Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Laguna
District of Los Baños
MAYONDON NATIONAL HIGH SCHOOL
Mayondon, Los Baños, Laguna

DEMONSTRATION TEACHING IN MATHEMATICS GRADE 10 S.Y. 2018-2019

RPMS PPST CLASSROOM OBSERVATION

March 28, 2019

(Thursday, 11:00-12:00 at Grade 10 – Mt. Halcon)
OBSERVER: MRS. PAULINA C. DIMASAPIT, Head Teacher III

I. STANDARDS / COMPETENCIES
A. CONTENT STANDARDS: The learner demonstrates understanding of key concepts of
combinatory and probability.
B. PERFORMANCE STANDARDS: The learner is able to use precise counting technique
and probability in formulating conclusions and making decisions.
C. LEARNING COMPETENCIES:
1. The learner illustrates the combination of objects. (M10SP-IIIc-1)
2. The learner differentiates permutation from combination of n objects taken r at a time.
(M10SP-IIIc-2)
3. The learner solves problems involving permutations and combinations. (M10SP-IIId-
e-1)
D. LEARNING OBJECTIVES: At the end of the lesson, the students should be able to:
1. Define combination.
2. Solve real-life problems involving combinations.
3. Use the concept of combination in making wise decision.

II. CONTENT: Lesson 2: Combinations

III. LEARNING RESOURCES

1. TEACHERS’ GUIDE PAGES 259-265
2. LEARNER’S MATERIALS PAGES 301-310

IV. PROCEDURES
A. Classroom Management
B. Reviewing previous lesson or presenting new lesson
Answer the following problems in the board:
1. Using the FPC, in how many possibilities can Jun dress himself if he has 12 T-shirts,
6 pairs of pants and 3 pairs of shoes?
2. In how many ways can Aling Rosa arranged 6 potted plants in a row?
3. Find the number of different ways that a family of 6 can be seated around a circular
table with chairs.

C. Establishing a purpose for the lesson

Study the task or activities below, and then answer the questions that follow:
1. Choosing 5 questions to answer out of 10 questions in a test.
2. Entering the PIN (Personal Identification Number) of your mobile phone.
3. Opening a combination lock to unlock the door of a classroom
4. Choosing 6 numbers out of 58 numbers in a lottery
 Questions:
1. In which tasks/ activities above is order or arrangement important? Why?
2. In which tasks/activities above is order not important? Why?

D. Presenting Examples / instances of the new lesson

Begin the discussion with the game show “Family Feud”. Let the students enumerate the
things that they will do if they won the jackpot prize in lottery.

Process Questions:
1. What is the lowest and the highest number you can choose in 6/58 ultra-lotto?
2. How many numbers should you pick?
3. Do winning lottery numbers have to be in order?
4. If you were to try your luck, do you think the probability or chances of you winning the
lottery is big or small? Why do you think so?
5. How many possible combinations of numbers do you think you can have?
6. What do you think is the math behind the lottery?

Discuss the following:

The number of ways of selecting from a set when the order is not important is called
combinations. The number of combinations of n objects taken r at a time is given by:

n!
C (n,r) =
( n−r ) ! r !

In a 6/58 ultra-lotto, the number of possible combinations is:

58 !
C (58,6) =
( 58−6 ) ! 6 !

58 !
C (58,6) =
52! 6 !

58 x 57 x 56 x 55 x 54 x 53
C (58,6) =
6x 5 x4 x3 x2 x1

29 ,142 , 257 ,760

C (58,6) =
720

C (58,6) = 40, 475, 358

There are 40, 475, 358 possible winning combinations in a 6/58 lottery.
1
Your chance of winning the jackpot prize is or 0.00000247063 %
40 , 475 , 358

Example #2: A horse race include 10 horses. You are given two betting options. You can
choose the top 3 horses regardless of finishing order or you can choose the top 3 horses
in exact order of finish. How many possibilities are there for each outcome? If you were
to make a bet, what betting option will you choose?
 TOP 3 IN ANY ORDER: C (10, 3) TOP 3 IN EXACT ORDER: P (10, 3)

10 ! 10 !
C (10,3) = P (10,3) =
( 10−3 ) ! 3 ! ( 10−3 ) !

10 !
C (10,3) = 10!
7 ! 3! P (10,3) =
7!
10 x 9 x 8
C (10,3) = P (10,3) = 10x9x8
3 x2 x1

720 P (10,3) = 720 possible outcomes

C (10,3) =
6

C (10,3) = 120 possible outcomes

Example #3: In a 10-item Mathematics problem-solving test, how many ways can you
select 5 problems to solve?
10 !
C (10,5) =
( 10−5 ) ! 5 !

10 !
C (10,5) =
5! 5 !

10 x 9 x 8 x 7 x 6
C (10,5) =
5x 4 x 3 x2 x1

30 ,240
C (10,5) =
120

C (10,5) = 252 possible ways

E. Finding practical applications:

GROUP ACTIVITY: Group the class into five, let them answer the following problems.
Each group should write their solutions and answers in a cartolina. Ask them to present
their work in the class.

Problem #1: A basketball team should consist of 12 players. Suppose you are the coach
of the basketball team in your school and your team is in need of 5 more players. To fill
up 5 vacancies, 10 try-outs were received. Find the number of ways in which selection
could be made.

Problems #2: In a practicum in your TLE class, you are tasked to create a vegetable
salad out of 8 types of vegetables. If a vegetable salad is a mixture of 5 types of
vegetables, how many different ways can you prepare a vegetable salad?
 Problem #3: In celebration of Buwan ng Wika in your school, you are tasked to familiarize
yourself about the different ways to say the basic Filipino greetings using the 12 mother
tongue languages in the Philippines. If you are asked to use only 6 out of 12 mother
tongue languages, how many possible combinations of languages can you have?

Problem #4: Alloys are made when two or more metals are mixed together. Suppose you
are given 10 metals that include brass, bronze, steel and sterling silver, how many
possible combinations of alloys could you make if you are to mix only 6 metals from
these 10 metals?

Problem #5: In line with the English book week, you are tasked to make a movie review
about the 8 film adaptations of the Harry Potter novel written by J.K. Rowling. How many
different selections could you make if you are tasked to choose only 4 film adaptations?

RUBRIC FOR GROUP WORK PROBLEM ACTIVITY

SCORE DESCRIPTIONS
The group shows the correct solutions and answers. Their explanations are clear and
10
coherent.
The group shows the correct solutions and answers. Their explanations are clear and
9
coherent but the significance is not well justified.
The group shows the correct solutions and answers. Their explanations are clear and
8
coherent but they have one mistake answer and solutions.
Their explanations are not so clear and coherent but they have one or more mistake answer
7
and solutions.
Analyze the problem but demonstrates minor comprehension, not being able to develop an
6
approach.

F. Making generalizations and abstractions about the lesson

The teacher will ask the following questions to the students:
1. How did the task help you realize the importance of the topic in real life?
2. How would you use this in making wise decisions?

G. Evaluating Learning
Answer the problem below:
1. From a population of 20 households, in how many ways can a researcher select a
sample with a size of 15 households?
2. In how many ways can a basketball committee of 5 be formed from 12 students?

V. REMARKS
____ out of ____ students reached 75% of mastery level
____ out of ____ students needs remediation

Prepared by:

RUSTOM T. QUILLOY
Teacher I

Corroborated by:

PEDRITA P. NAVALES KIRBY B. ESCOBIN

Teacher III Teacher I
JELLYN B. MOLLENO MERWIN A. LANDASAN
Teacher I Teacher I

Observed by:

PAULINA C. DIMASAPIT
Head Teacher III