Teacher Candidate Date/Time of Lesson Observer

Samantha Colman 11-3-14/11:45 Woody Nivens

School Subject/Grade Level Cooperating Teacher
Greenwood High School Probability and Statistics/ 11-12 Woody Nivens
Description of Lesson
In this lesson I will teach the students about permutations and combinations. I will explain the definitions and demonstrate
examples of each and why we use them. The students will be able to work examples of permutations and combinations by
the end of lesson.

Lesson Plan Component Description

Lesson Topic/Title Permutations and Combinations

Title of lesson, similar to a book title

Curriculum Standards Addressed  NCTM: Understand and apply basic concepts of probability understand the concepts of conditional probability and
National Standard(s): List the number and write the independent events.
standard; i.e., IRA/NCTE, NCSS, NCTM, MENC,
SC Curriculum Standard: S-CP ( Conditional probability and the Rules of Probability) Use the rules of probability of
NAFME
SC Curriculum Standard(s): List the number and compound events in a uniform probability model
write the standard; i.e., GS-6.1 SC Academic Indicator: 9. (+) Use permutation and combination to compute probabilities of compound events and solve
SC Academic Indicator(s): List the number and
problems
write the indicator
EEDA: Cooperative Group Learning

SSCA: Appropriate Behavior

Cross-Curricular Connections  Students need to be able to read examples and comprehend the vocabulary in the book.
Write how the lesson is integrated with other
subject areas

Instructional Objectives  Students will be able to find permutations and combinations

What should students know or be able to do by the  Students should be able to find permutations and combination with a worksheet with a 85% accuracy after
end of the lesson? completing the worksheet.
 Students will (VERB)…
Lesson Plan Component Description

Objectives should be observable and

measureable
Instructional Objectives cont.
 List the numbers for the standards that  NCTM- Understand and apply basic concepts of probability understand the concepts of conditional probability
each objective addresses; i.e., NCSS 1, SC and independent events.
GS-6.1  SC Standards- S-CP 9

Materials/Resources
 List all materials needed to implement your
lesson; e.g., pencils, notebook, selected
reading(s), video, PowerPoint...
 If digital technology will be integrated in
the lesson to enhance the learning
experience, address how.
 Pencils
 Notebook
 Worksheet
 Text book (Elementary Statistics Picturing the World 5th Edition)
 Promethean Board – write notes on the board
 Computer – need to use Promethean Board
 Graphing Calculator- Students will use the calculator to solve probability of events as another method other than
by hand

Prerequisites (Prior Knowledge)  Social

List skills/abilities students will need to successfully o Able to communicate with me and other students
participate in their learning experience according to  Cognitive
the following developmental needs: o Thinking about any connections to previous knowledge
 Social  Physical
 Cognitive o Able to write
 Physical o Able to use a calculator
 Emotional  Emotional
o Be open to learning

Accommodations  I do not have any students that are on accommodations. I will have the definition and an example of a range and standard
deviation on the Promethean Board. I will vocally say what I am writing or what is on the board. This will accommodate all
 How will you accommodate for varying
types of learners. I will give time between each step before moving on to make sure the students understand the content.
rates of learning (early finishers/slower-
paced learners), learning styles, and any
relevant diversities?
 What accommodations will be made for
students with special needs?

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Lesson Plan Component Description

References
Cite all references for materials/resources used in
preparing the lesson. Citations should be in APA, 6th
edition format.
Larson, R., & Farber, B. (2012). Measures of Variation. In Elementary statistics: Picturing the world (5th
ed., pp. 145-155). Boston, MA: Prentice Hall.
C.Box , January 2013
http://depts.gpc.edu/~mcse/CourseDocs/math1001/1001Supplements/1001permComb.pdf
Acc Math I http://www.dasd.k12.pa.us/cms/lib3/PA01000215/Centricity/Domain/252/Permutations-and-
Combinations-Worksheet.pdf

Simple Permutations and Combinations Worksheet

http://frontenacss.limestone.on.ca/teachers/dcasey/0F7D4056-00870BC8.17/Simple%20Permutations
%20and%20Combinations%20Worksheet.pdf

Procedures Introduction: Today we are going to learn about permutations and combinations. You will be able to find permutation and
 Motivation combinations of different events by the end of the lesson. I expect you to pay attention to the lesson as I teach you about
 Grouping combinations and permutations, answer questions if I ask them as directed, and listen to all of my instructions.
 Instructional Strategies (steps in the lesson) Body: We are going to first look at what permutations are:
to include questioning techniques and
 I get 4 or 5 students to stand in a line at the front of the room facing the door.  I then get them to rearrange
lesson closure
themselves and ask the class:
             a)  Do we have the same group of students?
             b)  Do we have the same line?

Permutations:

 The definition-
A permutation is an ordered arrangement of objects. The number of different permutations
of n distinct objects is n!
 The expression n! is read as n factorial and is defined as follows
 Remind them of The Fundamental Counting Principle problems we looked at last week (How many ways can
6 trophies be arranged on a shelf?...)

 The number of permutations of n distinct objects taken r at a time is

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Lesson Plan Component Description

n!
n P r=
( n−r ) ! where r≤n
 Work and example of Permutations:
 Example 2:
 Find the number of ways of forming four-digit codes in which no digit is repeated.
10 ! 10 !
n P r =10 P4 = = =5040
o ( 10−4 ) ! 6 !
 Students will work examples on page 169 on their own
 Example 2 Try it yourself 2 a and b
 I will then go over these problems
 I will work Example 3
 Forty-three race cars started the 2010 Daytona 500. How many ways can the cars finish first, second
and third
 You need to select three race cars from a group of 43, so n=43 and r=3. Because the order is
important, the number of ways the cars can finish first, second and third is
43! 43 !
n P r =43 P3 = = =43⋅42⋅41=74 , 046
( 43−3 ) ! 40 !
 Depending on if the students are picking up the concept I might have them work Try it yourself
example 3 a and b

We are now going to look at what combinations are:

Combination:

 The definition-
A combination is a selection of r objects from a group of n objects without regard to order and is
C
denoted by n r . The number of combinations of r objects selected from a group of n objects is
n!
n Cr =
( n−r ) !r!
 Work an example of the Combination
 Example 5

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Lesson Plan Component Description

A state’s department of transportation plans to develop a new section of interstate highway and receives 16
bids for the project. The state plans to hire four of the bidding companies. How many different combinations
of four companies can be selected from the 16 bidding companies?

n=16 and r=4 because order is not important

16! 16!
n C r = 16 C4 = = =1820
( 16−4 ) ! 4 ! 12! 4 !
 Students will work Try it yourself 5 from their book on page 171
 I will then go over these problems
 I will give them a worksheet to work in groups to help each other understand the concepts.
 I will let them choose their own groups and let them know that they need to act appropriate and work
together
 I will then go over the worksheet to make sure they understand the concepts

Conclusion:

Today we have learned how to solve permutations and combinations. *If you do not finish your worksheet finish that for
homework. For more practice try problems 7-14, 15, 17, 19, 23, 27 and 31on page 175 for homework.

Assessment(s) of the Objectives
What assessment(s) will you use to determine what
students learned and achieved during the lesson?
The assessment(s) must be aligned with
instructional objectives.
 Observe if students understand the definition on how to classify events and how to solve the probability
 Ask them questions about previous knowledge they should know and the new information
 Let them work examples in class and walk around to see if they are understand how to solve permutations and
combinations
 Students will work on a worksheet that will be taken up to check to see if they understand the material.
 Warm-Up based on the homework to see if the students retain the information on their own

Evaluation of Lesson
Were objectives successfully achieved? What went
well? What would you like to improve? What
adjustments will be made in succeeding lessons?

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