r = n
Example: In how many ways can Susan arrange 6 potted plants in a row?
Let n = 6 and r =6.

Thus, P(n, r) = n! P(6, 6) = 6! = 6.5.4.3.2.1 = 720.

Case 3. The number of distinguishable permutations of n objects, where p objects are alike,
2!
r objects are alike, q objects are alike and so on is P = 3!4!5!…
Example: How many distinguishable permutations of can be made out of the word
PROBABILITY?
There are 11 letters of the word. However, 2 Bs are alike and 2 Is are alike.
Let n = 11; p = 2; q = 2
2! ''! ''7'(7+7,7-7)7.7/70717'
Hence, P = 3!4! P = 1!1! = 17'717'
= 9,979,20
Case 4. The permutation of n objects arranged in a circle is P = (n-1)!
Example: In how many ways can 5 people be seated around a circular table ?
Let n = 5.
Thus, P = (n-1)! P = (5 – 1)! = P = 4! = 4.3.2.1 = 24.
Task: Choose which among the given formulas is most appropriate to be used in each case of
permutations below. Write the letter of your answer on the space provided.
!! !!
A. P (n, r) = B. P (n, r) = n! C. P = D. P (n) = (n-1)!
(!$%)! '!(!%!
_____ 1. A teacher wants to assign 4 different tasks to her 4 students. In how many possible
ways can she do it?
_____ 2. In how many different ways can 5 bicycles be parked if there are 7 available parking
spaces?
_____ 3. How many distinguishable permutations are possible with all the letters of the word
ELLIPSES?
_____ 4. There are 8 basketball teams competing for the top 4 standings in order to move up
to the semi – finals. Find the number of possible rankings of the four top teams.
_____ 5. Find the number of different ways that a family of 6 can be seated around a circular
table with 6 chairs?
_____ 6. How many different necklaces can be made from 12 beads of different colors?
_____ 7. Find the number of distinguishable permutations of the digits of the number 348 838.
_____ 8. How many 6-digit numbers can be formed from the digits 1, 3, 5, 6, 8, and 9 if no
repetition is allowed?
_____ 9. A class is divided into 8 members per group. The teacher instructed each group to
arrange themselves in a circular manner. How many arrangements can be made in a
group?
_____ 10. If there are 10 people and only 6 chairs are available, in how many ways can they
be seated?

Activity 2. Arrange Me
Directions: Study the following situations and give what is

asked. Write your answers on the space provided.
1. Hillary bought a new house in the city. She wanted to have flowering plants in front of her
new house. She bought 8 flowering plants and wish to arrange 4 of the plants in a row.
a. How many possible ways can she arrange her flowering plants? ________________
b. How did you determine the possible number of arrangements that Nina can do to
her flowering plants? ________________________________________________
_________________________________________________________________
2. An ATM PIN code have 4 digits in a specific order. It contains digits between 0 to 9.
a. How many different PIN codes can be made from the given digits if one digit may
only be used once? __________________________________________________
b. How did you determine the number of PIN codes made? ____________________
_________________________________________________________________
3. Given the name DAVE.

a. In how many ways can you arrange its letters, 3 at a time? ____________________
b. How did you find the possible ways to arrange the letters? ___________________
_________________________________________________________________
Activity 3. Find Me in The Box
Directions: Solve the given problem then choose your answer among the choices in the box
below. Write the letter of your choice on the space provided before each number.
If you cannot find the answer in box, you may write your answer. Write the solution
in a separate sheet of paper.
a. 126 b. 15,120 c. 336 d. 32,760 e.1,320
_______ 1. There are 12 finalists in a dance competition. How

many ways can gold, silver and bronze medals be
awarded to them?
_______ 2. In your class, there are 15 qualified candidates to be
elected as classroom officers. If you are going to
choose a President, Vice-President, Secretary, and
Treasurer among the qualified candidates, in how
many ways can you select each position?
_______ 3. Eight people join the Food Making contest. How many ways can a 1st, 2nd and 3rd
placer be awarded?
_______ 4. How many ways can 4 Math books and 5 English books be put on a shelf if all the
Math books and the English books have to be put together?
_______ 5. In how many ways can Alexa place 9 different books on the shelf if the space is
enough for only 5 books?

Where you able to answer all the given problems? How do you feel?
Just relax because more exciting situations are waiting for you.
Activity 4. I’m Different
Directions: Study the given situations below and give what is asked.
A. Answer the questions completely. Write your answers on the space provided.
1. Mavis, Tina, Roselle, Lyka and Anje are

best of friends. While walking in a park,
they saw a photographer taking photos. So,
they decided to take a group photo to have
a souvenir.
a. In how many ways can the
photographer arrange them for a picture taking? ________________________
b. How did you determine the number of possible ways in the problem?
_______________________________________________________________
2. Given the word MATH.

a. In how many ways can you arrange the word at all time? __________________
b. How did you find the possible ways to arrange the letters of the word? ________
_______________________________________________________________
B. Solve the problem accurately. Place your answer in the box provided for each item. Write
your solutions in a separate sheet of paper.
1. Bernardine wants to arrange her

Mathematics, English, Science and
Filipino books on a shelf in her room. In
how many ways can she do it?
2. In how many ways can 7 people stand in a queue?
3. How many ways can the letters of the word BEAUTY be rearranged?
4. How many 3-digit numbers can you make using the digits 1, 2 and 3?
5. In how many different ways can the letters of the word JUDGE be arranged
to form other words with or without meanings?
Notice that in the activity, all objects to be arranged are all

distinct. Suppose some of the objects to be arranged are not
distinct, that is, some are identical, how do we find the
possible ways of the permutation? Find out as you do the next
activity.

Activity 5. I Am Unique!
A. Read, analyze and solve each problem carefully. Write your answers on the space provided.
1. Nash received 8 different awards which include ribbons, certificates and medals during
his graduation day. He received 3 golds, 2 silvers and 2 bronze.
a. What medals are identical? __________________________________________
b. How many ways can he display his awards? ____________________________
c. How did you determine the possible ways in the problem? _________________
_______________________________________________________________
2. Arjel wanted to find the number of permutations of the letters of the word ASSASSIN.
a. How many letters are there in the word ASSASSIN? _____________________
b. How many letters are alike? _________________________________________
c. How many distinguishable permutations with all the letters of the word have?
_______________________________________________________________
d. How did you determine the possible ways in the problem? ________________
_______________________________________________________________
B. Complete the table below to find the number of permutations with the letters of the given
words and then answer the questions that follow. Write the values in the appropriate
columns. Write n/a if no values applicable.
Given Word n p q r Answer

1. PERMUTATION
2. BANANA
3. MATHEMATICS
4. BILLIONAIRE
5. BALLISTICS
6. CHEESE
7. WORKSHEETS
8. REFERENCE
9. MEMORIES
10. FURTHER
Questions:
a. How did you determine the different ways of the given word in each item?
____________________________________________________________________
____________________________________________________________________
b. What pattern did you use in finding the ways of the given words?

____________________________________________________________________
____________________________________________________________________
C. Answer each item completely then encircle the letter of your answer. Write your solutions
in a separate sheet of paper.
1. How many distinguishable permutations exist in the word TENNESSEE?
a. 8,073
b. 7,308
c. 3,780
d. d. 3,078
2. How many different words with or without meaning can be formed from the word
SUCCESS?
a. 420
b. 402
c. 240
d. d. 204
3. How many permutations can be formed from the word PHILIPPINES?
a. 1,108,800
b. 1,100,880
c. 1,010,880
d. 1,001,088
4. How many different words (real or imaginary) can be formed using all the letters in the
name WENDELL?
a. 6,021
b. 2, 106
c. 1,602
d. 1,260
5. In how many ways can the letters of the word MATHEMATICS be arranged in a row?
a. 4,998,600
b. 4,989,600
c. 4,969,800
d. 4,699,008
How did you find the activity? I’m sure it is easy for you.
Let’s find more exciting cases of permutation. Have fun!
Activity 6. Merry Go Round
A. Read, analyze and solve each problem carefully. Write your answers on the space provided.
1. Ira, Aloy, Prince, Radz, Dyrill, and John are in a restaurant. They are going to sit around a
circular table.
a. In how many ways can they be seated around the table? ___________________
b. How did you calculate the possible ways? ______________________________

2. A, B, C, D, E, F were late in attending a party. As they enter the lawn there’s only one
circular table with 5 chairs available so two of them will sit together.
a. In how many ways can they be seated such that A and B must always sit
together? _______________________________________________________
b. How many ways can they be seated such that C and D must not sit together?
_______________________________________________________
c. How did you determine the number of ways that they can be seated in items a
and b? _________________________________________________________
B. Solve the problems in Column A and match the answers in Column B. Write the letter of
your answer on the space provided. Write your solutions in a separate sheet of paper.
Column A Column B
_____ 1. Anna and Rita want to plant some flowering plants around a. 362,880
a circular walkway. They have eight different flowering b. 720
plants. How many different ways can the flowering plants c. 1,440
be planted? d. 120
_____ 2. In how many ways can 10 people be seated in a round table? e. 6
_____ 3. How many ways in which 8 men be arranged around a table
so that 2 particular men must always sit together?
_____ 4. How many ways can 4 people be seated around a
circular table?
_____ 5. In how many ways can 6 married couples be
seated around a circular table?
Were you able to solve all the problems correctly? I hope you did
it right! Now, apply what you have learned to the next activity.
Activity 7. Do You Remember Me?
Directions: Solve the given problems on permutation accurately. Write your solutions in a
separate sheet of paper.
1. In how many different ways can the 4 positions in a

relay team be filled by 10 qualified athletes? _______
2. How many ways can we order 7 computers if we have
only space for 4? ___________________________
3. How many ways can 9 people be seated at a round
table? ____________________________________
4. If there are 10 people and only 6 chairs are available, in how many ways they can be seated?
5. In how many distinguishable permutations are possible with all the letters of the word
STATISTICS? ____________________________________________________________
6. Mrs. Villar wants to assign 6 different tasks to her 6 students. In how many ways can she do
it? ______________________________________________________________________

7. How many possible bracelets can Hanna make if she will use all the 10 different beads she
has? ____________________________________________________________________
8. How many words can be formed with the letters H,E,A,R,T where “E” and “A” occupy the
end places?_______________________________________________________________
9. There are 6 people who will sit in a row but out of them Rachel will always be at the right
of Sol? How many arrangements can be done? ____________________________________
10. License plates are formed using three letters followed by a
four – digit number without repetition of either letters or digits.
Zero may be chosen as the first digit of the number. How many
license plates can be formed under this pattern? ___________________________________
Activity 8. Share It!
Directions. Work in pair to do the tasks in this activity. You may contact your chosen partner
through phone calls, messaging or video calls. Write your outputs in a clean sheet
of paper.
Tasks: 1. Each of you will identify a real-life situation that involves permutations and explain
its relationship to permutations.
2. Create a problem involving permutations based on the identified situation.
3. Exchange the problem with your partner then solve it.
4. Write your complete solution in a clean sheet of paper.
5. Check the answer of your partner if correct. If not, explain how to get the correct
answer
How were the activities done so far? Were you able to

solve all the problems? I hope you understand everything
about solving problems on permutations. Here’s how
your outputs be rated.
Rubrics
Amount Learner shows no Learner attempts Learner answers Learner answers the
of work attempt to answer to answer the the question question completely
the question. question. partially correct. and correctly..
Unders- Learner shows no Learner shows Learners shows Learners shows
the concept in the understanding of understanding of understanding of the
question asked. the concept in the the concept in the concept in the
Rubric for scoring problem solving


Amount Learner shows no Learner attempts Learner solves the Learner solves the
of work attempt to solve to solve the problem partially problem completely
the problem. problem. correct. and correctly.
the concept in the understanding of understanding of understanding of
problem. the concept in the concept in the the concept
the problem. problem. problem.
Rubric for scoring activity 8
Amount Learner shows Learner attempts to Learner does the Learner does the
of work no attempt to do do the task. task partially task completely and
the task. correct. correctly.
Unders- Learner shows Learner shows Learners shows Learners shows
tanding no understanding limited partial thorough
of the concept in understanding of the understanding of the understanding of the
the task. concept in the task. concept in the task. concept in the task.
Closure
Did you understand the lesson? Just

remember to analyze the problem then Yes. Thank you
apply the formula of the different cases for reminding us.
of permutations you have learned.
Thanks
a lot!
Remember:
• If any event can occur in m ways and after it happens in any one of these ways, a
second event can occur in ways, then both events together can occur in m x n ways.
• n – Factorial is the product of the positive integer n and all the positive integers less
than n. That is, n! = n x (n-1) x (n-2) x (n-3)…(3) x (2) x (1).
• Permutation is an arrangement or listing in which order is important.
n!
Case 1. The permutation of n objects taken r at a time is P(n, r) = , n > r.
(n - r )!
Case 2. The permutation of n objects taken all at a time is P(n, n) = n!, n = r
Case 3. The number of distinguishable permutations of n objects, where p objects are
Practice Personal Hygiene n!23
alike, q objects are alike, r objectsProtocols at so
are alike, and allontimes
is P = .
p!q!r!...
Case 4. the permutation of n objects arranged in a circle is p = (n-1)!
Reflection
In this activity, I learned that _______________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Andres, Sherwin R. et. al, 2015, Simplified Math for grade 10, SALINLAHI Publishing
House, Inc.
Callanta, Melvin M. et. al, 2015, Mathematics – Grade 10 Learner’s Module, Quezon City
Philippines, REX Book Store Inc, 328-333
https://books.google.com
https://www.sanfoundry.com
https//www.mathbithsnotebook.com
https://www.mathonlinelearning.com
https://brilliant.org
https://en.m.wikipedia.org

Answers Key
Activity 1. Case Study

1. B 6. D
2. A 7. C
3. C 8. B
4. A 9. D
5. D 10. A
Activity 2. Arrange Me Activity 3. Find Me in the Box

1. 1,680 1. e
2. 5,040 2. d
3. 24 3. c
• The students can determine the 4. a
arrangements /possible ways of an object by 5. b
applying the formula of permutations of n
objects taken r at a time.
Activity 4. I’m Different

A.
1. 120 B.
2. 24 1. 24
• The students can determine the no. of 2. 5,040
ways/arrangements of an object by applying 3. 720
the formula of permutations of n objects 4. 6
taken all at a time. 5. 120
Activity 5. I am Unique!
A.
1. a. gold, silver and bronze
b. 1,680
2. a. 8
b. 2
c. 840
• Students can determine the no. of possible ways/arrangements by using the formula of
distinguishable permutations.
B.
Given Word n p q r Answer
1. PERMUTATION 11 2 n/a n/a 19,958,400
2. BANANA 6 3 2 n/a 60
3. MATHEMATICS 11 2 2 2 4,989,600
4. BILLIONAIRE 11 3 2 n/a 3,326,400

5. BALLISTICS 10 2 2 2 453,600
6. CHEESE 6 3 n/a n/a 120
7. WORKSHEETS 10 2 2 n/a 907,200
8. REFERENCE 9 2 4 n/a 7,560
9. MEMORIES 8 2 2 n/a 10,080
10. FURTHER 7 2 n/a n/a 2,520
• Students can determine the no. of possible ways/arrangements by using the formula of
!!
distinguishable permutations which is P = 8!9!%! .
C.
1. c
2. a
3. a
4. d
5. b
Activity 6. Merry Go Round

A
1. 120
2. a. 48
3. 72
• Students can determine the possible ways/arrangements of an object by applying the
formula of circular permutation.
B.
1. c
2. a
3. b
4. e
5.d
Activity 7. Do You Remember Me?

1. 5,670 6. 720
2. 840 7. 362,880
3. 40,320 8. 120
4. 151,200 9. 12
5. 50,400 10. 78,624,000
Activity 8. Share It!

Answers may vary.
Prepared by:
RAQUEL FLORIAN M. DARAUAY

Teacher III
Lamo National High School

MATHEMATICS 10
Name of Learner: _________________________________ Grade Level: __________
Section: _________________________________________ Date: ________________

All about Combination
In many life situations, we need to deal with a number of items at the same time wherein
we need to decide which among them should be considered for a given purpose. For example,
a coach of a volleyball team needs to select the first six (6) players of the team. If there are
twelve (12) qualified players for the first six positions, then there are number of ways of
selecting the first six (6) players of the team. The coach should consider different possible
combinations of players in the selection process to make a wise decision. The concept of
combination is being applied in this situation. Combination simply means a selection of r
objects from n objects in which order is NOT important.
The concept of combination is also

present when you are selecting books to read
from a set of books in a shelf. This self-
learning activity sheet serves as a guide for
the learners to learn terms and concepts
related to Combination. It will also help the
learners to fully understand the concepts that
must be acquired in learning combinations
through the given examples. It also facilitates
lesson comprehension as it specifically aims
for students’ mastery on using geometric
figures to illustrate combination.
Learning Competency with code
The learner illustrates the combination of objects. (M10SP-IIIc-1)
Directions
Different learning activities and exercises are contained in this learning material.
Answer each of the given activities to familiarize yourself and gain more knowledge about

combination. You may use other references or browse the internet if there are concepts or
terminologies that are not familiar to you for better understanding. You may also contact your
teacher through different forms of communication if necessary.
ACTIVITY 1: Unscramble the Word

Directions: In the table below, different words or terms are given that are related to combination. Find
the words that can be formed from the scrambled letters in column 1 through the
description/definition of the words in column 2. Write the correct word being described in
column 3.
Scrambled
Description/Definition Correct Word
Letters
Choose from a number or group by
1. SECTLE
preference
A group of things, people, etc, that
2. USBEST
is a part of a larger group.
To move and organize into a
3. GARANER
particular position
A number of people or things that
4. PUGOR
are together or in same place
5. EDROR To put into an arrangement
ACTIVITY 2: Define Me… (Using Modified Hang Mouse Method)
Directions: Based on your answers in activity 1, complete the sentences below by filling out
the boxes in each item with appropriate letters to form the correct word. This
activity will help you define combination in a simplest way. You may attach
prefixes or suffixes to the words in activity 1 to make the sentences correct.
1. A combination is a of all or part of a set of objects, without

regard to the in which objects are selected.
2. Combination is an of objects in which the is not
important.
3. A combination is a or of items.
ACTIVITY 3: The Basket of Fruits…
Directions: Study the situation below and give what is asked then answer the questions that
follow. Write your answers on the space provided.

Situation: A small basket is full of different kinds of fruits in
which there is only one piece for every kind. Let us say that
the basket contains 1 piece of banana, 1 piece of guava, 1
piece of orange, 1 piece of apple, and 1 piece of lemon. In
how many ways can you select or group any three kinds of
fruits from the given basket of fruits?
Questions:
1. How many different fruits are there in the basket? __________________________

2. What are those fruits inside the baskets? ___
3. How many fruits are you going to group together based from the situation? ______
4. What possible combination of three (3) kinds of fruits can you make?
__________________________________________________________________
5. How many combinations of 3 fruits did you make? __________________________
Can you answer the questions 4 and 5 above easily? The task below may help you to
find the answers. An example is given for you.
Task: Complete the table below. List all the possible combinations. Continue with the number
of combinations until you have listed all of them.
Possible combinations of 3 kinds of fruits.
Number of Fruits to select from

Combination (banana, apple, guava, orange, lemon)
1 (banana, apple, guava)
2
3
4
5
Note: (banana, apple, guava) and (banana, guava, apple) is considered one (1) combination
only. Your answer on the table above serves as your answer for question number 4. After
completing the table, it is now easy for you to answer question number 5 above.
ACTIVITY 4. The Basket of Fruits…a continuation.
Directions: Using the same situation in activity 3, answer the questions below. (You may
use separate sheet of paper for your solution)

1. In how many ways can you select or group any two kinds of fruits from the given basket
of fruits? _____________________________________________________________
_____________________________________________________________________
2. In how many ways can you select or group any four kinds of fruits from the given basket
of fruits? _____________________________________________________________
_____________________________________________________________________
ACTIVITY 5: The Six-sided Polygon…
Directions: Study the given situation and give what is asked. Do the A F
tasks and answer the questions.
Situation: A six-sided polygon is called hexagon. It contains 6 sides B E
and 6 vertices. Using A, B, C, D, E, and F as its vertices, in how
E
many ways can you form a polygon with at least 3 sides? Note that
at least 3 sides mean 3 or more sides. C D
Polygon 1. The triangles
F
Using letters A, B, C, D, E and F as points/vertices, how many three (3)
sided polygons can be formed? One triangle being formed is ∆CDF or ∆
DFC or ∆ FCD. Can you name the other triangles? How many triangles
C D can you form using the figure (hexagon) above? Don’t miss any vertex or
else you’ll be wrong.
Task: Complete the table below to find the possible number of three (3) sided polygons that
can be formed from the hexagon. One is already given.
Figure Name of Figure Name of Figure Name of Figure Name of

formed Triangle formed Triangle formed Triangle formed Triangle
F
∆CDF
C D
Question 1: How many three (3) sided polygons are formed? ____________

The Quadrilaterals
Polygon 2.
Without sketching or drawing, can you tell how four (4) sided polygons can be formed
using the vertices of the hexagon above? If you think you can, congratulations. But if not, try
to use the systematic listing like what you did in the previous activity on basket of fruits.
Task: List all possible four (4) sided polygons that can be formed from the hexagon.
Example: Quadrilateral ABCD (4 points ABCD were used)
Question 2. How many four (4) sided polygons are formed? _____________
Polygon 3. The Pentagons
Task: List all possible five (5) sided polygons that can be formed from the hexagon.
Example: Pentagon ABCDE (5 points ABCDE were used)
Question 3. How many five (5) sided polygons are formed? _______________
Polygon 4. The Hexagon itself
Question 4. How many six (6) sided polygons can be formed by points ABCDEF? ________
Question 5. In how ways can you form a polygon with at least 3 sides? __________________
ACTIVITY 6: Pair Me Up!
Directions: Inside the box below are different shapes labelled with numbers 1 - 6. Pair the
shapes and list the combination of two numbers formed using digits 1, 2, 3, 4, 5,
and 6. Example: by pairing circle and triangle, the combination 12 or 21 is obtained.
3 4 6
1 5
2

Answers: __________ __________ __________ __________ __________
__________ __________ __________ __________ __________
__________ __________ __________ __________ __________
Question 1. How many 2-number combinations did you form using the digits 1-6? _______
ACTIVTY 7: Choose Me!
Directions: Study the given situation and give what is asked. Do the tasks and answer the
questions.
Situation:
Situation: For a forthcoming Male -Swimming competition, you are tapped to choose a team
with 5 swimmers among 6 volunteer swimmers in your school. The swimmers are Benjie,
Deo, Mark, Justin, Carl, and Andrew. Can you find how many ways to choose a team with 5
swimmers who will represent your school in said competition without listing?
Task: List/write all the possible combinations or groupings of 5 swimmers inside the boxes
below. (Note: The 8 boxes below does not mean that there are exactly 8 possible
combinations or groupings. Add/Remove other boxes if needed.)
Question 1. In how many ways can you choose a team with 5 swimmers among 6 volunteers
to represent your school in a swimming competition? ______________
Rubrics
Rubric for scoring (activities 1-2)
Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)
Amount of Work Learner shows Learner only Learner only shows Learner shows
no attempt to shows answer answers to 6-10 complete
answer the 11 to 1-5 words answers to 11
words words
Accuracy 1 point for every correct response


answer the 7 to 1-3 question questions answers to
questions (Act 3 #s 1-5 (Act 3 #s 1-5 questions 1 -7
Act 4 # 1-2) Act 4 # 1-2) (Act 3 #s 1-5
Act 4 # 1-2)
Accuracy 1 point for every correct response
Rubric for scoring (activity 5)

answer the 5 to 1-2 question questions answers to
questions questions 1 - 5
Accuracy 2 points for every correct response

Amount Did not list any Listed 1-15 Listed 11-20 Listed all the 21
of Work combinations. combinations or combinations or combinations or
groupings. groupings. groupings
(Acts. 1 &2)
Accuracy 2 points for every correct response (1 question per activity posted)
Reflection
1. What have you learned from the activities?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How do you feel about the activities?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Andres, Sherwin R. et al., 2015. Simplified Math for Grade 10.Makati City: SALINLAHI
PUBLISHING HOUSE, INC. pp 92-93.

Callanta, Melvin M, et.al.,2105. Mathematics - Grade 10 Learner’s Module. Quezon City:
REX Book Store, Inc. pp 301-309.
https://stattrek.com>dictionary
https://www.outlinemathlearning.com
https://www.shutterstock.com/image
Merriam-Webster Dictionary
Answer Key
Activity 1: Unscramble the word
1. SELECT
2. SUBSET
3. ARRANGE
4. GROUP
5. ORDER
Activity 2. Define Me
1. selection, order
2. arrangement, order
3. grouping, subset
Activity 3. The Basket of Fruits

1. 5 different fruits
2. banana, guava, orange, apple and lemon
3. 3 fruits
4. Possible combinations of 3 kinds of fruits.
Number of Fruits to select from

Combination (banana, apple, guava, orange, lemon)
1 (banana, apple, guava)
2 (banana, apple, orange)
3 (banana, apple, lemon)
4 (banana, guava, orange)
5 (banana, guava, lemon)
6 (banana, orange, lemon)
7 (apple, guava, orange)
8 (apple, guava, lemon)
9 (apple, orange, lemon)
10 ((guava, orange, lemon)
Total 10 combinations
5. There are 10 combinations or 10 ways to choose any 3 fruits from a basket with 5
different fruits.
Activity 4. The Basket of Fruits…. continuation

1. 10 ways
2. 5 ways
Activity 5: The Six-sided Polygon

Polygon 1: The triangle
Question 1: 20 triangles
Polygon 2: The Quadrilateral
Question 2. 15 quadrilaterals
Polygon 3: The Pentagon

Question 3: 6 pentagons
Polygon 4: The Hexagon itself

Question 4. 1 hexagon
Questions 5: 20 + 15 + 6 + 1 = 42 different polygons
Activity 6: Pair Me Up!
Answers: 12, 13, 14, 15, 16, 23, 24, 25, 26, 34, 35, 36, 45, 46, 56
Question 1: 15 ways
Activity 7: Choose Me!
Groupings: Benjie, Deo, Mark, Justin, Carl and Andrew.
Benjie Benjie Benjie

Deo Deo Deo
Mark Mark Mark
Justin Justin Carl
Carl Andrew Andrew
Benjie Benjie Deo
Deo Mark Mark
Justin Justin Justin
Carl Carl Carl
Andrew Andrew Andrew
Question 1: 6 ways
Prepared by:
TEOFISTO F. NICOL JR.

T-III, Diadi NHS

MATHEMATICS 10
Section: _________________________________________ Date: ________________

It’s My Characteristics (Combination vs. Permutation)
In your previous lessons, you have already learned about permutation and combination.
In this self-learning material, your task is to discover and learn the differences and similarities
between permutation and combination. Combination is an arrangement or selection of objects,
in which the order of objects is not important while Permutation is also an arrangement of
objects but order of objects is important.
Through the learning activities in this material, you are able to find out the common
method in finding or determining number of permutations and combinations, that is, the
systematic way of listing. Simply, after listing all the possible answers, count all what is in the
list to obtain the answer for a given permutation and combination problem or situation.
Aside from listing and sketching, you will also use different formulas to determine
number of permutations and combinations. (Study the diagram below)
Formulas used in Permutations and Combinations

PERMUTATIONS COMBINATIONS
A. General Permutations n = total !(#,%)
)! number of 1. C(n, r) =
P (n, r) = where n ≥ r
objects
%!
()$*)! or
B. Distinguishable Permutations #!
)! r = number of 2. C(n, r) =
P= objects to be %!( #)%)!
+!,!*!..
C. Circular Permutations taken at a (For uniformity use
P (n) = (n-1)! time formula 2)

Using the diagram above, n (total number of objects) and r (number of objects to be
taken at a time) are both applicable to permutations and combinations. Similarly, p, q, and r in
Distinguishable Permutations are considered r objects taken at a time. Letters p, q and r
represent numbers of repeated letters or numbers in a given distinguishable permutation.
Example: From the word PRESSURE, S appears twice, E appears twice and R appears twice.
Hence, S=2 R=2 and E=2. Therefore p =2, q=2 and r =2
To avoid confusion on combinations, it is recommended to use formula number 2 in

the next lessons especially on problem solving.
The learner differentiates permutation from combination of n objects taken r at a time

(M10SP-IIIc-2, Q3 weeks 3- 4).
Directions
In the given activities below, answer each activity independently to see the difference
between permutation and combination. You may use other references or browse the internet if
there are concepts or terminologies that are not familiar to you for better understanding. You
may also contact your teacher through different forms of communication if necessary.
ACTIVITY 1: Where Do I Belong?
Directions: Different words, phrases or terms related to permutation and combination are given
in the box below. Complete the Venn diagram by writing the terms to the group
where they belong. The terms are the possible characteristics of permutation and/or
combination.
Order is important subset listing arrangement

Order is not important groupings position rank
The Venn diagram of permutations and combinations
Permutations Combinations
Write your
answer here

ACTIVITY 2: Are You With Me?
Directions: Analyze the different sentences given below. Identify which situations illustrate
permutations or combinations. On the spaces provided before each item, write the
word permutation if order of objects matters and combination if order of objects
does not matter.
_____________1. Dialing a cellphone number.

_____________2. Opening a combination lock.
_____________3. Selecting 7 people to form a Student Affair Committee.
_____________4. Choosing toppings for a pizza.
_____________5. Winning in a contest.
_____________6. Assigning seats to guests on a birthday party.
_____________7. Selecting the first 5 players during the first quarter of a basketball game.
_____________8. Choosing 5 questions to answer out of 10 questions in a test.
_____________9. Electing the set of officers of SSGO.
_____________10. Selecting 3 posters to hang, out of 6 different posters.
_____________11. Unlocking a safety vault.
_____________12. Forming triangles from 6 distinct points in which no 3 points are collinear
_____________13. Entering the password of your cellphone.
_____________14. Choosing 2 household chores to do before dinner.
_____________15. Identifying the top 3 winners in a Science Quiz Bee.
ACTIVITY 3: Help Me to Figure Out.

Directions: Situations illustrating permutations and combinations are given below. Analyze
each situation and identify which illustrates permutation or combination. Then
answer the questions after each situation.
1. Anna, Karen and Nina are staying in a dormitory. In how many ways can they be assigned
to the three rooms?
Room 1
Anna
Karen Room 2
Nina Room 3
Questions:
a. How many rooms are available for the boarders? __________________________
b. How many boarders can occupy the three rooms? _________________________
c. Does the situation illustrate permutation or combination? ___________________
d. What is your clue for your answer in the third question? ____________________

2. In an examination, the students may only answer 8 out of 10 questions. How many different
selections can be made?
Questions:
1 10 2 a. How many questions are there in a given examination? ______
b. How many questions will the students select to answer? _____
6 5
c. Does the situation illustrate permutation or combination? ____
1
3 7 d. What is your clue for your answer in the third question ______
1
9 8 4
ACTIVITY 4. It’s My Turn
Directions: Identify whether the given situations below illustrate permutation or combination.
Look for some clue word/s to make your task easy. Write your answers
(Permutation or Combination) on the space provided.
1. If ice cream is served in a cone, in how many ways can Abby choose her three-flavor
ice cream scoop if there are 6 available flavors? ___________________
2. How many three-digit numbers can be formed using the digits 5, 6, 7 and 8 without
repetition? _______________________
3. How many different committees of 5 people can be chosen to work on a special project
from a group of 12 people? ______________________
4. How many different ways can 5 keys be placed in a key chain? __________________
ACTIVITY 5: Follow Me!
Directions: The figures below show the process in determining the number of permutation and
combination in a given situation. It starts with a given, followed by what is asked
and then, the possible answers and solutions. Analyze each process below and
determine if it is combination or permutation.
Given: Ask: Answer: 10 Put a Check:

1. Solution:
Digits: 1, 3, Get 2 13, 15, 17, 19, 35, __ Permutation
5, 7,9 numbers 37, 39, 57, 59, 79 __ Combination
:
2.
Given: Answer: 12
Ask: Solution:
Books in MS, ME, MF, SM, SE,
Math, SF, EM, ES, EF, FM, Put a Check:
Arrange
Science, 2 in a FE, FS
(Note: Letters stand for __ Permutation
English, shelf
subject) __ Combination
Filipino :
3.
Given: Ask: Answer: 5 Put a Check:
choose Solution:
Word: four (4) FAIT, FAIH, FATH, __ Permutation
FAITH letters FITH, AITH __ Combination
Practice Personal Hygiene Protocols at all times : 39
ACTIVITY 6: Connect Me Right (Tree Diagram)
Directions: In the figures below, draw a line connecting the given to the kind of Combinatorics
(Permutation and combination) and then to its corresponding expected answers.
GIVEN KIND EXPECTED ANSWERS
1.) 1 keychain,
a. 12, 21, 13, 31, 14, 41,
4 different Combination 23, 32, 24, 42, 34, 43
keys (1, 2, 3,
4) :
Permutation b. 12, 13, 14, 23, 24, 34
Select 2 keys :
a. AB, AC, AD, AE, BC,
2.) Letters: A, BD, BE, CD, CE, DE
B, C, D, E Combination
b. AB, BA, AC, CA, AD,
:
DA, AE, EA, BC, CB,
Choose 2 letters Permutation
BD, DB, BE, ED, CD,
: DC, CE, EC, DE, ED
ACTIVITY 7. Complete Me!
Directions: Identify if the given situation illustrates combination or permutation then provide
what is asked. If it illustrates permutation, state the kind of permutation being used.
Write your answers in the appropriate columns.
Permutation Total Number of
Situations/Problems or number of objects taken
Combination objects (n) at a time (r)
1. In how many ways can 5 students be
arranged in a row for picture taking?
2. How many committees of five students
can be formed from seven students?
3. How many different permutations can be
made out of the word PROBABILITY?
4. If there are 12 teams in a basketball
tournament and each team must play every
other team in the eliminations, how many
elimination games will there be?
5. In how many ways can 5 persons be seated
around a circular table?

ACTIVITY 8: What Am I Missing?
Directions: Fill in the boxes with the missing values to complete each expression on
permutation or combination.
.!
1. P ( , 3) = ( $ )!
!
2. C(7, ) = !( $ 1)!
3. P ( ) = (6 – 1)!
,!
4. C( , 3) = !( $ )!
!
5. P = ! ! !
Word: STATISTICS
Rubrics
Rubric for scoring for Activities 1-2

Amount of Work Learner shows Learner only Learner only Learner shows
(Venn Diagram) no attempt to placed 1-4 placed 1-7 correct complete &
answer the correct words words on place correct answers
activity on place on the activity
Accuracy (act 2) 1 point for every correct response
Rubric for scoring Activity 8: One (1) point for every correct response in each box.
Reflection

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Andres, Sherwin R. et. al., 2015. Simplified Math for Grade 10. Makati City: SALINLAHI
PUBLISHING HOUSE, INC. p. 93.
Callanta, Melvin M, et.al., 2105. Mathematics - Grade 10Learner’s Module. Quezon City:
REX Book Store, Inc. pp 303-310
Answer Key
Activity 1. Where Do I Belong?
Permutations Combinations
-Order is - subset
important -listing
-groupings
-position -arrangement
-order is not
-rank important
Activity 2. Are you with Me?

1. Permutation
2. Permutation
3. Combination
4. Combination
5. Permutation
6. Permutation
7. Combination
8. Combination
9. Permutation
10. Combination
11. Permutation
12. Combination
13. Permutation
14. Combination
15. Permutation
Activity 3. Help Me to Figure Out

1) a. 3 b. 3 c. permutation d. assigned

2) a. 10 b. 8 c. combination d. selections
Activity 4. It’s My Turn

1. Combination 2. Permutation 3. Combination 4. Permutation
Activity 5: Follow Me
1. Combination 2. Permutation 3. Combination
Activity 6: Connect Me Right

1. Given - Combination- b and Given-Permutation- a
2. Given - Combination – a and Given- Permutation- b
Activity 7: Complete Me!
Situations/ problems Permutation or combination (n) ( r)

1 General permutation 5 5
2 Combination 7 5
3 Distinguishable permutation 11 p=2, q=2
4 Combination 12 2
5 Circular permutation 5 5
Activity 8. What Am I Missing?

.!
1. P ( 5 , 3) = ( . $ 0 )!
- !
2. C(7, 2 ) = 1 !( - $ 1)!
2
3. P ( 6 ) = (6 – 1)!
,!
4. C( 8 , 3) = 0 !( , $ 0 )!
'( !
5. P = 0 ! 0 ! 1 !..
Prepared by:
TEOFISTO F. NICOL JR
T-III, Diadi NHS

MATHEMATICS 10
Section: _________________________________________ Date: ________________

Problems Involving Permutation and Combination
The study of permutations and combinations is all about determining the number of
different ways of arranging and selecting objects out of a given number of objects without
actually listing them. Knowledge in some basic counting techniques are very useful in
determining the number of different ways of arranging or selecting objects. The basic counting
principles, multiplication and addition, are the most common principles of counting used in
solving problems involving permutation and combination.
In this self-learning material, you are expected to apply the knowledge acquired and
skills that you have developed in previous lessons in order to solve problems involving
permutations and combinations. The notation C(n, r) for combination and P(n, r) for
permutation are very useful in accomplishing the different learning activities contained in this
learning material.
𝒏! 𝒏!
P(n, r) = (𝒏$𝒓)!
where n ≥ r
C(n, r) = 𝒓!( 𝒏$𝒓)!
n = total number of objects r = number of objects to selected/ arranged

The learner solves problems involving permutations and combinations (M10SP-IIId-e-

1).
Directions
Below are activities wherein the learners are anticipated to answer independently or
with the help of their parents/guardians. You may use other references or browse the internet
if there are concepts or terminologies that are not familiar to you for better understanding. You
may also contact your teacher through different forms of communication if necessary. Scores
obtained in the activities are to be recorded.
ACTIVITY 1: The Math Machine
Directions: Solve the problems below by completing the Math Machine. Write your answers
and solutions inside the blank figures.
1. Suppose you want to arrange your Mathematics, Science, English and Filipino books on a shelf.
In how many ways can you do it?
ANSWERS
Does the problem
illustrate permutation or
combination?
What is the formula to be used?
What is the value of n and r? What is

your solution?
What is your final answer?
2. In how many ways can seven persons sit at a round table if they can sit on any chair?
ANSWERS
Does the problem
illustrate permutation or
combination?
What is the formula to be used?
What is the value of n and r? What is

your solution?

What is your final answer?
ACTIVITY 2: Arrow Diagram on problem solving
Directions: Use the steps in the Arrow Diagram presented to answer the given problems. Write
answers in the boxes provided. You may use additional sheet/s if necessary.
GIVEN ANSWER
STEP 1 STEP 2 STEP 3 STEP 4
Identify if the Determine Write your

problem the final
Identify the values of n and r and answer.
indicates appropriate
substitute it in the formula and
combination or formula to
then solve.
permutation. be used.
1. A box contains 7 different marbles. In how many ways can you select 5 marbles for you to play
with your younger sibling?
2. In how many ways can the letters of the word “LEADER” be arranged?
3. There are six persons in an office. A group consisting of three persons has to be formed.
In how many ways can the group be formed?
4. In how many ways can a committee of 5 be formed from 5 juniors and 7 seniors if the
committee must have 3 seniors?

5. In how many ways can a group of 5 men and 2 women be made out of a total of 7 men and
3 women?
6. A jar contains 5 white balls, 8 black balls and 6 red balls. In how many ways can 5 balls
be selected such that there are 2 red balls, 2 white balls and 1 black ball?
ACTIVITY 3: Combine Me…Again
Directions: Study each situation below, answer the given questions and accomplish the tasks.
Situation 1. A box contains 5 red balls, 7 green balls and 6 yellow balls. In how many ways
can 6 balls be chosen if there should be 2 balls of each color?
Guide Questions:
a. How many balls are there inside the box? ________________
b. How many are green balls? ___________________________
c. How many are red balls? _____________________________
d. How many are yellow balls? __________________________
e. How many balls are to be taken inside the box? ___________
Task: Fill-in the table with the missing data. Some values or formula are given as your guide.
Color of Number/count of balls Number of balls to be
Solution/s Answer/s
balls inside the box per color taken per color
Red Two (2)
!!
Green C(7, 2) =
#!( !&#)!
Yellow
15 ways
C(red balls) x C( green balls) x C( yellow balls)
Hint: 3150 ways
C means combination
Situation 2. From a group of 7 men and 6 women, five persons are to be selected to form a
committee so that there are at least 3 men in the committee? In how many ways
can it be done?
Guide Questions:
a. How many men are there in the group? _____________________________________
b. How many women are there in the group? __________________________________

c. How many persons are needed to form the committee? ________________________
d. At least how many men are to be chosen to form the committee? ________________
e. What is the highest number of women needed to form the committee? ____________
From 6 Total persons
Options From 7 men Solution/s Answer/s
women chosen
C(7,3) x
1 3 2 5
C(6,2)
2 4 5
3 0 5
To find the total number of possible ways, add all the answers in
Hint: 756 ways
each options. ( option 1 + option 2 + option 3)
Situation 3. Out of 7 consonants and 4 vowels, how many words (with or without meaning) of
3 consonants and 2 vowels can be formed?
Guide questions:
a. How many consonants are given? __________________________________________
b. From these consonants given, how many are needed to form a word? ______________
c. How many vowels are given? _____________________________________________
d. Of these vowels given, how many are needed to form the word? __________________
e. How many letters are needed to form the word? _______________________________
f. In selecting the consonants and vowels to use to form a word, is order of letter
important? ____________________________________________________________
g. In writing the word, is the order of the letters important? ________________________
7 Total letters
Part 4 vowels Solution/s Answer/s
consonants chosen
Combination Choose 3 Choose 2 5 C(7,3) x C(4,2)
Permutation 3 letters 2 letters 5-letter word P(5,5) =______

To find the numbers of ways, multiply the result in 25, 200
Hint:
combinations to the result in permutation. ways
Note: The table shows that, to solve the given problem, we need to find first the combination
of choosing 3 letters from 7 consonants and 2 letters from 4 vowels. Since the word
consists of 5 letters, then find the permutation of these 5 letters. Hence, to get the final
answer, simply multiply the results in combination and permutation.
Situation 4. In how many different ways can the letters of the word “OPTICAL” be arranged
so that the vowels always come together?
Guide questions:
a. How many letters are there in the given word OPTICAL? ______________________
b. From the given word, how many are vowels? ________________________________

c. If the vowels are grouped and counted as one, how many letters are there in the new
word being formed? ________________________________________________
Total
Permutation consonants vowels Solution/s Answer
letters
New Form
PTCL (OIA). The vowels 4 1 5 P(5, 5)=____
are counted as 1
Vowels
none 3 letters 3 P(3, 3) =_____
OIA
To find the numbers of ways, multiply the result
Hint: permutation in New Form (PTCL(OIA)) and 720 ways
Vowels (OIA)
Note: The table will help you ponder on how to solve easily the given problem. In the table
above, the word OPTICAL with 7 letters is reformed such that all vowels are counted as
one. Thus, the new word now has 5 letters only. Permutation of the new 5 letter-word is
obtained. Furthermore, the vowels OIA can be arranged also in different ways. To get
the final answer, multiply the results obtained in the two permutations. Hence, the
required number of ways is 720.
Situation 5. In how many different ways can the letters of the word “MATHEMATICS” be
arranged such that the vowels must always come together?
Task: Fill-in the table with the answer. Some values or formula are given as your guide.
n
Original Vowels as one r Solution Answer
objects
MTHMTCS(AEAI) M=2, P= 8!__
8
(get the permutation) T=2 2! x 2!
MATHEMATICS
AEAI P = _4!_
4 A=2
(get the permutation) 2!
To get the final answer, multiply the permutation of the 4
120,960
Hint: vowels to the permutation of the whole word in which
ways
vowels are counted as one
ACTIVITY 4: SOLVE ME!

Directions: Solve the given problems on permutation and combination below. Show your
complete solutions in the box. You may use another sheet of paper if necessary.
1. In how many different ways can the letters of the word “JUDGE” be arranged such that
the vowels always come together?

2. In how many different ways can the letter of the word ‘RUMOUR’ be arranged if the
consonants always come together?
ACTIVITY 5: Cross Number Puzzle
Directions: Complete the cross-number puzzle below by evaluating specified permutations and
combinations. Use a separate sheet of paper for manual presentation of solutions.
Use a calculator only in verifying your answers.
1 2 Across:
3 4 1. C(9,2)
4. C(12,10)
5
5. C(15,9)
6 7
8. C(10, 4)
8
9. P(8,8)
9 10
Down:
2. P(12,6)
3. P(7,5)
6. P(10,3)
7. C(6,3)
ACTIVITY 6: Guess That Word
10. P(20,2)
In a National Spelling Bee, the winning words means
“a careless or indifferent person”. What word is it?
Directions: Do the following to uncover the meaning of the phrase.

a. Find the value of each expression that involves permutation, combination and factorial
notation.
b. Put the corresponding letter inside the box above each value to get the answer of the
given question.
GIVEN:
O C(10,5) A C(6,2) x E P(5,3)

P(6,2)

C P(5,4) T 5! X 2! N 8! / 4!
U C(8,6) P P(6,4) R C(4,2) x

C(4,3)
ANSWER:
360 252 120 252 120 28 24 450 1680 240 60

ACTIVITY 7: Math String Maze
Directions: Trace the strings to look which permutations and combinations is attached to its
correct answer. Show your solutions (computation using formula) in another sheet
of paper.
Start
720
a. P(5,4)
24
P(6,5)
b.
120
C(6,5)
c.
28
C(8, 6)
d.
6
P(4,3)
e
End
Rubrics
Rubric for scoring activity 1.

Amount Did not answer Answered steps Answered steps Reached the
of Work any of the 1-2 in the activity 1-3 in the activity final steps in
steps in activity 1
activity
Accuracy 3 points for every correct response (Final answer only)

Level 1 (0 Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)
pt.)
Amount Did not Reached step 1 Reached step 2 Completed
of Work answer any steps 1-4
( 1point for every of the given
step done) problems
Accuracy No answer With solution Incomplete complete
but wrong solution with solution, correct
answer correct answer answer

Amount Did not answer Answered 1-2 Answered 3-4 Answered all the
of Work any of the problems problems given problems
given problems
Accuracy 1 point for every correct response/entry in the tables

Amount Did not answer Answered Finished answering Answered the 2
of Work any of the problem 1 problem 1 and problems
given problems started answer
problem 2
Accuracy No answer With solution Incomplete solution complete
but wrong with correct answer solution, correct
answer answer
Rubric for scoring activites 5 – 7: One point for every correct answer.
Reflection

__________________________________________________________________________________
____________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

References for learners
Andres, Sherwin R. et. al., 2015. Simplified Math for Grade 10.Makati City: SALINLAHI
PUBLISHING HOUSE, INC. pp 93-94.
Callanta, Melvin M, et. al., 2105. Mathematics- Grade 10 Learner’s Module. Quezon City: REX Book
Store, Inc. pp 311-313
https://www.careerbless.com>permutation..
Answer Key
Activity 1: Math Machine
1. Permutation, 24 ways
Activity 2: Arrow Diagram

1. Combination, 21 ways
3. Combination, 20 ways
4. C(7,3) x C(5,2) = 350 ways
5. C(7,5) x C(3,2) = 63 ways
6. C(6,2) x C(5,2) x (8,1) = 1200 ways
Activity 3: Combine Me Again

1. A box of balls
Number of balls
Color of Number/count of balls
to be taken per Solution/s Answer/s
balls inside the box per color
color
C(5,2)= 5!___
Red 5 Two(2) 2!( 5-2!) 10 ways
C(7,2)= 7!___
Green 7 2 2!( 7-2!) 21 ways
C(6,2)= 6!___
Yellow 6 2 2!( 6-2!) 15 ways
C( red balls) x C( green balls) x C( yellow balls)
Hint: 3150 ways
C means combination
2. Committee…
Total
From 6
Options From 7 men persons Solution/s Answer/s
women
chosen
1 3 2 5 C(7,3) x C(6,2) 525 ways
2 4 __1__ 5 C(7,4) x C(6,1) 210 ways

3 __5__ 0 5 C(7,5) 21 ways
To find the total number of possible ways, add all the
Hint: 756 ways
answers in each options. ( option 1 + option 2 + option 3)
3. The alphabet
7 Total letters
Part Solution/s Answer/s
consonants
4 vowels chosen
Choose
Combination Choose 3 5 C(7,3) x C(4,2) 210 ways
2
5-letter P(5,5) _120
Permutation 3 letters 2 letters
word =______ ways_
To find the numbers of ways, multiply the result in 25, 200
combinations to the result in permutation. ways
4. Arrangement with in arrangement
Part consonants 4 vowels Total letters Solution/s Answer/s
New Form
PTCL(OIA) 4 1 5 P(5, 5)=____ _120 ways_
Vowels
OIA none 3 letters 3 P(3, 3) =_____ __6 ways_
To find the numbers of ways, multiply the result permutation in New
Form (PTCL(OIA)) and Vowels (OIA) 720 ways
5. Arrangement from an Arrangement

Original Vowels as one n r Solution Answer
MATHEMATICS MTHMTCS(AEAI) 8 M=2, P= 8!__ 10,080
(get the T=2 2! x 2! ways
permutation)
AEAI 4 A=2 P = _4!_
(getthe permutation) 2! 12 ways
To get the final answer, multiply the permutation of the 4 vowels to the 120,960
permutation of the whole word in which vowels are counted as one ways
Activity 4: Solve Me!

1. 48 ways
2. 36 ways
Activity 5. Cross Number Puzzle

Across: Down:
1. C(9,2) = 36 2. P(12,6) = 665, 280
4. C(12,10) = 66 3. P(7,5) = 2, 520
5. C(15,9) = 5005 6. P(10,3) = 720
8. C(10, 4) = 210 7. C(6,3) = 20
9. P(8,8) = 40, 320 10. P(20,2) = 380
Activity 6: GUESS THAT WORD Answer: POCOCURANTE
Activity 7. a. P(5,4) = 120

b. P(6,5) = 720
c. C(6,5) = 6
d. C(8,6) = 28
e. P(4,3) =24
Prepared by:
TEOFISTO F. NICOL JR.

T-III, Diadi NHS
MATHEMATICS 10
Section: _________________________________________ Date: ________________

Events, Union and Intersection
In our day-to-day living, we come across circumstances that require us to act and make
decisions. In your life as a student, you are always faced with choices – from choosing your
shoe design, choosing your snacks, to choosing the track you intend to take in Senior High
School. Before making decisions, it is wise if you know the possible outcomes of your
decisions so that you can consider the best path to take.
This learning activity sheet shall help you learn concepts related to events, the types of
events, and intersection and union through activities and illustrative examples. A series of
exercises is also given for you to strengthen your knowledge and skill on the topic.

In this learning activity sheet, the learner illustrates events, and union and intersection
of events (M10SP-IIIf-1).
Directions
Following is a series of activities. Study the examples given and answer the guide
questions after each activity. You may use other references or browse the internet if there are
concepts or terminologies that are not familiar to you for better understanding. You may also
contact your teacher through different forms of communication if necessary.

Activity 1: Build, Build, Build Your Math Vocabulary
Use the clues to crack the different words. Choose letters from the second column to
fill the missing letters of the words in the first column defined by the phrases in the last column.
Word Letter Choices Definition

an activity that
gives well-defined
results
the set of all
possible outcomes
resulting from an
activity
a set of all possible
results of an
activity
combination of all
the elements in
some sets
the common
elements in some
sets
Activity 2: What’s the Event?

In your daily life, you are faced with many choices. Each activity may present several
outcomes. Can you name all the possible results of the following activities? An example is
given for your reference.
Experiment Sample Space

e.g. choosing snacks {kakanin, camote cue, banana cue}
{Math Club, Glee Club, Dance Troupe,
selecting a club to register into
Journalists’ Club, YES-O}
1. drawing a team from teams A to F
2. tossing a coin
3. spinning a wheel with the three
primary colors
4. rolling a fair die
When you are conducting an experiment, there are several possible outcomes. The
set of all possible outcomes is called a sample space, whereas any outcome is called an
event. An event is a subset of a sample space.
In the experiment choosing snacks, an event could be “choosing banana cue.” This
is called a simple event. An event may be simple or compound. Answer Activity 3 to help
you distinguish simple from compound event.

Activity 3: Some Events are Not Simple
Complete the table, then answer the questions that follow.
Experiment Sample Space Simple Event Outcome(s)

e.g. tossing a coin {head, tail} getting a head {head}
1. rolling a die getting a 5 {5}
getting a number
2. rolling a die
greater than 5
3. choosing a color
from a color
wheel of primary getting a yellow
and secondary
colors
Experiment Sample Space Compound Event Outcome(s)

getting a head or a
e.g. tossing a coin {head, tail} {head, tail}
tail
1. rolling a die getting a 5 or 6 {5,6}
getting a number
2. rolling a die
less than 5
3. choosing a color
from a color wheel getting a primary
of primary and color
secondary colors
Questions:
1. How many outcomes does a single event have? ________________
2. How many outcomes does a compound event give? _____________
3. Complete the statement: A simple event is an event which consists of ____ outcome while
a compound event has ______ outcomes.
Exercises: Classify the events as simple or compound.
A. A die is rolled.
______________1. Getting a number less than 3
______________2. Getting a number greater than 3
______________3. Getting a multiple of 6
______________4. Getting a factor of 2
______________5. Getting a multiple of 4
B. A box contains a red, a yellow, a blue and a green ball.

______________6. Picking a blue ball
______________7. Picking a red ball
______________8. Picking a yellow or a red ball
______________9. Picking a round object
______________10. When picking two balls simultaneously, picking green and red balls.

Activity 4: Let’s Take It to a Higher Level!
Given are two situations that will help you better understand compound events. Study
the examples and answer the questions that follow.
Situation 1
The school canteen offers several options for lunch. A set of menu consists of rice, a
dish, and drinks. The tree diagram shows the possible menu combinations.
Tasks/Questions:
1. List down the sample space. How many possible outcomes are there? _________________
________________________________________________________________________
________________________________________________________________________
2. List down the outcomes of selecting a lunch with ginataang gabi. How many possible
outcomes are there? ________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. List down the outcomes of selecting a lunch with either pinakbet or tinola. How many
outcomes are possible? _____________________________________________________
________________________________________________________________________
________________________________________________________________________
4. List down the outcomes of selecting either pinakbet or buko juice. How many outcomes are
possible? ________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Situation 2
Two fair dice are rolled. The table below shows the possible outcomes of the
experiment.
1 2 3 4 5 6
1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1)
2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
Tasks/Questions:
1. What are the possible outcomes of getting a 6? How many outcomes are possible? ______
________________________________________________________________________
________________________________________________________________________
2. List all outcomes with 1 and 3. _______________________________________________

________________________________________________________________________
________________________________________________________________________
3. How many possible outcomes are there for getting a sum of 6? Identify all the possible
outcomes. ________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The activity asked you to name the possible outcomes of a compound event. When
you identified possible outcomes, you might have noticed that there are more than one
possible outcomes for each event. Since the outcome of an event is a subset of the sample
space, the outcomes are usually written as a set (e.g. {1, 2, 3}).
For example, if you are asked to name all possible outcomes of the event “getting 4
and 2”, there are two possible results. This the set {(2,4), (4,2)}. Since there are more than
one outcomes, then the event “getting 4 and 2” is a compound event. Another way to identify
a compound event is looking at its structure. A compound event consists of two or more
simple events.
Other concepts involved in events are union and intersection which you have first
learned in Grade 7. The next activity will help you recall union and intersection of two events.

Activity 5: Throwback! U and I of Events
Study the problems and the Venn diagrams then answer the questions that follow.
Problem 1
Twenty students are randomly selected from Grade
10-Makabansa. They are asked to report which book they
prefer – fiction or nonfiction. The Venn diagram shows their
responses.
1. How many students do not like to read books-either fiction or nonfiction books? ________
2. How many students like to read fiction books or nonfiction books? How did you get this
number? _________________________
3. Question number 2 pertains to the union of two events. What word was used to denote union
of events? ________________________
4. How many students like to read both fiction books and nonfiction books? How did you get
this number? ______________________
5. Question number 4 pertains to the intersection of two events. What word was used to indicate
intersection of events? ______________
6. Which of the diagrams below show the union of two events? __________; the intersection
of two events? _____________
A B C
Problem 2
Two friends are fond of gardening and they have decided to share their plants. Abby
(A) has cacti, calachuchi, rose and waling-waling. Bella (B) has bougainvillea, rose, cacti and
periwinkle.
1. The elements in the union of A and B (A ∪ B) are {cacti, calachuchi, rose, waling-waling,
bougainvillea, periwinkle}. How do you think is this obtained? _____________________
________________________________________________________________________
2. The elements in the intersection of A and B (A ∩ B) is the set {rose, cacti}. How is the
intersection of two events determined? _________________________________________
________________________________________________________________________
The union of two events say A and B, often written as A∪ B, combines all the elements in
the two sets. It is the set containing the elements that are in at least in one of the two events. It is
usually denoted by the word “or”. Intersection, denoted by A ∩ B, on the other hand, looks into
the common elements between A and B. Intersection of two events usually uses the word “and”.

Exercises
A. A school intends to include laro ng lahi in their intramural meet. The Grade 10 student
representative convened interested students and asked them of the games they want to join.
The Venn diagram shows the different laro ng lahi students want to participate in.
1. How many students want to play sipa or luksong

tinik? ______________
2. How many students want to play sipa or patintero?
_________________
3. How many students want to participate in either
patintero or luksong tinik?
4. How many students intend to participate in at least
one of the games? _________________
5. How many students want to play both sipa and
luksong tinik? ___________
6. How many students want to play sipa and patintero? ____________________
7. How many students want to play luksong tinik or patintero? ______________
8. How many students are interested to join the three games? _______________
B. Choose your answer from the given choices. At the end, write the letter corresponding to
your answer on the spaces to form an 11-letter word.
Set A contains the factors of 6.

Set B contains the integers 1 to 6.
Set C contains the multiples of 2 less than 10.
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
10 8 3 5 1 4 11 2 7 6 9
M S A
1. Name the elements of Set A.
{1, 3, 4, 6} {1, 2, 3, 4, 5, 6} {1, 2, 3, 6}
A L E
2. Give the elements of Set B.
{1, 3, 4, 6} {1, 2, 3, 4, 5, 6} {1, 2, 3, 6}
3. What are the elements in Set O F T
C? {2, 4, 6, 8} {2, 4, 6} {1, 2, 3, 6}
A B G
4. A ∪ B
{2, 4, 6, 8} {1, 2, 3, 4, 5, 6} {1, 2, 3, 4}
L P B
5. A ∪ C
{1, 2, 3, 4, 5, 6, 8} {2, 6} {1, 2, 3, 4, 6, 8}
O E T
6. B ∪ C {2, 4, 6, 8} {2, 4, 6} {1, 2, 3, 4, 5, 6, 8}
7. A ∪ B ∪ C I D N
{1, 2, 3, 4, 5, 6, 8} {1, 3, 6, 8} {2, 3, 4, 5, 8}
8. A ∩ B R T P
{1, 2, 3, 6} {2, 4, 6} {4, 5}
9. A ∩ C S Y N
{1, 2, 3, 6} {2, 6} {1, 6, 8}
10. B ∩ C Y P S
{2, 4, 6, 8) {2, 4, 6} {1, 3, 5, 8}
11. A ∩ B ∩ C I E A
{2, 6} {1, 2, 3, 4, 5, 6} {8}

Closure
From the activities in this learning activity, you have learned that:
1. An event is the set of all possible outcomes of any experiment. It is a subset of a sample
space.
2. An event may be simple or compound. A simple event has only one outcome while a
compound event has more than one outcome. A compound event consists of two or
more simple events.
3. The union of two events, A ∪ B, is the set containing all the elements that are in at least
one of the two sets.
4. The intersection of two events, A ∩ B, is the set containing all the elements common to
sets A and B.
Reflection
1. What have you learned from this learning activity sheet?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. In what ways can you use the concepts you learned in your day-to-day living?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Callanta, Melvin M. et. al., 2015, Mathematics – Grade 10 Learner’s Module, Quezon City,
Philippines, REX Book Store Inc.,328-331.

Answer Key
Activity 1: Build, Build, Build Your Math Vocabulary

1. Experiment 2. Sample Space 3. Event 4. Union 5. Intersection
Activity 2: What’s the Event?

1. {A, B, C, D, E, F} 2. {H,T} 3. {yellow, red, blue} 4. {1, 2, 3, 4, 5, 6}
Activity 3: Some Events are Not Simple

Experiment Sample Space Simple Event Outcome(s)
1. rolling a die {1, 2, 3, 4, 5, 6} getting a 5 {5}
2. rolling a die {1, 2, 3, 4, 5, 6} getting a number {6}
greater than 5
3. choosing a color {red, yellow, blue, getting a yellow {yellow}
from a color orange, violet,
wheel of primary green}
and secondary
colors
Experiment Sample Space Compound Event Outcome(s)

1. rolling a die {1, 2, 3, 4, 5, 6} getting a 5 or 6 {5,6}
2. rolling a die {1, 2, 3, 4, 5, 6} getting a number {1, 2, 3, 4}
less than 5
3. choosing a color {red, yellow, blue, getting a primary {red, yellow,
from a color orange, violet, color blue}
wheel of primary green}
and secondary
colors
Exercises: Simple or Compound

1. Compound 6. Simple
2. Compound 7. Simple
3, Simple 8. Compound
4. Compound 9. Compound
5. Simple 10. Compound
Activity 4: Let’s Take It to a Higher Level!

Situation 1.
1. {(plain rice, pinakbet, buko juice), (plain rice, pinakbet, calamansi juice), (plain rice,
tinola, buko juice), (plain rice, tinola, calamansi juice), (plain rice, ginataang gabi,
buko juice), (plain rice, ginataang gabi, calamansi juice), (plain rice, paksiw na
bangus, buko juice), (plain rice, paksiw na bangus, calamansi juice)}; there are 8
possible outcomes.
2. { (plain rice, ginataang gabi, buko juice), (plain rice, ginataang gabi, calamansi juice)};
there are two possible outcomes,
tinola, buko juice), (plain rice, tinola, calamansi juice)}; there are 4 possible
results.

tinola, buko juice), (plain rice, ginataang gabi, buko juice), (plain rice, paksiw na
bangus, buko juice)}; there are 5 possible results.
Situation 2.
1. {(1,6), (2,6), (3,6), (4,6), (5,6), (6,6), (6,1), (6,2), (6,3), (6,4), (6,5)}; there are 11
possible outcomes
2. {1,1), (1,2), (1,3), (1,4), (1,5), (1,6), (2,1), (3,1), (4,1), (5,1), (6,1), (3,2), (3,3), (3,4),
(3,5), (3,6), (2,3), (4,3), (5,3), (6,3)}; there are 21 possible outcomes.
3. {(1,5), (2,4), (4,2), (5,1)}; there are for possible outcomes.
Activity 5: Throwback! U and I of Events

Problem 1: 1. 2 2. 18 3. “or” 4. 2 5. “and”
6. A – intersection, C – union
Exercises
A. 1. 40 2. 46 3. 48 4. 58 5. 6 6. 8
7. 10 8. 3
B. 1. A 2. L 3. O 4. B 5. B 6. T
7. I 8. R 9. Y 10. P 11. I
Hidden word: “PROBABILITY”
Prepared by:
GENEVIEVE E. CORPUZ
Writer

MATHEMATICS 10
Section: _________________________________________ Date: ________________

Probability of a Union: An Illustration
Probability, which started from games of chances, serves an indispensable purpose in

today’s society. Knowing how to apply its concepts in our day-to-day lives can help us invest
in the best option. For instance, for Grade 10 learners like you, you may already be thinking of
the chances of landing on a job if you pursue any of the tracks in Senior High School.
This Learning Activity Sheet shall help you learn about the probability of a union of
two events through a series of activities with illustrative examples. To further strengthen your
understanding of the lesson, some exercises are also given.
The learner illustrates the probability of a union of two events (M10SP-IIIg-1).
Directions
Following is a set of activities that illustrate the probability of union of events. Study
the given examples and answer the questions given in each activity. You may use other
references or browse the internet if there are concepts or terminologies that are not familiar to
you for better understanding. You may also contact your teacher through different forms of
communication if necessary.
Activity 1: What I Know is...
In the previous lesson, you have encountered the terms involved in probability such as
experiment, event, union and intersection of events. For this activity, you will recall the
concepts of probability which you have first learned in Grade 8. On the space before each
number, write true if the statement is correct, and false if it is incorrect.
________1. Probability refers to the likelihood of an event to happen.

________2. The sum of the probabilities of an event in an experiment is always less than 1.
!"#$%& () *+,- )(& ./% %0%!. .( (11"&
________3. The probability of an event is given by 𝑃(𝐸) = !"#$%& () (".1(#%- 2! ./% -+#34% -+#34% .
'
________4. The chance of getting a 2 in rolling a die is ).

'
________5. The probability of obtaining a head in a toss of a coin is 1.
________6. The union of events, A ∪ B is the set containing the elements that are common to
sets A and B.
________7. The union of A = {a, b, 1, 2} and B = {a, c} is the set {a, b, c, 1, 2}.
Activity 2: Picture It!
The children are playing sipa, a traditional Patintero which involves passers and taggers,
game which uses a material with a metal base is one of the most popular games played by
and has tails. Filipino children.
A. The table below shows the number of students playing sipa and patintero. Organize the given
information in a Venn diagram.
Student No. Sipa Patintero Student No. Sipa Patintero

1 P P 11 P
2 P 12 P
3 P 13 P
4 P 14 P P
5 P P 15 P
6 P 16
7 P 17 P
8 P 18 P
9 P 19
10 P P 20 P P

B. Complete the table by shading the region referred to in the question and give what is asked.
The first item serves as your reference.
Question Illustration Answer
1. How many students
want to play sipa?
5 5 8 10
S
want to play
patintero?
T
wants to play either
sipa or patintero?
S∪T
do not like to play
sipa?
S’
do not like to play
sipa or patintero?
(S ∪ T)’
Questions No. 4 and 5 pertain to the complement of an event, usually denoted by

the symbols ‘ or c such as in A’ or Ac. This refers to the elements that are NOT in the
set. For example, A’ refers to the elements not in A.
A Venn diagram may not only contain numbers. The probability of each event
may also be used. This facilitates in finding the probabilities of events and their union.

Activity 3: Transform It!
Convert the number of students who like to play sipa, patintero, both sipa or patintero,
or neither to probabilities. Use the diagrams to answer the questions that follow.
Numbers Probabilities
Questions:
1. What is P(S)? _________________________
2. What is P(T)? _________________________
3. What is P(S ∪ T)? _____________________
4. What is P(S ∪ T)’? _____________________
5. What did you do in order to get the probabilities in the second diagram? __________
6. What does P(S ∪ T) mean? ______________
In order to find the probability for each region, you can divide the number of
elements in each region by the total number of elements in the universal set. For
. '
example, P(S) = 1( or / or in decimals, 0.25. This means that when you select one
from the students, there is 25% chance that the student likes to play sipa.
The probability of the union of two events, say playing sipa or playing
patintero, denoted by P(S ∪ T) means that if you randomly select one from the
students, the one you select may either like to play sipa or patintero. On the other
hand, the probability of the complement of the union of the events, denoted by (S ∪
T)’, is the chance that when you select a student, the one you may select does not like
to play either sipa or patintero.
There are times when the Venn diagram may not be very effective in helping
us in determining the probability of a union of two events. Activity 4 shows another
way to find the probability of the union of two events.

Activity 4: I Saw It in a Table
Two fair dice are rolled. Shade the elements in the table that belong to the union of the
two events.
Event Sample Space No. of Shaded Probability of
Cells the Event
1. getting a 1 or a
1 2 3 4 5 6
6
1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1)
2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
2. getting a 2 or a
1 2 3 4 5 6
multiple of 3
1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1)
2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
3. obtaining two
1 2 3 4 5 6
same numbers
1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1)
or a sum of 5 2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
4. obtaining a 3, a
1 2 3 4 5 6
4 or a 5
1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1)
2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
5. obtaining a
1 2 3 4 5 6
number less 1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1)
than 3 or a 2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
number greater 3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
than 5 4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
6. obtaining a
number which 1 2 3 4 5 6
1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1)
is not a 2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
multiple of 2 3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
or a number 4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
which is prime 5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)

Exercises: Use a Venn diagram to illustrate the situations.
1. Mary is planning her summer 2. One hundred students were surveyed of their
adventure next year: mountain leisure activities during weekend. Their top
climbing, surfing or island hopping. three answers were watching TV and surfing the
The probabilities that she goes to the internet. If one student is selected, the
three are 40%, 20% and 30%, probability that s/he likes watches TV only is
respectively. There is also a 10% 0.35, and the probability that s/he likes surfing
chance that she will not go on summer the internet only is 0.45. The chance that a
adventure. Illustrate, by shading, the student selected likes both activities is 0.1.
chance that she goes surfing or island Illustrate the probability that the student selected
hopping. either likes watching TV only and surfing the
internet only.
Task: Source of News
1. Survey 20 people about their source of news. Use the table to record their responses.
Respondent Radio TV Internet Respondent Radio TV Internet
No. (R) (T) (I) No. (R) (T) (I)
1 11
2 12
3 13
4 14
5 15
6 16
7 17
8 18
9 19
10 20
2. Summarize the results through a Venn diagram showing the probabilities.

3. Illustrate and explain the meaning of the following:
a. P(R ∪ T)
b. P(R ∪ I)
c. P(I ∪ T)
Rubric
10 8 6
Accuracy of All data are accurate
1 or 3 of the entries are More than 3 of the entries
Numerical in all the parts of the
incorrect. are incorrect.
Data report.
At least two of the
Accuracy of All illustrations are One of the illustrations
illustrations have
Illustration accurate. have inconsistencies
inconsistencies.
Comprehen- All explanations are One of the explanations At least two of the
siveness of clear and is unclear or explanations is unclear or
Explanation comprehensive. incomplete. incomplete.
Closure
In this learning activity sheet, you have learned that
1. The complement of an event A, denoted by A’ or Ac refers to the elements in the
universal set not found in set A.
2. The probability of the union of two events, P(A ∪ B), refers to the likelihood of
either A or B occurring.
3. The Venn diagram and tables may be used to illustrate the probability of the union
of two events.
Reflection
How does the knowledge of the probability of the union of two events help you in your
decision making? ____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Philippines, REX Book Store Inc., 328-333.

Answer Key
Activity 1: What I Know Is…

1. True 2. False 3. True 4. True 5. True
6. False 7. True
Activity 2: Picture It!
Question Illustration Answer

1. How many 10
students want to
play sipa?
S
2. How many students 13
want to play
patintero?
T
wants to play either
sipa or patintero?
S∪T
do not like to play
sipa?
S’

do not like to play
sipa or patintero?
(S ∪ T)’
Activity 3: Transform It!
1. 0.25 2. 0.40 3. 0.9 4. 0.1
Activity 4: I Saw It in a Table
Event Sample Space No. of Shaded Probability of

Cells the Event
1. getting a 1 20 5
1 2 3 4 5 6
or a 6 1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1) 9
2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
2. getting a 2 27 3
1 2 3 4 5 6
or a 1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1) 4
multiple of 2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
3 3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
3. obtaining 10 5
1 2 3 4 5 6
two same 1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1) 18
numbers or 2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
a sum of 5 3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
4. obtaining a 27 3
1 2 3 4 5 6
3, a 4 or a 5 1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1) 4
2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)

4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
5. obtaining a 27 3
number less 1 2 3 4 5 6 4
1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1)
than 3 or a
2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
number 3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
greater than 4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
6. obtaining a 32 8
1 2 3 4 5 6
number 1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1)
0
which is not 2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
a multiple 3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
of 2 or a 5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
number 6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
which is
prime
Exercises:
1. 2.
Task: Answers may vary.
Prepared by:
GENEVIEVE E. CORPUZ
Writer

MATHEMATICS 10
Section: _________________________________________ Date: ________________

How Likely Can We Be Together?
In this world, there are many possibilities which you should always consider, especially
when planning for great events in your life. The likelihood of these possibilities does not always
come in the same degrees. Also, sometimes, one or two of these possibilities may occur at the
same time.
In this Learning Activity Sheet, you will learn different ways of determining the
probability of the union of events using diagrams and tables, among others. You will be
working on activities and exercises that will guide you towards the understanding the lesson.
The learner finds the probability of (A ∪ B) (M10SP-IIIg-h-1).
Directions
Following is a set of activities on probability of union of events. Study the given

examples and answer the questions given in each activity. You may use other references or
browse the internet if there are concepts or terminologies that are not familiar to you for better
understanding. You may also contact your teacher through different forms of communication
if necessary.
Activity 1: Meeting at the Crossroads
Complete the crossword puzzle below.
2 3

Across Down
1. The set containing ALL the elements in the 1. The set of elements that can be
different sets found in at least one of the different
2. The likelihood of an event to occur sets
4. The elements that are not in the set 3. A diagram used to show the possible
5. A diagram consisting of at least two circles used to outcomes of events using branches
show similarities and differences between sets
Activity 2: Getting to Know Each Other
Study the situation below and answer the questions that follow.
Situation: The Grade 10 students plan to start an income generating project. They thought of
selling boiled banana, banana cue and turon. To help them decide on the quantity for
each, they conducted a survey to randomly selected students. The Venn diagram
below shows the results of their survey.
Questions:
1. How many students were surveyed? _____________

2. How many students like
a. boiled banana or banana cue? ____________
b. boiled banana or turon? _________________
c. banana cue or turon? ___________________
d. banana cue or boiled banana or turon? _____
3. If one student is asked, what is the probability that
the student likes
a. boiled banana or banana cue? ____________
b. boiled banana or turon? _________________
c. banana cue or turon? ___________________
d. banana cue or boiled banana or turon? _____
4. Based on your answers in Question No. 3, how do you find the probability of the union
of two events? _________________________________________________________
Activity 3: Learning Each Other’s Hardships
In this activity, you will learn how to find the probability of the union of two events.
Study the examples and answer the questions that follow.
Example 1. In tossing two coins, what is the probability of getting a head or a tail?
Solution:
Let A be the set containing all elements with “head”
and B the set containing all elements with “tail”.

Sample Space: {HH, HT, TH, TT} no. of elements in the sample space: 4
A = {HH, HT, TH}
B = {HT, TH, TT}
A ∪ B = {HH, HT, TH, TT} no. of elements in A ∪ B: 4
/
P (A ∪ B) = / = 1 Answer: 1
Example 2. In rolling two dice, what is the probability of obtaining a

sum of 5 or a sum of 4?
Solution:
Let A contain the elements whose sum is 5, and let B contain
the elements whose sum is 4.
Sample Space:
1 2 3 4 5 6
1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1)
2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
No. of elements in the sample space: 36
A = {(1,4), (2,3), (2,3), (4,1)}

B = {(1,3), (2,2), (3,1)}
A ∪ B = {(1,4), (2,3), (2,3), (4,1), (1,3), (2,2), (3,1)} no. of elements in A ∪ B: 7
- 𝟕
P (A ∪ B) = 0) Answer: 𝟑𝟔
Questions:
1. Is the probability of the union of two events P(A ∪ B) the same as P(A) + P(B)?
Explain your answer. ___________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Based on the examples above, can you identify the steps in finding the probability of
the union of two events? Enumerate them. __________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Activity 4: Worlds Intertwined
The probabilities of two events, A and B are shown in the Venn diagram. Study the
diagram to answer the questions.
Questions:
7. Based on the diagram, what is P(A)? ____________
8. What is P(B)? ______________________________
9. How do you get the probability of an event based on
the Venn diagram? __________________________
10. What is P(A ∪ B)? __________________________
11. How do you determine the probability of the union
of two events? _____________________________
12. What is P(A ∪ B)’? _________________________
The numbers inside the circles are already the probabilities of occurrence of each event.
For example, P(A) can be obtained by adding 0.5 and 0.1. Therefore, P(A) = 0.6. On the other
hand, P(B) = 0.1 + 0.2, hence, P(B) = 0.3.
The probability of the union of sets A and B is determined by taking the sum of the
probabilities, i.e. 0.5 + 0.1 + 0.2. Therefore, P(A ∪ B) = 0.8. The complement of the probability
of the union of A and B is obtained by subtracting P(A ∪ B) from 1, i.e. 1 - P(A ∪ B), which
gives 0.2.
Exercises 1: Complete the given tables and give what is asked.
A. When flipping three coins, what is the probability of obtaining…

No. of Possible Probability of the
Event Outcomes of the Event Outcomes Union of the Events
1. three heads or three

tails
2. one or two tails
3. a head or a tail
4. a head on the first

coin or a tail on the
second coin
5. two heads or two
tails

B. A bag has 2 yellow balls (Y1, Y2), 3 green balls (G1, G2, G3), and white balls numbered
from 1 to 10 (W1, W2, …, W10). What is the probability of picking…
No. of Possible Probability of the
Event Outcomes of the Event Outcomes Union of the Events
1. a yellow or a green
ball?
2. a yellow or a white
ball?
3. a green ball or a ball
with an even
number?
4. a ball with a number
which is a multiple
of 5 or a green ball?
5. a ball with prime
numbers or a yellow
ball?
C. One hundred students were asked of how they help in

the household chores. The Venn diagram shows the
results of the survey.
1. P(C or H) = ________________
2. P(C or F) = _________________
3. P(H or F) = _________________
4. P (C or F or H) = ____________
5. P(C’ or F) = ________________
6. P(H’ or F’) = _______________
7. How many students help prepare food or wash clothes?
______________
8. How many students help wash clothes or clean the house? ____________
Exercises 2: Who are You? Determine the possible outcomes of the union of the events and
their probabilities by completing the tables below. After this, shade the polygons
containing the probabilities to form the answer of the riddle below.
Though I am poor, you’re my fortune. You are friend in sunshine and in storm.
We are one, never torn. Who are you that never left me alone?
A. In rolling two dice, find the probability of …

Events Possible Outcomes P(A∪B)
1. getting a 3 or 4
2. getting a 5 or a sum of 2
3. getting a sum of at least 8 and two

the same numbers.

B. A box contains balls numbered from 1 to 20. Find the probability of…
Events Possible Outcomes P(A∪B)
4. getting a 3 or a multiple of 5.
5. getting a 1 or a factor of 20
6. getting a 10 or an odd number
C. Based on the given Venn diagram, find…
Events P(A∪B)
7. P(A ∪ B)
8. P(A ∪ C)
9. P(B ∪ C)
10. P(A ∪ B ∪ C)
11. P(A∪ B)’
Closure
In this learning activity sheet, you have learned that

1. Given the Venn diagram, the probability of the union of two events, P(A ∪ B) may be
obtained by adding the probabilities in the regions contained in sets A and B.
2. In order to determine the probability of the union of two events, there are several steps that
must be followed:
a. Identify the sample space.
b. Identify the elements in the different sets.
c. Take the union of the events.
d. Count the elements in the union of the events.
!?@AB% CD BEB@B!FG H! I∪K
e. Find the probability using 𝑃(𝐴 ∪ 𝐵) = !?@AB% CD BEB@B!FG H! FLB GM@8EB G8MNB.

Reflection
1. Name instances when you were torn between two choices. What did you do then?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How can you use your knowledge on the probability of the union of events in your
daily living? __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Philippines, REX Book Store Inc.,328-333.

Answer Key
Activity 1: Meeting at the Crossroads

1
U N I V E R S A L
N
2 3
P R O B A B I L I T Y
O R
4
C O M P L E M E N T E
5
V E N N
Activity 2: Getting to Know Each Other

1. 50 2a. 37 2b. 33 2c. 37 2d. 45
3a. 0.74 3b. 0.66 3c. 0.74 3d. 0.9
4. The probability of the union of two events may be determine by adding the
frequencies in each of the regions in the diagram, and divide the sum by the number
of elements in the universal set.
Activity 3: Learning Each Other’s Hardships

1. They are not the same. See examples 1 and 2.
2. Steps in determining the probability of the union of two events:
a. Identify the sample space.
b. Identify the elements in the different sets.
c. Take the union of the events.
d. Count the elements in the union of the events.
!?@AB% CD BEB@B!FG H! I∪K
e. Find the probability using 𝑃(𝐴 ∪ 𝐵) = !?@AB% CD BEB@B!FG H! FLB GM@8EB G8MNB
Activity 4: Worlds Intertwined

1. 0.6 2. 0.3 3. Add the probabilities in the set.
4. 08 5. Add the probabilities in the union. 6. 0.2
Exercises 1:
A. When flipping three coins, what is the probability of obtaining…
Event Outcomes of the Event No. of Possible Probability of
Outcomes the Union of the
Events
1. three heads or three {HHH, TTT} 2 𝟏
tails? 𝟒
2. one or two tails? {HHT, HTH, HTT, 6 𝟑
THH, THT, TTH} 𝟒
3. a head or a tail? {HHH, HHT, HTH, 8 𝟏
HTT, THH, THT, TTH,
TTT}
4. a head on the first {HHH, HHT, HTH, 6 𝟑
coin or a tail on the HTT, TTH, TTT} 𝟒
second coin?
5. two heads or two {HHT, HTH, HTT, 6 𝟑
tails? THH, THT, TTH} 𝟒

B. A bag has 2 yellow balls (Y1, Y2), 3 green balls (G1, G2, G3), and white balls numbered from
1 to 10 (W-1, W-2, … ,W-10). What is the probability of picking…
Event Outcomes of the Event No. of Probability of
Possible the Union of the
Outcomes Events
1. a yellow or a green ball? {Y1, Y2, G1, G2, G3} 5 𝟏
𝟑
2. a yellow or a white ball? {Y1, Y2, W-1, W-2, W-3, W- 12 𝟒
4, W-5, W-6, W-7, W-8, W-9, 𝟓
W-10}
3. a green ball or a ball with {G1, G2, G3, W-2,W-4, 8 𝟖
an even number? W-6, W-8, W-10} 𝟏𝟓
4. a ball with a number {W-5, W-10, G1, G2, G3} 5 𝟏
which is a multiple of 5 or 𝟑
a green ball?
5. a ball with prime numbers {W-2, W-3, W-5, W-7, Y1, 6 𝟐
or a yellow ball? Y2 } 𝟓
C. 1. 0.85 2. 0.7 3. 0.75 4. 0.95 5. 0.5 6. 0.85

7. 70 8. 85
Exercises 2: Who are You?

A. In rolling two dice, find the probability of …
Events No. of Possible Outcomes P(A∪B)
elements in
the sample
space
1. getting a 3 or 4 36 1 2 3 4 5 6 5
1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1) 9
2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
2. getting a 5 or a sum 36 1
of 2 1 2 3 4 5 6 3
1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1)
2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)
3. getting a sum of at 36 1
least 8 and two the 1 2 3 4 5 6 2
same numbers. 1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1)
2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)
3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)
4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)
5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)
6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)

B. A box contains balls numbered from 1 to 20. Find the probability of…
Events No. of Possible Outcomes P(A∪B)
elements in
the sample
space
4. getting a 3 or a multiple of 5. 20 {3, 5, 10, 15, 20} 1
5
5. getting a 1 or a factor of 20 20 {1, 2, 4, 5, 10, 20} 1
4
6. getting a 10 or an odd number 20 {1, 3, 5, 7, 9, 10, 11, 11
13, 15, 17, 19} 20
C. Based on the Venn diagram, find…

Events P(A∪B)
7. P(A ∪ B) 0.9
8. P(A ∪ C) 0.7
9. P(B ∪ C) 0.8
10. P(A ∪ B ∪ C) 1
11. P(A ∪ B)’ 0.1
SELF
Prepared by:
GENEVIEVE E. CORPUZ
Writer

MATHEMATICS 10
Section: _________________________________________ Date: ________________

My Mutually Exclusive Events
Background Information for Learners:
There are so many ways to connect and communicate with your friends online
nowadays. You can write a comment on your friends’ most recent post on facebook and they
can write a reply after reading it. You can follow them on Instagram and they can follow you
back. You can retweet your friends’ post on twitter and they can also retweet yours if they opt
to. Can you identify who among your friends have a social media account and those who do
not have one? How about the most common form of social media they used? Who among your
friends are using the same form of social media? You can answer these questions easily after
understanding the concept of mutually exclusive and mutually inclusive events.
Two events, A and B, are mutually

exclusive, if they have no common outcomes, they
cannot occur simultaneously, or their outcomes
cannot happen at the same time.
MUTUALLY EXCLUSIVE
Two events, A and B, are mutually

inclusive, if they have common outcomes, some of
their outcomes occur simultaneously, or some of their
outcomes happen at the same time.
MUTUALLY INCLUSIVE
The learner illustrates mutually exclusive events (M10SP-IIIi-1) (Quarter 3, week 9).
Directions
This learning material contains series of activities to help you completely understand
the concept of mutually exclusive events. Corresponding points are given in every activity. Do
all the activities religiously and patiently with a heart. You may use other references or browse
the internet if there are concepts or terminologies that are not familiar to you for better
understanding. You may also contact your teacher through different forms of communication
if necessary.

Activity 1: In or Out!!!
Directions: Give what is asked in each item.
A. Analyze the given situations below then answer the questions that follow.
Die is a small cube marked on each face with 1 to 6 (1,2,3,4,5,6)

dots and usually used in pairs in various games.
Situations: Event A: Roll a die and get “5”

Event B: Roll a die and get an “odd” number
Questions:
1. What is the possible outcome of event A? ____________
2. What is the possible outcome event B? ______________
3. Is there any common value/s between the outcomes of event A and event B? ______
4. What is/are the common outcome/s? ________________
5. How do situations A and B related to one another? ___________________________
B. Determine if outcomes in the two events can happen at the same time. If yes, put a check
(/) in the corresponding box while cross (x) not. 1 point is given for every correct answer.
1. Event A: Toss a coin and get “Head”

Event B: Toss a coin and get “Tail”
2. Event A: Roll a die and get a “1”

Event B: Roll a die and get a “6”
3. Event A: Roll a die and get a “2”

Event B: Roll a die and get an “even number”
For number 4-6: A card is drawn from a deck of standard playing cards.
The standard deck of playing cards is a set of 52 cards with 4 suits (clubs, diamonds,
hearts, spades) with 13 ranks in each suit. The sample set of cards is shown in the figure below.
Note: Playing Cards are used to illustrate more concrete example for the development of skills for the
mastery of the learning competency and not to encourage learners to use it for gambling purposes.
Moreover, gambling is strictly prohibited especially to minors.

4. Event A: A spade is drawn
Event B: A heart is drawn
5. Event A: A heart is drawn

Event B: A king is drawn
6. Event A: A number card is drawn

Event B: A face card is drawn
Activity 2: Exclusive vs. Inclusive
Directions: Based form the given pair of events in each item, write ME on the space provided
before each number if the outcomes in the events are MUTUALLY EXCLUSIVE
or MI if MUTUALLY INCLUSIVE.
____ 1. Choosing a 7 or choosing a diamond in a deck of cards.

____ 2. Choosing a 7 and a jack in a deck of cards.
____ 3. Rolling a number less than 4 or rolling a number greater than 4 in a die.
____ 4. Rolling a 2 or rolling an even number in a die.
____ 5. Rolling a 1 or rolling a prime number in a die.
____ 6. Choosing a day that begins with letter S or choosing a Sunday in a week.
____ 7. Choosing a weekday or choosing a weekend day in a week.
____ 8. Choosing a letter R or choosing a vowel in the alphabet.
____ 9. Choosing a letter E or choosing a letter C in the alphabet.
____ 10. Choosing the month of April or Choosing a summer month in the Philippines.
Activity 3: Mutually Exclusive or Not?
A. Analyze the given situation below then answer the questions that follow.
Situation:
A die is rolled. Let A be the event that an even number will be an
outcome and let B be the event that an odd number will appear. Determine
the possible outcomes of events A and B and draw a Venn diagram to
illustrate that they are mutually exclusive events.
Questions:
A B
1. What is the possible outcome of event A? ____________
2. What is the possible outcome event B? ______________
3. Complete the Venn Diagram at the right to illustrate the
outcome of the events.
4. Is there any common value/s between the outcomes of event A and event B? ______
5. How do situations A and B related to one another? ___________________________
_____________________________________________________________________

B. Determine whether the two events, A and B, are mutually exclusive or not. Write YES on
the space provided before each number, if the events are mutually exclusive while NO if
they are not mutually exclusive.
______ 1. A = {4,5,6,7,8} and B = {9,10,11,12,13}

______ 2. A = {1,3,5} and B = {2,4,6}
______ 3. A = {a,b,c,d} and B = {c,d,e,f}
______ 4. A = {-2,-1,0} and B = {0,1,2}
______ 5. A = {m,a,t,h} and B = {d,a,l,i}
______ 6. Choosing a 7 and a heart in a deck of cards.
______ 7. Rolling a 2 or rolling an odd number in a die.
______ 8. Choosing a Monday or choosing a Wednesday in a week.
______ 9. Choosing a letter T or choosing a consonant in the alphabet.
______ 10. Choosing a summer month or choosing a winter month in the Philippines.
Activity 4: Box Selection
Directions: There are 10 pairs of events inside the box. Choose which among them are mutually
exclusive events and answer the questions that follow. White the letter of choice in
the appropriate column.
Mutually Exclusive
Events
Events
A. Rolling a die and tossing a coin
B. Getting a red or a heart from a deck of 52 cards
C. Selecting a prime number or an even number
D. An odd number or 6
E. Selecting a female student and a grade-10 student
F. Choosing a member of math club and a member of science club
G. Choosing a rational number and an integer
H. Selecting a color from the rainbow and a color white
I. The number of the sides of a triangle and the number of the
sides of a square
J. Choosing positive integers and negative integers
Questions:
1. How do you define mutually exclusive events? _______________________________
_____________________________________________________________________
2. How do you define mutually inclusive events? _______________________________
_____________________________________________________________________
3. What is/are the difference/s between mutually exclusive events and mutually inclusive
events? ______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Activity 5: Mutual Understanding
Directions. Work in pair to do the tasks in this activity. You may contact your chosen partner
through phone calls, messaging or video calls. Write your outputs in a clean sheet
of paper.
Tasks:
1. Each of you will identify two real-life events that are mutually exclusive.
2. Exchange events with your partner then identify the all possible outcomes.
3. Use Venn Diagram to show that the two events are mutually exclusive.
4. Check the answer of your partner if correct. If not, explain how to get the correct
answer.
Rubrics

Amount Learner shows no Learner attempts Learner answers Learner answers the
of work attempt to answer to answer the the question question completely
the question. question. partially correct. and correctly.

the concept in the understanding of understanding of understanding of the
question asked. the concept in the the concept in the concept in the

Amount Learner shows Learner attempts to Learner does the Learner does the
of work no attempt to do do the task. task partially task completely and
the task. correct. correctly.
Unders- Learner shows Learner shows Learners shows Learners shows
tanding no understanding limited partial thorough
of the concept in understanding of the understanding of the understanding of the
the task. concept in the task. concept in the task. concept in the task.
Closure
When two events (call them A and B) are mutually exclusive it is impossible for them
to happen together. We can say that P(A and B) = 0 or “the probability of A and B together
equals 0 (Impossible)”.

Reflection
In this activity, I learned that _____________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REX Book Store, Inc.
https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Ffree3d.com%2F3d-model%2Fplaying-
cards-set-
3534.html&psig=AOvVaw2GqCIgWZ5CIDx5XfKp0FPa&ust=1595505892646000&source=i
mages&cd=vfe&ved=0CAIQjRxqFwoTCPiwi-ro4OoCFQAAAAAdAAAAABAE
https://www.mathcs.emory.edu/~cheung/Courses/170/Syllabus/10/FIGS/0/deck-of-cards.gif

Answer Key
Activity 1:
A. 1. A = {5} B. 1.
2. B = {1, 3, 5} 2.
3. Yes 3. X
4. 5 4.
5. Answers may vary 5. X
6.
Activity 2:
1. MI 6. MI
2. ME 7. ME
3. ME 8. ME
4. MI 9. ME
5. ME 10. MI
Activity 3
A. 1. A = {2, 4, 6} B. 1. Yes
2. B = {1, 3, 5} 2. Yes
3. 3. Yes
A B
4. No
1 3 5. No
2 4
5 6. No
6
7. Yes
8. Yes
4. None 9. No
5. Answers may vary 10. Yes
Activity 4. Note: answers may be in any order

1. A Questions 1 - 3: Answers may vary
2. D
3. H
4. I
5. J
Activity 5. Answers may vary.
Prepared by:
VICTOR F. ASUNCION
Writer

MATHEMATICS 10
Section: _________________________________________ Date: ________________

Worded Problems on Probability
Background Information for Learners:
Before planning to go out with your friends, do you always check the weather forecast?
Suppose it says that there is a 70% chance that rain may occur, do you ever wonder from where
this prediction came from? Meteorologists use a specific tool and technique to predict the
weather forecast. They look at all the other historical database of the days, which have similar
characteristics of temperature, humidity, and pressure, etc. and determine that on 70 out of 100
similar days in the past, it had rained. This process involves probability which has something
to do with a chance. It is the study of things that might happen or might not. Whenever we are
unsure about the outcome of an event, we are talking about the probabilities of certain
outcomes, that is how likely they are.
Probability generally refers to the ratio of number of ways it can

happen and total number of outcomes. It can be in fraction or decimal form
as represented by the formula:
23456* 89 :;<= ;) 6>6)? :@AA B;++6) )(D)

Probability = or
?8?;A )3456* 89 ;AA +8==@5A6 83?C846= )(E)
In this learning material, you will be able to learn the different applications of
probability in real-life situation. Different types of problems involving probabilities are given
to help you acquire the necessary skills in solving probability problems.
The learner solves problem involving probability (M10SP-IIIj-1)(Quarter 3,week 10).
Directions
The following are series of activities that may help you to master the most essential
skills to solve problems involving probability. Do all the activities religiously and patiently
with a heart. You may use other references or browse the internet if there are concepts or
terminologies that are not familiar to you for better understanding. You may also contact your
teacher through different forms of communication if necessary.

Activity 1: Pick that Coin!!!
Directions: Read and analyze the problem below and answer the questions that follow.
Problem 1: Suppose there are 9 coins in a Jar composed of 3 five-peso

coins and 6 one-peso coins and you will randomly draw a
coin inside the Jar. What is the probability of picking a 1
peso coin?
Solution:
1. Identify the given: No. of One-peso coins = 6
No. of Five-peso coins = 3
Total no. of coins =9
!?@AB% CD C!B$8BGC NCH! ) 1
2. Use the formula: P(one-peso coin) = OCFME !?@AB% CD NCH!G H! FLB PM% = + or 0
or 0.667
3. Use the Decision Diagram:
0.00 0.50 1.00

Impossible unlikely Equal chance Likely Certain
Legends:
!(Q)
Decision Probability Decimal values of !(R)
Impossible It is impossible/there is no way to occur 0.00
Unlikely A lesser chance to occur 0.01 – 0.49
Equal chance An equal Chance to occur 0.50
Likely A greater chance to occur 0.51 – 0.99
Certain A 100 percent chance to occur 1.00
Thus, the answer is Likely. There is a greater chance of picking a one-peso coin.
Try These!
Based on the given problem above, find the probability of each item below then encircle
your answer. Write your complete solution in a clean sheet of paper
1. What is the probability of picking a five-peso coin?

likely unlikely certain impossible
2. What is the probability of picking a 10-peso coin?
3. What is the probability of picking a 1-peso coin or 5-peso coin?
4. What coin are you least likely to pick?
one-peso coin five-peso coin both
5. What coin are you most likely to pick?
one-peso coin five-peso coin both

Activity 2: Roll Over Again!
A. In rolling a die, what is the probability of getting factors of 8?

Complete the table below to solve the problem.
Tasks Write your answers here

1. List down all possible outcome in rolling a die.
(Remember that there are 6 faces of a die that
contains 1 to 6 dots) - number of all possible outcome
2. List down the factors of 8 from numbers 1 to 6. -
number of ways to happen
3. Substitute the given to the formula:
S?@AB% CD TMUG FC LM88B!
P = !?@AB% CD MEE 8CGGHAEB C?FNC@B
4. Simplify to find the answer. (in fraction or decimal)
B. Answer the following by completing the table below. Write your answer on the
appropriate column.
number of number of
In rolling a die, … ways to all possible Solution Answer
happen outcome
Example:
' '
what is the chance of having a 1 6 P=) )
or 0.17
“4” as an outcome?
1. find the probability of rolling
a 4 or smaller.
factors of 12.
factors of 30.
a factors of 10.
5. what is the probability of
getting an odd number?
6. what is the probability of
getting a prime number?
7. find the probability of getting
a number greater than 4.
Activity 3: Just Play!!!
Directions: This activity involves problems on probability based on standard deck of playing
cards. Give the probability being asked in each number. Write your answer on the
space provided before each number.

Example: What is the probability of drawing a face card that is diamond?
Solutions:
Step 1: List down all face cards that are diamond, we get (jack of diamond, queen of
diamond, and king of diamond) a total of 3.
Step 2: Count all the possible number of cards in a standard deck of playing card. It is
already given that the number of cards in a deck is 52.
Step 3: Solve for the probability using the formula, P = !?@AB% CD 8CGGHAEB C?FNC@B,
0 '
applying the formula, we get P = .1 or '0
.
Note: Playing Cards are used to illustrate more concrete example for the development of skills for the mastery of the
learning competency and not to encourage learners to use it for gambling purposes. Moreover, gambling is strictly
prohibited especially to minors.
________ 1. Find the probability of drawing a face card that is spade.

________ 2. Find the probability of drawing a face card that is black.
________ 3. Find the probability of drawing a spade card
________ 4. Find the probability of drawing a king or heart
________ 5. Find the probability of getting an ace or jack
________ 6. Find the probability of getting a face card that is red.
________ 7. What is the probability of getting a number card?
________ 8. What is the probability of getting a 7?
Activity 4: Catch me, I’m fallen!!!
Directions: This activity involves problems on probability

based on tossing a coin. Give the probability being
asked in each number. Write your answer on the
space provided before each number.
HEAD TAIL
Note: The number of total outcome in tossing a coin is given by the formula:
Total outcome = 2n, where n is the number of toss of coins or number of coins.
Example: What is the probability of getting two heads in tossing a coin three times?

Solution:
Step 1: List down the outcomes for getting two heads in tossing a coin three times.
Outcome: {HHT, HTH, THH; the total is 3.
Step 2: Get the number of possible outcomes in tossing a coin 3 times. Using the formula 2n
where n is the number of toss, we have 23 = 8.
Step 3: Solve for the probability using the formula, P = !?@AB% CD MEE 8CGGHAEB C?FNC@B.
0
Applying the formula, we get P = , or 0.375.
_______ 1. What is the probability of getting a head in tossing a coin?
_______ 2. What is the probability of getting 1 tail in tossing 3 coins?
_______ 3. Find the probability of getting two heads in tossing a coin 3 times.
_______ 4. Find the probability of getting no tail in tossing a coin twice.
_______ 5. Give the probability of getting less than 2 heads in tossing a coin thrice.
_______ 6. What is the probability of getting exactly 1 head in tossing 2 coins?
_______ 7. Find the probability of getting 5 heads in tossing a coin 5 times.
_______ 8. What is the probability of getting 1 or more heads in tossing a coin 3 times?
Activity 5: The Choice Is Yours

Directions: Read each question below. Select your answer on the choices and put it on the
space provided before each number. 1 point is given for every correct answer.
_____ 1. When a fair die is thrown, what is the probability of getting a number greater than 4?
a. 2/3 b. 1/3 c. ½ d. 1/6
For numbers 2-4: If a number is chosen at random from the numbers 1 to 20, What is the
probability that:
_____ 2. A prime number will be chosen?
a. 9/20 b. 2/5 c. 7/20 d. ½
_____ 3. A single digit will be chosen?
a. 1/20 b. ½ c. 9/20 d. 11/20
_____ 4. An even number will be chosen?
a. 1/20 b. ½ c. 9/20 d. 11/20
For numbers 5-7: A bag contains 7 white balls, 3 red balls and 2 black balls. If a ball is picked
from the bag at random, find the probability of:
_____ 5. Picking a red ball.
a. 1/3 b. 1/12 c. ¼ d. 3/11
_____ 6. Picking a black ball.
a. 2/3 b. 1/5 c. 1/3 d. 1/6
_____ 7. Picking either a white or black ball.
a. 5/6 b. 1/3 c. 2/9 d. ¾
For numbers 8-10: Albert chooses a letter at random from the word MATHEMATICS, what
is the probability that:
_____ 8. the card is M?
a. 1/11 b. ¼ c. 2/11 d. ½
_____ 9. the card is an A or an E?
a. 3/11 b. 2/11 c.1/11 d. 2/3
_____ 10. the card is a U?
a. 0 b. undefined c. no answer d. 1

Closure
Probability indicates the likelihood of the occurrence

of an event. It is either an event will occur for sure, or not
occur at all, or there are possibilities to different degrees that
the event will occur.
An event that doesn’t occur at all is called an impossible
event and the probability is 0. An event that occurs for sure is called
certain event and its probability is 1. This means that all other
possibilities of an event occurrence, lie between 0 to 1.
Reflection
Complete the statement.
1. Probability is very useful in our daily living because …

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Through the activities, I learned that …

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

REX Book Store, Inc.

Answer Key
Activity 1:
1. certain
2. imposible
3. likely
4. five-peso coin
5. one-peso coin
Activity 2:
A. 1. {1, 2, 3, 4, 5, 6}
2. {1, 2, 4}
0 '
3. P = ) = 1
0 '
4. ) = 1 or 0.50
B.
number of number of
ways to all possible Solution Answer
happen outcome
1 4 6 / 1 1
P=)=0 0
or 0.67
2 5 6 . .
P=) )
or 0.83
3 5 6 . .
P=) )
or 0.83
4 3 6 0 ' '
P=)=1 or 0.50
1
5 3 6 0 ' '
P=)=1 1
or 0.50
6 3 6 0 ' '
P=)=1 or 0.50
1
7 2 6 1 ' '
P=)=0 0
or 0.33
Activity 3: Activity 4: Activity 5:

1. 3/52 1. ½ 1. b
2. 3/26 2. 3/8 2. b
3. 1/13 3. 3/8 3. c
4. 4/13 4. ¼ 4. b
5. 2/13 5. ½ 5. c
6. 3/26 6. ½ 6. d
7. 10/13 7. 1/32 7. d
8. 1/13 8. 7/8 8. c
9. a
10. a
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VICTOR F. ASUNCION
Writer
FELIPE R. ILLESES
Illustrator

Mathematics10 LAS Quarter 3

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10

LEARNING ACTIVITY SHEETS

Learning Activity Sheet in Mathematics

Practice Personal Hygiene Protocols at all times 2

Practice Personal Hygiene Protocols at all times 3

LEARNING ACTIVITY SHEET

Background Information for Learners

The learner illustrates permutation of objects. (M10SP - IIIa - 1)

Practice Personal Hygiene Protocols at all times 4

Activity 1. DIGIT TWIST

In the activity, how do we determine the exact number of

Practice Personal Hygiene Protocols at all times 5

Answer: There are 60 possible combo meals.

In how many ways can Marie choose a variety of pizza? ________________________

Practice Personal Hygiene Protocols at all times 6

Situation: Aminah has 5 different math books namely

Activity 4. Expand Me!

To get the factorial of a number n, the given formula is used:

Example 1: It can also be represented in a tabular form:

Practice Personal Hygiene Protocols at all times 7

Generally, this problem is a permutation. There are n! = n x (n-1) x (n-2) x … x 1

Practice Personal Hygiene Protocols at all times 8

n = total number of objects; r = number of objects to be taken at a time

Practice Personal Hygiene Protocols at all times 9

Given n r In symbol Answer

Activity 7. In How Many Ways

1. P( 5, ___) = 60 6. P( 10,___) = 720

Were you able to do all the tasks in the learning

Practice Personal Hygiene Protocols at all times 10

Rubric for scoring answer to the question

Rubric for scoring problem solving

In this activity, I learned that _______________________________

References for Learners

Practice Personal Hygiene Protocols at all times 11

Activity 1. Digit Twist

Activity 2.Remember Me!

Activity 3. Ooopps… Relate?

Activity 4. Expand Me!

Activity 5. Does Order Matter?

Practice Personal Hygiene Protocols at all times 12

Given n r In symbol Answer

Activity 7. In How Many Ways

RAQUEL FLORIAN M. DARAUAY

Practice Personal Hygiene Protocols at all times 13

LEARNING ACTIVITY SHEET

Background Information for Learners

The learner solves problems involving permutations. (M10SP-IIIb -1)

Practice Personal Hygiene Protocols at all times 14

n = total no. of objects; r = no. of objects to be taken at a time

Activity 1: Case Study

Let n = 6 and r =6.

Practice Personal Hygiene Protocols at all times 15

Case 4. The permutation of n objects arranged in a circle is P = (n-1)!

Practice Personal Hygiene Protocols at all times 16

Directions: Study the following situations and give what is

3. Given the name DAVE.

Activity 3. Find Me in The Box

a. 126 b. 15,120 c. 336 d. 32,760 e.1,320

_______ 1. There are 12 finalists in a dance competition. How

Practice Personal Hygiene Protocols at all times 17

Activity 4. I’m Different

1. Mavis, Tina, Roselle, Lyka and Anje are

2. Given the word MATH.

1. Bernardine wants to arrange her

1. P( 5, _) = 60 6. P( 10,_) = 720