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MATHEMATICS
Quarter 3 – Module 1
Illustrating the Permutation of
Objects
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 1: Illustrating the Permutation of Objects
First Edition, 2020

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represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Ma. Realene S. Baldado
Editor: Claudeth S. Mercado, Maricel T. Tropezado, James D. Rodriguez, Maria Fatima M. Emperado
Reviewers: Nida Barbara I. Suasin, Maricel T. Tropezado, Maria Fatima M. Emperado
Illustrator:
Layout Artist: Maria Fatima M. Emperado
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Nilita L. Ragay, Ed. D. Elmar L. Cabrera
Elisa L. Baguio, Ed. D.

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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Mathematics
Quarter 3 – Module 1
Illustrating the Permutation of
Objects
Introductory Message
For the facilitator:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on

Illustrating the Permutation of Objects!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on

Illustrating the Permutation of Objects!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

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 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

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 I

This module helps you illustrates the permutation of objects. This provides relevant
activities and discussions that will help you understand and internalize the concept of
permutations and combinations to solve problems and apply it in the real life situations.

After going through this module, you are expected to:

Learning Competency:
 Illustrates the permutations of objects. (M10SP – IIIa– 1)
OBJECTIVES:
K: Determine situation or task which describes permutation.
S: Illustrates the permutation of objects.
A: Appreciate the importance of permutations to real-life situations.

Direction: Find out how much you already know about the topics in this
module. Choose the letter that you think best answers the question.

1. Which of the following situations or activities involve permutation?

A. matching shirts and pants
B. forming different triangles out of 5 points on a plane, no three of which are
collinear
C. assigning telephone numbers to subscribers
D. forming a committee from the members of a club
2. Two different arrangements of objects where some of them are identical are called ______.
A. distinguishable permutations C. circular permutations
B. unique combinations D. circular combinations
3. What do you call the different arrangements of objects of a group?
A. selection C. permutation
B. differentiation D. combination
4. Which situation illustrates permutation?
A. forming a committee of councilors
B. selecting 10 questions to answer out of 15 questions in a test
C. choosing 2 literature books to buy from a variety of choices
D. assigning rooms to conference participants
5. Which of the following expressions represents the number of distinguishable permutations
of the letters of the word CONCLUSIONS?
11! 11!
A. B. C. 8! 2! D. 2! 11!
2!8! 2!2!2!2!

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 Lesson Illustrating the Permutation of Objects

(Delanghe, 2015)

Are you an athletic person? Have you ever tried joining on a race? What was your
place or rank?

Try to study the situation below:

Ten runners join a race. In how many possible ways can they be arranged as first,
second, and third placers?

Continue reading this module to find out the answer.

’s In

Direction: List down the possible outcomes of each event.

Suppose you were riding on a bus with two of your friends, Fatima and James and there were
3 vacant seats in a row. In how many ways can you arrange yourself? List down all the possible
outcomes or arrangement.

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 Notes to the Teacher
Review the learner on the Fundamental Counting Principle

’s New

Activity 1: Am I Important?
Direction: Determine if in doing the activity or task below, arrangement or order of selecting
the objects is important. Write I if it is important, and N if it is not.

1. Ten runners join a race. In how many possible ways can they be arranged as first,
second, and third placers?
2. If Jun has 12 T-shirts, 6 pairs of pants, and 3 pairs of shoes, how many possibilities can
he dress himself up for the day?
3. Suppose that in a certain association, there are 12 elected members of the Board of
Directors. In how many ways can a president, a vice president, a secretary, and a
treasurer be selected from the board?
4. In how many ways can you place 9 different books on a shelf if there is space enough
for only 5 books?
5. A dress-shop owner has 8 new dresses that she wants to display in the window. If the
display window has 5 mannequins, in how many ways can she dress them up?

is It

a. How did you find the activity?

b. In which situations in Activity 1 is order or arrangement of the selection important?
c. How did you determine if the arrangement is important in each situation?
d. In performing a certain task where order or arrangement is important, what do you call
each possible arrangement?

In performing a certain task where order or arrangement is important, each possible

arrangement is called a permutation.

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 A permutation is an arrangement of things in a definite order or the ordered arrangement
of distinguishable objects without allowing repetitions among the objects.
In general, if n is a positive integer, then n factorial denoted by n! is the product of all
integers less than or equal to n.
n! = n· (n – 1) · (n – 2) · … · 2 · 1

As a special case, we define 0! = 1.

Example 1:
8!
Compute: a. 7! b. 6! c. 4!5!

Solution:
a. 7! = 7 · 6 · 5 · 4 · 3 · 2 · 1
= 5040

8! 8 ∙7 ∙6!
b. =
6! 6!
= 56

c. 4!5! = (4 · 3 · 2 · 1) (5 · 4 · 3 · 2 · 1)
= 2880

nP r – the number of permutations that can be made with n things taken r at a time

We can now obtain the formula in computing the number of permutations of n things taken
n at a time, or taken r at a time.

Formula:
The number of permutations of n things taken n at a time is given by:

nPn = n!
The number of permutations of n things taken r at a time is given by:
𝑛!
nPr = (𝑛−𝑟)! where r < n

Example 2:
Compute: a.7P7 b. 8P5

Solution:
a. 7P7 = 7!
=7·6·5·4·3·2·1
= 5040

8! 8∙7∙6∙5∙4∙3!
b. 8P5 = (8−5)! = = 6720
3!

Sometimes, the element with which we want to form permutations are not all different, as
in the case of the word POP. These are called distinguishable permutations.

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 Distinguishable permutations – refers to the permutations of a set of objects where some of
them are alike. The number of distinguishable permutations of n objects when p are alike, q are
alike, r are alike, and so on, is given by the formula
𝒏!
P = 𝒑!𝒒!𝒓!

Example 3:
Find the number of distinguishable permutations of the letters in each word.
a. basketball b. heterogeneous

Solution:
a. There is a total of 10 letters in the word basketball but there are 2 b’s, 2 a’s, and 2
l’s. The 2 b’s, 2 a’s, and 2 l’s can be permuted as 2!, 2!, and 2! ways respectively,
in each permutation without altering the result. Hence, the number of
distinguishable permutation is given by

𝒏! 𝟏𝟎! 𝟏𝟎∙𝟗∙𝟖∙𝟕∙𝟔∙𝟓∙𝟒∙𝟑∙𝟐! 𝟏𝟖𝟏𝟒𝟒𝟎𝟎

P = 𝒑!𝒒!𝒓! = 𝟐!𝟐!𝟐!
= (𝟐∙𝟏)(𝟐∙𝟏)𝟐!
= 𝟒
= 𝟒𝟓𝟑𝟔𝟎𝟎

There are 13 letters in the word “heterogeneous” but there are 4 e’s and 2 o’s. Hence, the
number of permutations is given by:
𝒏! 𝟏𝟑! 𝟏𝟑 ∙ 𝟏𝟐 ∙ 𝟏𝟏 ∙ 𝟏𝟎 ∙ 𝟗 ∙ 𝟖 ∙ 𝟕 ∙ 𝟔 ∙ 𝟓 ∙ 𝟒! 𝟐𝟓𝟗𝟒𝟓𝟗𝟐𝟎𝟎
𝑷= = = = = 𝟏𝟐𝟗𝟕𝟐𝟗𝟔𝟎𝟎
𝒑! 𝒒! 𝒓! 𝟒! 𝟐! (𝟐 ∙ 𝟏)𝟒! 𝟐

There is a special case of permutation where the arrangement of things is in a circular

pattern. It is called circular permutation.

Circular permutation – the different possible arrangements of objects in a circle. The number
of permutations, P, of n objects around a circle is given by
P = (n – 1)!

Example 4:
In how many ways can 5 persons be seated around a circular table?

Solution:
This is circular permutation of 5 things. Therefore, there are:
P = (n – 1)! = (5 – 1)! = 4! = 4·3·2·1 = 24 ways

’s More
Activity 2: Complete the Mission!

1. How many distinguishable permutations are possible with all the letters of the word
PHILIPPINES?

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 2. Find the number of different ways that a family of 6 can be seated around a circular
table with 6 chairs.

3. Find the number of distinguishable permutations of the digits of the number 348 838.

I Have Learned

Directions: Review the lesson on illustrating permutations. Then write your reflection in
your notebook by completing the statements below.

I have learned that ________________________________________________________

___________________________________________________________________________

I have realized that ________________________________________________________

___________________________________________________________________________

I will apply ________________________________________________________________

___________________________________________________________________________

I Can Do
Direction: List down the possible outcomes of the given event.
A school canteen offers 2 types of sandwiches (egg sandwich and tuna sandwich), 3
types of beverages (coffee, juice, and tea), and 2 types of fruits (apple and banana). If
a snack consists of a sandwich, a beverage, and a fruit, how many different snacks can
be chosen?

You will be graded based on the rubric below.

SCORE DESCRIPTORS
A correct mathematical representation is
10 constructed to analyze the relationship
and interpret the problem.
An appropriate mathematical
7 representation is constructed but show a
few inaccuracy.
An attempt is made to construct a
3 mathematical representation but it is not
accepted.
1 No attempt is made to construct a
mathematical representation.

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Direction: Choose the letter of the correct answer to each statement. Write your
answers in your notebook.
1. Which of the following situations illustrate permutation?
A. selecting fruits to make a salad
B. assigning telephone numbers to homes
C. choosing household chores to do after classes
D. selecting posters to hang in the walls of your room

2. Calculate P(12, 4).

A. 40 320 B. 11 880 C. 990 D. 495

3. If P(9, r) = 504, what is r?

A. 7 B. 6 C. 5 D. 3

4. If P(n, 4) = 17 160, then n = ____ .

A. 9 B. 11 C. 13 D. 14

5. Calculate

A. 420 B. 840 C. 1680 D. 2520

Find the total number of different permutations of all the letters of the word
and number given (show your solutions).

a. MISSISSIPPI
b. CALCULUS
c. 31232

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Additional Assessment
Activities
1. B.
1. 34 650
2. B.
2. 5 040
3. D.
3. 30
4. C. What’s New
5. A. 1. I
2. N
3. I
4. I
What I Have What’s More What is It
Learned 5. N
1. 1 108 800 a. Answer may vary.
Answer may vary.
2. 120 b. 1, 3, and 4
3. 60 c. Answer may vary.
What I Know
d. Permutation
1. C.
2. A.
3. C.
4. D.
What’s In 5. B.
IFJ FIJ JFI
IJF FJI JIF
References

Books:
Oronce, Orlando A. and Mendoza, Marilyn O. E – Math Worktext in Mathematics 10.Rex
Book Store Inc., 2018.

Callanta, Melvin M., et.al. Mathematics 10 Learner’s Module. Rex Book Store Inc., 2015.

Callanta, Melvin M., et.al. Mathematics 10 Teacher’s Guide. Rex Book Store Inc., 2015.

Websites:

Delanghe, Sean. “Minding the Gap: Men vs Women in Running”. Last modified
September 5, 2015. https://runwaterloo.com/minding-the-gap-men -vs-women-in-running/

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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