Translating Math into Fun: Integrating Gamification in Virtual Learning and the

Academic Performance of Learners in Algebra

Jamill C. Balajadia, Ma. Beatriz Niña P. Barranco,

John Paul L. Crucero, Marvin O. Santiago, Roberto G. Sagge Jr.

Abstract

With the challenges pose to teachers in making Mathematics fun and interesting especially

under the new normal, the researchers thought of a way on how to increase student

attendance, participation or engagement, and academic performance. Thus, we established a

gamified instruction wherein we included points-based extra-credit system as well as badges

sent in the learners’ university mails. The researchers utilized a game-based learning platform

called Kahoot where a live leaderboard is automatically determined for every round. Basically,

this classroom- based research intends to find out the effectiveness of integrating gamification

in virtual learning and the academic performance of the Grade 10 learners of West Visayas

State University (WVSU) for the fourth quarter of Academic Year 2021-2022 in Algebra.

Purposive sampling was used to obtain the possible number of learner-respondents based on

the purpose of this study. There were 37 learners who answered both pretest and posttest, 11

of them are male while 25 are female, with an age range of 15-18 years old. A paired-samples

t-test was conducted to evaluate the impact of gamification based on the learners’ pretest and

post test scores. The results showed a significant increase in the marks of the students’ Pretest

(M= 15.76, SD= 3.13) to Post test (M=19.62, SD=4.02), t (36) = -4.77, p= .000 (two-tailed).

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Therefore, this concludes that the integration of gamification in Algebra class was effective. This

classroom-based research will also be used as a ground for new related studies at WVSU and

other colleges and institutions, shared with the university's internal and external stakeholders,

and integrated into the school improvement plan of WVSU- Integrated Laboratory School.

Keywords: Academic Performance, Algebra, Gamification, Mathematics, Virtual Learn

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Context and Rationale

There is this common belief that most learners do not like the subject Mathematics due

to various factors relating to instruction and the students’ cognitive, affective and psychomotor

attributes, subject matter, and the learning environment. However, major reasons to dislike

mathematics were related to difficulty in understanding the subject matter, and teacher or

instructional related factors (Gafoor, K. Abdul; Kurukkan, Abidha, 2015).

Mathematics has always been perceived as a difficult subject among any other. Some

could even say that it is the most hated subject while others conclude that it is the most boring

one. With these reasons, teachers have been challenged on what measures to take in order to

alter the outlook of students towards that certain subject.

The Trends in International Mathematics and Science Study (TIMSS) gauged proficiency

in mathematics with poor learning results among students in the Philippines in 2019 with more

than 80 percent of them falling below minimum levels of proficiency expected for the respective

grades. However, when the pandemic brought unprecedented changes towards the education

system, a lot more challenges added up to the already faced hurdles by the mathematics

learners and teachers.

In a study entitled “Impact of Modular Distance Learning on High School Students

Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19

Pandemic,” the impact of modular distance learning on students' motivation, interest/attitude,

anxiety and achievement in mathematics were examined. This was conducted in Gabaldon,

Nueva Ecija, Philippines, during the first and second grading of the 2021-2022 academic year. A

descriptive-comparative and descriptive-correlational research design were used in the study.

Stratified sampling was used to select the 207 high school students. According to the findings,

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students perform very well in mathematics. Students agree that they are motivated,

enthusiastic, and enthusiastic about mathematics. They do agree, however, that mathematics

gives them anxiety. Mathematics interest and anxiety differ significantly when students are

divided based on gender. There was, however, no statistically significant difference in

interest/attitude and achievement. When students are divided into age groups, there is a

significant difference in their mathematics motivation, interest/attitude, anxiety, and

achievement. The motivation, anxiety, and achievement of students differ significantly by year

level. Mathematics motivation, interest/attitude, and achievement all had a positive relationship.

There is, however, a negative relationship between mathematics anxiety and mathematical

motivation, mathematics anxiety and mathematical interest/attitude, and mathematics anxiety

and mathematical performance. The theoretical and practical implications of the study were also

discussed, as were recommendations for educators and researchers (Capinding, 2022).

It is undeniable that the teaching and learning process becomes complicated as we

emerge under the new normal where everyone has to adapt to the changes brought by the

pandemic. This calls for a necessary course of actions to make in order to improve the

mathematical skills of Filipino learners.

Thus, this research is conducted at Integrated Laboratory School (ILS) of West Visayas

State University, a major and prestigious public high school in an urban city in the Western

Visayas Philippines. The total enrollees for the 10th Grade at the school during the 2021-2022

academic year was 49 students. 30.61 percent of the students were male, while 69.39 percent

were female. While ILS is an exceptional high school in many ways, student participation is an

area where there is room for improvement. ILS had a 32% chronic absentee rate during

synchronous virtual learning, which could suggest student dissatisfaction with the learning

environment.
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 As Mathematics pre-service teachers at ILS, we understood that the classroom learning

environment might be improved in terms of intrinsically compelling learning experiences.

Despite our efforts to create an engaging and authentic learning environment for the students,

we frequently saw student disengagement and poor learning outcomes. As the synchronous

classes begin, for example, only a few students are willing to attend. The same is true when it

comes to quizzes, problem sets, and performance tasks; majority of them submit their works

late. Thus, we experimented with a shallow type of gamification to boost student enthusiasm

and engagement, following the advice of experienced teachers.

Gamification is the process of bringing elements of gaming to your lesson plans. It

doesn’t mean replacing your lessons with games, but rather adding certain attributes (like point

systems and badges) to make the content more engaging (Dodge, 2020).

Another theory that has been associated with gamification is the goal-setting theory.

According to this theory, there are four factors linked to students’ performance: their

commitment toward the goal, the feedback they receive, the complexity of the activity, and the

situational constraints (Landers, 2014).

In addition, gamification would require a challenge, an indication of progress, some

feedback, levels of achievement, and a sort of competition (Huang and Hew, 2018). Studies

about the effectiveness of gamification are promising, with variable to positive results (Koivisto

and Hamari, 2019).

We established a points-based extra-credit system in our lesson using the game-based

learning platform called Kahoot, in which students were awarded for positive behaviors such as

being participative, competitive, and mentally prepared. This technique did appear to boost

student involvement in the short term, which was a favorable consequence. It provided cover

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for

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students who might otherwise be hesitant to engage in class by allowing them to say that they

were "doing it for the points." However, these behavioral components of this system bothered

us. As teachers who believe in problem-posing education, we need to wonder if we were not

simply teaching for compliance rather than critical thought (Jett, M. B 2020). On the other

hand, students appeared to be much less willing to participate if they were not given points.

The gamification of education can enhance levels of students’ engagement similar to

what games can do, to improve their particular skills and optimize their learning (Smiderle, R.,

Rigo, S.J., Marques, L.B. et al 2020). However, with our class’s current situation where only

32% of the total attendance every synchronous class is present and the mean percentage score

in written work and performance task is low due to lack of submissions of some students, we,

as pre-service teachers, felt obligated to critically evaluate this concept. Was gamification a

viable strategy for improving learning environments, or was it merely a passing trend? Was

gamification only about points, badges, and leaderboards, or could it be something more? In

what ways may gamification help educators create authentically engaging and transformative

learning experiences? With these questions marked in mind, we ought to conduct a study and

apply this gamification to make improvements in terms of the discrepancies the teachers and

the learners are currently undertaking.

Action Research Questions

This action research intends to find out the effectiveness of integrating gamification in

virtual learning and the academic performance of the Grade 10 learners of West Visayas State

University for the fourth quarter of Academic Year 2021-2022 in Algebra based on results of

pretest and posttest examinations.

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Specifically, this study seeks to answer the following questions:

1. What are the pretest scores in the conceptual understanding and mathematical

accuracy of the learners not exposed to gamification?

2. What are the posttest scores in the conceptual understanding and mathematical

accuracy of the learners exposed to gamification?

3. Is there a significant difference in the academic performance of the students

based on the pre- and post- test results?

4. What actions are to be implemented after results are made?

Proposed Innovation, Intervention, and Strategy

To address the present situation, the teacher-researcher will develop Gamified

instruction in Lesson planning for online classes. Gamification is the process of bringing

elements of gaming to your lesson plans. It doesn’t mean replacing your lessons with games,

but rather adding certain attributes (like point systems and badges) to make the content more

engaging (Dodge, 2020).

Another theory that has been associated with gamification is the goal-setting theory.

According to this theory, there are four factors linked to students’ performance: their

commitment toward the goal, the feedback they receive, the complexity of the activity, and the

situational constraints (Landers, 2014).

In addition, gamification would require a challenge, an indication of progress, some

feedback, levels of achievement, and a sort of competition (Huang and Hew, 2018). Studies

about

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the effectiveness of gamification are promising, with variable to positive results (Koivisto and

Hamari, 2019).

In this study, Gamified instruction will be used to the Grade 10 learners having an online

class in which currently have 46% attendance and having low scores in their recent problem

sets.

The Teacher-Researcher will organize a gamified instruction in lesson planning that will

be used as intervention to the problem identified.

The (37) Grade 10 learners under blended learning approach will be given a thirty (30)

items digital copy of a pre-test via google form. Then, the researcher will instruct the

participants to accomplish the pre-test by themselves and submit it on the above-mentioned

platform after 40 minutes. The following week, they will be having an online class with a topic

that covers the pretest. The lesson will be discussed using gamified instruction. The researcher

will have a class monitoring of the learner’s attendance. In the third week, after the discussion

of the topics included on the pretest, they will be given a post test. The researcher will once

again direct the participant to accomplish the post-test and answer it via google form for 40

minutes.

To sum it up, there will be a total of three weeks allotted for this study.

Action Research Methods

A. Participants and/or other Sources of Data and Information

Purposive sampling was used to obtain the possible number of learner-respondents

based on the purpose of this study. The respondents were the students of Grade 10- Jupiter in

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the Integrated Laboratory School of West Visayas State University. There were 37 learners

who

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answered both pretest and post test in which there were 11 males and 25 females in total of 37

respondents with an age range 15-18 years old. These respondents were chosen since they are

the researcher’s advisory class and the researcher has access to their scores. There is also a

subject-teacher who served as instructor and motivator for the learners to participate in the

class.

B. Data Gathering Methods

The researcher-made Gamified lesson plan is purposefully designed to find out the

improvement on learner’s performance level and engagement in Grade 10-Jupiter. Additionally,

another researcher-made pretest and posttest will be utilized to measure the effectiveness of

the gamified lesson plan. These research instruments are coupled with parameters to assess or

measure learner’s performance and engagement.

However, prior to the full-implementation of action research and administration of

research tools, the researcher will seek approval from the Dean’s office, Integrated Laboratory

School Director, and parents through a formal letter. Research instruments will be administered

in compliance with the ethical research standards within the research management guidelines of

the Department of Education (DepED).

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C. Data Analysis Plan

Table 1.1

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pretest 15.7568 37 3.13054 .51466

Posttest 19.6216 37 4.01630 .66027

Table 1.2

Paired Samples Test

Paired Differences

95%

Confidence

Interval of the

Difference
Std. Sig.

Std. Error (2-

Mean Deviation Mean Lower Upper t df tailed)

Pair Pretest - 4.928 .810 - - - 36 .000

1 - 3.865 5.508 2.222 4.770

Posttest

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 A paired-samples t-test was conducted to evaluate the impact of gamification based on

the learners’ pretest and post test scores. The results showed a significant increase in the

marks of the students’ Pretest (M= 15.76, SD= 3.13) to Post test (M=19.62, SD=4.02), t (36) =

-4.77, p= .000 (two-tailed). The mean increase in the test scores was -3.87 with a 95%

confidence interval ranging from -5.51 to -2.22. Hence, there is a significant difference between

the pretest and post test scores of Grade 10 learners in Algebra. This means that the

integration of gamification in Algebra class was effective.

D. Ethical Issues

The gamification intervention was applied in the practice teachers’ detailed lesson plan

and was utilized during the class session. Then the researchers oriented the class about the

pre- test that they will be giving out as part of their research. Using the google form, the

researchers then inserted the statement asking permission from the parents of the learners to

participate in the study by their child answering the pre-test and posttest. A synchronous

google meet session was held to ensure that the participants of the study are the one

answering the pre-test. The google form link was only sent via in-call messages during the

Google meet session. The participants were assured that the information they provided will be

kept confidential, and will only be available for the purpose of the researchers’ study.

Results and Discussion

After evaluating the impact of gamification based on the mean scores of the learners’ pretest

and posttest, the results revealed that there is a significant increase in the learners’ pretest and

post test marks. This depicts that the integration of gamification in the Grade 10 Algebra class

was effective that their academic performance increased as seen in the results of the study.

Not
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 only that it enhanced students’ attendance, but active participation towards along the class

discussion was observed. Indeed, students are more motivated to attend to partake in the

class when faced with games, rewards, and badges -- Games that are integrated not only in

one part of the whole class duration but is integrated in the whole instruction; Rewards

through load prizes given for the learners who are in the top 3 every after the class

leaderboard is revealed; And badges sent in every learner’s WVSU mail who attends and joins

the Kahoot session.

Conclusions

Based on the findings, the following conclusions were drawn:

1. Learners are more engaged when gamification is integrated during the

class discussion. They are more motivated when faced with games,

rewards, and badges.

2. The academic performance of the learners in Mathematics depends on how the

teachers present their lesson and what intervention they put on to draw the

attention of the students in learning the subject.

3. Learners’ attendance is lower when the intervention, gamification, is not

integrated during the class discussion.

Recommendations

Based on the findings and conclusions, the following recommendations are presented:

1. There is a need for teachers to incorporate more methods in teaching Mathematics

especially under the new normal in order to capture the learners’ interest towards the

subject.

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 2. The teachers must adapt to the ever-changing demands of technology and should

therefore adjust to the interests of learners, bringing Mathematics to online Math fun

games or integrating the elements of gamification in teaching.

3. Various software, applications and websites relating to Mathematics must be explored by

the teachers to recognize which of it are more appropriate to utilize depending on what

subject is being taught.

Reflection

As researchers, it is our duty to seek for the underlying problems present in a

classroom. With the unprecedented Covid 19, we are bound to investigate the difficulties that

learners often encounter in the virtual set up and must find solutions to it. Thus, during class

discussions in Grade 10 students of West Visayas State University, the researchers observed

that the there less than half learners attending the synchronous class and they have low scores

in their problem sets. And so, we thought of a way on how to enhance student engagement,

attendance, and academic performance. Since Mathematics is frequently tagged as a hated and

boring subject, the researchers find a way to make the discussion fun and engaging. With this,

we integrated gamification in our class – incorporating the elements of gamification like giving

rewards and badges as well as giving our points with live leaderboard at the end of the session.

We utilized Kahoot as our educational platform to earn automatic points as their participation

and basis for top performing students every class session. Along the conduct of this classroom-

based research, we have come up with some realizations. First, it is truly hard to encourage

learners in attending synchronous classes especially that this mode of learning is new to all of

us. Second, with the advent of many software, applications, and websites nowadays, teachers

must adapt and explore it in order to make learning more engaging in an online platform.

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Lastly, applying the

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elements of gamification in learning Mathematics is truly effective as it hypes up the students

and makes the discussion fun. In conclusion, it is very significant for teachers to find various

means in ensuring that learners are engaged and invested in the subject, especially that this

new mode of learning requires a whole lot of different approach in capturing students interest

to motivate them in performing better towards their academics.

Plans for Dissemination and Utilization

Plans for Dissemination

This classroom-based research will be used as a ground for new related studies at West

Visayas State University and other colleges and institutions around the country. The findings of

the study will be shared with the school's internal and external stakeholders. This will be

published in the school library and distributed on the University's website for whatever purpose

it may serve. Additional dissemination will occur through presentations at conferences, such as

teacher education and mathematics education conferences, regionally and nationally, and

through articles published in peer-reviewed journals.

Plans for Utilization

The findings of this study will also be used and integrated into the school improvement

plan of West Visayas State University's Integrated Laboratory School that encourages learners

to participate in class and influences their performance as well as attendance. Thus, as we

respond
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to contemporary pandemic situations, integrating gamified instruction specifically employing the

game-based learning platform called Kahoot may successfully give a strong practice of teaching

during synchronous virtual learning.

References

Capinding, A. T. (2022). Impact of modular distance learning on high school students

mathematics motivation, interest/attitude, anxiety and achievement during the covid-19

pandemic. European Journal of Educational Research, 11(2), 917-934.

Gafoor, K. Abdul; Kurukkan, Abidha. (2015). Why High School Students Feel Mathematics

Difficult? An Exploration of Affective Beliefs. Kerala: Institue of Education Sciences.

Huang, B., and Hew, K. F. (2018). Implementing a Theory-Driven Gamification Model in

Higher Education Flipped Courses: Effects on out-of-Class Activity Completion and Quality of

Artifacts. Comput. Educ. 125, 254–272. doi: 10.1016/j.compedu.2018.06.018

Jett, M. B. Leveling up Instruction: Action Research Evaluating the Impact of

Gamification on the Intrinsic Motivation and Academic Performance of Students Disaffected

From High School English Language Arts (2020). (Doctoral dissertation)

Koivisto, J., and Hamari, J. (2019). The rise of motivational information systems: a

review of gamification research. Int. J. Inf. Manage. 45, 191–210. doi:

10.1016/j.ijinfomgt.2018.10.013

Landers, R. N. (2014). Developing a Theory of Gamified Learning. Simul. Gaming 45,

752– 768. doi: 10.1177/1046878114563660

19
 Smiderle, R., Rigo, S.J., Marques, L.B. et al. The impact of gamification on students’

learning, engagement and behavior based on their personality traits. Smart Learn. Environ. 7,

3 (2020). https://doi.org/10.1186/s40561-019-0098-x

Vera, B. O. (2021). 80% of PH kids don’t know what they should know – World Bank.

Manila: Philippine Daily Inquirer.

Appendices

THE FUNDAMENTAL COUNTING PRINCIPLE

Algebra 10 (Lesson Plan)

Time Frame: 1 session

Section Time Date

Grade 10 4:00 pm – 5:00 pm April 25, 2022

I. Learning Objectives (SMART)

At the end of the lesson, the students will able to:

 demonstrates understanding of key concepts of the fundamental counting principle

 determine the number of possible combinations for a given situation using

the fundamental counting principle

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  solve problems (including real life problems) involving the fundamental

counting principle

 illustrate the tree diagram and systematic listing

II. Subject Matter

A. Topic: The Fundamental Counting Principle

B. Concepts:

Fundamental Counting Principle: The Fundamental Counting Principle states that if

one event can occur in 𝑛1 ways and a second event can occur in 𝑛2 ways, and a third in 𝑛3

ways, and so on, then these events can occur in 𝑛1x 𝑛2x𝑛3x…ways.

C. Strategy/Techniques/ICT Integration:

Strategies/Techniques - Visualization, Active Learning, Experiential Learning

ICT Integration – Ck12, Kahoot, PowerPoint presentation, Google Meet, and Google

Classroom

D. Values: Perseverance, Patience, and Hardwork

E. Materials: Laptop, cellphone, calculator, worksheets, pen/pencil and paper

F. References: Nivera, G. C. (2015), Grade 10 Mathematics: Pattern and Practicalities.

Don Bosco Press Inc. Makati City, Philippines

Note: The whole discussion will be held via Kahoot for total points and live

leaderboard.

21
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

Preparatory Activities/ Preliminaries

1. Daily Routine

Good afternoon, class! Good afternoon, Ma’am!

For this day, we will tackle a new lesson, but before that I’d Students are praying.

like to ask Student A to please lead the prayer.

2. Priming/ Motivation

PRIMING

Orientation: For today’s class, your participation will be based

on your points in the leaderboard that will be shown at the end

of the lesson. Games and questions will be provided along the

class discussion and you have to answer via kahoot because the

scoring will be automatically flashed there. Points vary

depending on your answer including the duration you entered a

correct answer.

For the top 3 students on the leaderboard, you will be receiving

the highest additional points for participation, and a prize with

a badge that will be sent via wvsu mail.

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Other participants will also be given additional points for

participation as long as they have joined the kahoot session.

MATH RIDDLES (via Kahoot)

Instruction: Guess the correct answer to gain points. Time limit

for each question is 30 seconds.

Answer: Your age

1. What number goes up and doesn’t come back down?

Answer: Three apples

2. If there are 4 apples and you take away 3, how

many do you have?

Answer: two sides

3. How many sides does a circle have?

Answer: None

4. If you buy a rooster for the purpose of laying eggs

and you expect to get three eggs each day for

breakfast, how many eggs will you have after

three weeks? Answer: 9

5. A farmer has 17 sheep and all but 9 died. How

many are left?

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A. Activity

TREE DIAGRAM EXAMPLES

Example 1: Althea craves for potato fries so she finds

the nearest potato fries’ shop to buy some. The shop

nearby offers the following:

The teacher shows a tree diagram to find the answer.

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Example 2: Kiosk 4 of WVSU Coop has a combo meal which

consist of a sandwich and a soup for P30.00. They offer the

following choices:

Sandwich: chicken mayonnaise, cheese and tomato, tuna

mayonnaise, ham and lettuce

Soup: tomato, chicken noodle, vegetable

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Example 3 will be via Ck12. The teacher utilizes an interactive

tool (ck12) which she can move/dress up a stick figure.

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Teacher: How many different complete outfits can be made

from the clothes in Tyler’s closet? Any idea or any guess?

Teacher: Alright, let us see if Student A’s answer is correct. Let

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us make use of the figures beside.

How many pants do you think we need to try on this man for us

to complete the outfits from his closet?

Student A: Six different

complete outfits can be

made, ma’am.

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 Students: Six ma’am.

Then we put the same belt for all of it since we only have

one here.

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Very good! First, we put 3 pairs of pants since there are 3

different colored shirts(Red, yellow, green). This is to make sure

that each shirt will be tried on two pants (blue and brown).

Teacher: So what shall we do next?

That’s right. So let’s what we will have.

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So indeed, Student A is correct for answering C or 6 in our

number 1.

Teacher: Which of the equations correctly shows how to

calculate the number of outfit combinations Tyler can make and

represents each clothing choice he must make?

Student C: Try on the

a. 3x1x2= 6 each shirt for each pant.

b. 6x1x1= 6

c. 3x2 = 6

That’s correct. Because the concept of our lesson for today which

is the Fundamental Counting Principle states that if one

event can occur in 𝒏𝟏 ways and a second event can occur

in 𝒏𝟐 ways, and a third in 𝒏𝟑 ways, and so on, then these

events can occur in 𝒏𝟏x 𝒏𝟐x𝒏𝟑x…ways.

So three shirts (Red, Yellow, Green), 1 belt, and 2 pants (blue,

brown) which equates to 3x1x2 = 6.

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32
 Teacher: How about if Tyler could choose from three belts Student D: Letter A

instead of just one, what expression would model the number

of unique outfits he could make?

a. 3x2x2= 12

b. 3x1x3= 9

c. 3x3x2 = 18

Teacher: Very good! Lastly, if Tyler could wear two shirts at

the same time, what would the new equation that represents

the number of unique outfits look like? (He only has one belt.)

a. 3x2x1x2= 12

b. 3x3x1x2= 18

c. 3x2x2x2 = 24

Student A: Letter C.

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 Student B: Letter A.

B. Analysis

Teacher: Alright, so out of our activity of dressing up

Tyler, what can you infer about the Fundamental

Counting Principle? I’ll be asking two students to answer.

You may use your own words to explain.

Guide Questions:

1. What is Fundamental Counting Principle? Students’ answer may

vary.

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 2. Is it really applicable in real life setting? If so, in what

instances can we apply this concept?

C. Abstraction

Now. Let us have more examples for us to further understand

the Fundamental Counting Principle.

Example 1:

Kiosk 4 of WVSU Coop is offering combo meals which consist of

a sandwich and a soup for P80.00. They offer the following

choices:

Sandwich: chicken mayonnaise, cheese and tomato, tuna

mayonnaise, ham and lettuce

Soup: tomato, chicken noodle,

vegetable Dessert: ice-cream, piece of

cake Drink: tea, coffee, Coke, Fanta,

Sprite

Student B: Use the

Since, we have now a lot of given, what do you think can we do Fundamental Counting

to get the total number of possible combo meals? Principle

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Alright, so can Student C apply it to get the correct answer? Student C: Using

Please show us how you do it. Fundamental Counting

Principle,

4 x 3 x 2 x 5= 120

possible combo meals

Example 2: When you toss a coin thrice, how many will be the Student A: 2x2x2=

possible outcomes? 8possible outcomes

Example 3: Jan is planning to spend his academic break visiting Student B: 4x3x2x1= 24

four tourist spots in the Visayas – Boracay, Cambugahay Falls, possible ways.

Islas de Gigantes, and Kawasan Falls. In how many ways can he

arrange his tour schedule?

Example 4: In an interview room, there are five vacant seats. If Student C: 5x4= 20

two interviewees went inside, in how many ways can they be ways

seated?

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D. Applications

Teacher: So now, we will be having a game with regards .

to our lesson. This is to see if you can apply what you

have learned for today. (Game via Kahoot)

1. If you flip the coin six times, what would be the Answer: 2x2x2x2x2x2=

total number of possible outcomes? 64 possible outcomes

2. Five teams compete in the University Quiz Bowl. In how Answer: 5x4x3= 60

many ways the three first prizes be given? ways

3. Zarene is torn between what to wear. Her choices are

as follow:

Basic Tops- White, Black, Lavender, Nude

Bottom- Jeans, skirt, trouser

Bag- mini, tote, backpack

She plans to try all of the possible outfits out of her

choices. What is the total number of possible outfits? Answer: 4x3x3= 36

possible outfits

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4. Jan’s locker code is composed of 2 numbers and 2 letters. Answer: 26x26x9x9=

If the same letter or number can be repeated, how many 54, 756

can be made?

5. Jan’s locker code is composed of 2 numbers and 2 letters.

If the same letter and number CANNOT be repeated, how Answer: 26x25x9x8=

many can be made? 46, 800

E. Assessment

1-10 multiple choice quiz via Google Form.

Instruction: Read the questions/problems

carefully and choose the best answer.

1. Among the 18 student applicants in a publication, one

editor-in-chief, one managing editor, and one senior

editorial assistant will be chosen. In how many ways

this can be done?

a. 2,430 ways

b. 4,896 ways

c. 54 ways

d. 1246 ways

38
2. AZ license plates have 3 letters followed by 4 numbers. If

the same letter or number can be repeated, how many

can be made?

a. 215,768

b. 115,316,136

c. 12

d. 169,845

3. AZ license plates have 3 letters followed by 4 numbers. If

the same letter CANNOT be repeated, how many can be

made?

a. 805,761

b. 119,000,497

c. 102,351,600

d. 144

4. You go to Best Buy to purchase a new television. You

have the following choices: LCD or plasma; screen size

27”, 32”, 36”, 41”, 51”, or 63” and manufacturer Sony,

Vizio or Phillips. How many different televisions does the

store have to offer?

a. 36

b. 1440

39
 c. 48

d. 1078

5. Lovely loves to eat salad. How many salads can she put

together if she can choose one from each of the

following: two types of lettuce, 4 types of vegetables

and 7 types of dressing?

a. 48 salads

b. 60 salads

c. 12 salads

d. 56 salads

6. A restaurant offers four sizes of pizza, two types of

crust, and eight toppings. How many possible

combinations of pizza with one topping are there?

a. 48 combinations of pizza

b. 64 combinations of pizza

c. 8 combinations of pizza

d. 36 combinations of pizza

7. If Ella flip the coin four times, what would be the

total number of possible outcomes?

a. 32 possible outcomes

b. 16 possible outcomes

40
 c. 64 possible outcomes

d. 18 possible outcomes

8. You go to the snack bar to buy a bagel and a drink for

lunch. You can choose from a plain bagel, a blueberry

bagel, or a raisin bagel. The choices for a drink include

water or a sports drink. How many different lunches

could be made with these choices?

a. 12 lunches

b. 6 lunches

c. 18 lunches

d. 4 lunches

9. Alex played a ranked game in Mobile Legends: Bang

Bang. What would be the total possible outcome of

winning and losing the game in a series of five

games?

a. 10 possible outcomes

b. 16 possible outcomes

c. 20 possible outcomes

d. 32 possible outcomes

10. “The Fundamental Counting Principle states that if one

event can occur in 𝑛1 ways and a second event can occur

41
 in 𝑛2 ways, and a third in 𝑛3 ways, and so on, then these

events can occur in 𝑛1x 𝑛2x𝑛3x…ways.”

a. The statement is not true

b. The statement is correct

c. The statement is sometimes true

d. None of the above

IV. Assignment

The given assessment will also serve as an assignment.

Prepared by:

MA. BEATRIZ NIÑA P. BARRANCO

Practice Teacher

Grade 10 Algebra Class

Gamified Lesson Plan

PERMUTATIONS

42
 Algebra 10 (Lesson Plan)

Time Frame: 1 session

Section Time Date

Grade 10 4:00 pm – 5:00 pm April 26, 2022

I. Learning Objectives (SMART)

At the end of the lesson, the students will able to:

 illustrate the permutation of objects

 derive the formula for finding the number of permutations of n objects taken r at

a time

 solve problems involving permutations

II. Subject Matter

A. Topic: Permutations

B. Concepts:

Permutations: A Permutation is an arrangement of objects or elements in a specific

order. (Order is important). It could be the ordering of all the elements in a group, or the

ordering of some elements from a group.

C. Strategy/Techniques/ICT Integration:

Strategies/Techniques - Visualization, Active Learning, Experiential Learning

43
 ICT Integration – Kahoot, PowerPoint presentation, Google Meet, and Google

Classroom

D. Values: Perseverance, Patience, and Hardwork

E. Materials: Laptop, cellphone, calculator, worksheets, pen/pencil and paper

F. References: Nivera, G. C. (2015), Grade 10 Mathematics: Pattern and Practicalities.

Don Bosco Press Inc. Makati City, Philippines

Preparatory

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

Activities/ Preliminaries

3. Daily Routine

Good afternoon, class! Good afternoon, Sir!

For this day, we will tackle a new lesson, but before

that I’d like to ask Student A to please lead the prayer. Students are praying.

4. Priming

Orientation: For today’s class, your participation will be

based on your points in the leaderboard that will be

shown at the end of the lesson. Games and questions

will be provided along the class discussion and you have

to answer via kahoot because the scoring will be

automatically flashed there. Points vary depending on

your answer including the duration you entered a correct

answer.

44
For the top 3 students on the leaderboard, you will be

receiving the highest additional points for participation,

and a prize with a badge that will be sent via wvsu mail.

Other participants will also be given additional points for

participation as long as they have joined the kahoot

session.

MATH RIDDLES (via Kahoot)

Instruction: Guess the correct answer to gain points. Answer: Zero

Time limit for each question is 30 seconds.

1. If you multiply this number by any other number,

the answer will always be the same. What Answer: Once

number is this?

2. What is the maximum possible number of Answer: Three,

times you can subtract number 5 from number Three tickets because the

25? grandmother is the mother of the

two daughters who are mothers.

3. A grandmother, two mothers, and two daughters

went to a baseball game together and bought one Answer: Ten

45
 ticket each. How many tickets did they buy in

total?

Answer: Four

4. When Josh was 8, his brother was half his age.

Now that Josh is 14, how old is his brother?

5. Two people in front of two people, two people

behind two people, and two people beside two

people. How many people are there?

Okay. So thank you very much class for your

participation. I see that most of you here agree that with

the game we had, math is really fun!

F. Activity

Activity: ORDER MATTERS!

Determine if the order is important or not. Comment

“like” emoji if the order is important and “heart” emoji

if the order is not important.

46
Are you ready class?

Alright. Let’s start!

1. In an ice cream stand, you need to select three Answer:

of the five available ice cream flavors to eat

which are strawberry, chocolate, mango, ube,

and cheese.

Answer:

2. Lenlen bought one pack of each of the following

fruits: strawberries, pomelo, and grapes. She

want to store two of them into canisters of colors

green and orange.

Answer:

3. Sir Marv asked you to name all the subsets of the

set {x,y,z}.

Answer:

47
 4. You are the leader of the group and you need to

pick an assistant leader and a secretary for your

group.

Alright. Great job everyone.

Thank you for participating in our activity.

G. Analysis

Teacher: Alright, so out of our activity “ORDER

MATTERS!”, there are items or situations which require

you to choose while others require you to arrange them

in a particular way.

In the previous activity, what do you call it if the

arrangement of selected objects matters? Student A: Permutation

Teacher: That is correct!

Class, Permutation will be our topic for today.

A Permutation is an arrangement of objects or elements

in a specific order. (Order is important). It could be the

ordering of all the elements in a group, or the ordering of

some elements from a group.

48
At the end of this lesson, you will be able to:

 illustrate the permutation of objects

 derive the formula for finding the number of

permutations of n objects taken r at a time

 solve problems involving permutations

H. Abstraction

Now. Let us have more examples for us to further

understand Permutation.

But before that, let us first define Factorial Notation.

Factorial Notation

The factorial of natural number n(n!) is the product of

all positive integers less than and equal to n.

Example: 6 • 5 • 4 • 3 • 2 • 1, can be written in factorial

notation as 6!, read as 6 factorial.

49
 3! = 3 • 2 • 1 = 6
2! = 2 • 1 = 2
1! = 1
0! = 1

During the Covid-19 Pandemic, Valentine, a Grade 10

student, goes through Modular Distance Learning, a

modality that allows learners to use Self-Learning

Modules (SLMs).

In the first batch of distribution of SLMs, Valentine Student A: 6 Sir! (expected

received his copies in 3 subjects: English, Math, and answer)

Science, he then placed his SLMs on his desk.

Teacher: In how many different arrangements can

Valentine place his SLMs on his desk?

Student B:

Teacher: Alright. Very good. There are 6 possible English-Mathematics-Science

arrangements. English-Science-Mathematics

50
Teacher: Can you list all the possible arrangements? Science-English-Mathematics

Science-Mathematics-English

Mathematics-Science-English

Mathematics-English-Science

Student B: Listing Method

Teacher: Thank you so much Student B.

What method did you use to come up with the number of

arrangements?

If Valentine were to place his Self-Learning Modules on

his desk in different ways, the possible of arrangements

are as follows:

Listing

English-Mathematics-Science

English-Science-Mathematics

Science-English-Mathematics

51
 Science-Mathematics-English

Student C: Yes sir, we can also

Mathematics-Science-English use a tree diagram.

Mathematics-English-Science

Teacher: Do you think listing randomly is good idea? Can

you think of other ways to count the number of possible

arrangements?

Another possible strategy is by using a tree diagram:

Looking at the tree diagram, there are three possible

choices to occupy the leftmost position, 2 possible choices

to occupy the second position, and 1 possible choice to

occupy the rightmost position.

Hence there are 3! = 3 • 2 • 1 = 6 possible

arrangements.

52
If Valentine also received his SLMs in other 5 subjects:

Filipino, Araling Panlipunan, MAPEH, Edukasyon sa

Pagpapakatao, and TLE.

1. In how many ways can he arrange his 8

SLMs on his desk?

2. In how many ways can Valentine arrange his

8 SLMs if he has space for 5 SLMs only? How

will you determine the number of

arrangements?

Consider arranging the SLMs of Valentine.

In how many different arrangements can Valentine

1. place his 8 SLMs on his desk?

nPn = 𝑛!

8P8 = 8!

=8•7•6•5•4•3•2•1

8P8 = 𝟒𝟎𝟑𝟐𝟎

2. place his 8 SLMs on his desk if he has spaces for 5

SLMs only?

𝑛!
nPr = (𝑛−𝑟)!

53
 8!
8P5 =
(8−5)!

8•7•6•5•4 8•7•6•5•4• 3•2•1

= (8−5)! = 3•2•1

=8•7•6•5•4

8P5 = 𝟔𝟕𝟐𝟎

A Permutation is an arrangement of objects or elements

in a specific order. (Order is important). It could be the

ordering of all the elements in a group, or the ordering of

some elements from a group.

 The number of permutations of a set of 𝑛 distinct

objects is 𝑛!

 The number of permutations of 𝑛 distinct objects,

taken 𝑟 at a time, where 𝑛 ≥ 𝑟, denoted by the

symbol nPr or 𝑃(𝑛, 𝑟) read as “Permutation of n

𝑛!
objects taken r at a time”, is nPr =
(𝑛−𝑟)!

Examples:

Evaluate the following expressions.

1. 6P6 Solution:
6! 6!
6P6= =
(6−6)! 0!

54
 6•5•4•3•2•1
= 1

6P6= 720

2. 3P0 Solution:
3!
3P0=
(3−0)!

3!
= 3!

3P0= 1

3. P(14, 6) Solution:
14!
P(14, 6)=
(14−6)!

14•13•12•11•10•9•8•7•6•5•4•3•2•1
= 8•7•6•5•4•3•2•1

=14•13•12•11•10•9

P(14, 6)= 2162160

6𝑃3 Solution:
4. 4!
6!

6𝑃3 (6−3)!
4! = 4!

6•5•4•3•2•1

= 3•2•1
4•3•2•1

𝟔𝑷𝟑
𝟒! = 5

The Permutation of n objects taken n at a time is:

nPn = n!

55
Examples:

1. In how many ways can you arrange 5

different books on a shelf?

Solution:

Let 𝑛 = 5 different books

nPn = 𝑛!

5P5 = 5!

=5•4•3•2•1

5P5 =𝟏𝟐𝟎

2. Find the number of permutations of the letters

of the word MATH.

Solution:

Let 𝑛 = 4 (letters of the word MATH)

nPn = 𝑛!

4P4 = 4!

=4•3•2•1

4P4 =𝟐𝟒

For the next two examples, please open your Kahoot and

try to answer. (KAHOOT)

56
 3. In how many ways can 7 people arrange

themselves in a row for a picture taking?

Solution:

Let 𝑛 = 7 people

nPn = 𝑛!

7P7 = 7!

=7•6•5•4•3•2•1

7P7 =𝟓𝟎𝟒𝟎

4. How many 3-digit codes can be formed

from numbers 2, 4, 6, if no number is

repeated? Solution:

Let 𝑛 = 3 (3-digit codes)

nPn = 𝑛!

3P3 = 3!

=3•2•1

3P3 = 𝟔

The Permutation of n objects taken r at a time where

repetitions are not allowed is:

Examples:

1. In how many ways can 5 girls be seated in a

row of 3 seats?

Let 𝑛 = 5 girls,

57
 𝑟 = 3 seats

5!
5P3=
(5−3)!

5•4•3•2•1
= 2•1

5P3 = 𝟔𝟎

2. How many four-letter words, with or without

meaning, can be formed from the letters in the

word “hexagon”?

Let 𝑛 = 7 letters of the word hexagon,

𝑟 = 4-letter words

7!
7P4=
(7−4)!

7•6•5•4•3•2•1
= 3•2•1

7P4 = 840

For the next two examples, please open your Kahoot and

try to answer. (KAHOOT)

3. How many 3-letter codes can be made from

English Alphabet if no letter is repeated?

Let 𝑛 = 26 letters of English Alphabet,

𝑟 = 3-letter codes

26!
26P3=
(26−3)!

= 26 • 25 • 24

58
 26P3 = 15600

4. In a singing competition with 10 contestants,

in how many ways can the organizer arrange

the first three singers?

Let 𝑛 = 10 contestants,

𝑟 = first 3 singers

10!
10P3=
(10−3)!

10•9•8•7!
= 7!

=10•9•8

10P3 = 720

Circular Permutation

If the clockwise and counterclockwise orders CAN be

distinguished, then total number of Circular Permutation

of n objects taken n at a time is (𝒏 − 𝟏)!

Examples:

1. Find the number of ways a family of 8 can be

seated around a circular table with 8 chairs.

Let 𝑛 = 8,

(8 – 1)! = 7!

=7•6•5•4•3•2•1

59
 𝑷 = 𝟓𝟎𝟒𝟎

2. In how many different ways can 7 children ride a

"Merry Go Round" with 7 horses?

Let 𝑛 = 7,

(7 – 1)! =

6!

=6•5•4•3•2•1

𝑷 = 𝟕𝟐𝟎

If the clockwise and counterclockwise orders CANNOT be

distinguished, then total number of Circular Permutation

(𝒏−𝟏)!
of n objects taken n at a time is .
𝟐

Examples.

1. In how many ways can 10 beads be arranged

to form a bracelet??

(10−1)! 9!
2 = 2

9•8•7•6•5•4•3•2•1
= 2

𝑷 = 𝟏𝟖𝟏𝟒𝟒𝟎

2. In how many ways can 5 different keys be

arranged on a key ring?

(5−1)! 4!
2 = 2

60
 4•3•2•1
= 2

𝑷 = 𝟏𝟐

The number of Distinguishable Permutations of n objects

where p objects are alike, q objects are alike, r objects

are alike, and so on, is: P= 𝑛!

𝑃!𝑞!𝑟!…

Examples:

1. How many distinguishable permutations can be

formed from the letters of the word CLASS?

Solution:

*Notice that CLASS is a 5-letter word with 2 S’s.

5! 5•4•3•2•1
P = 2! = 2•1

𝑷 = 60

2. How many distinct permutations can be

formed from all the letters of the word

MESSENGER? Solution:

*Notice that MESSENGER is a 9-letter word

with 3 E’s and 2 S’s.

9! 9•8•7•6•5•4•3•2•1
P = 3!2! = (3•2•1)(2•1)

𝑷 = 30240

61
 I. Applications

Teacher: So now, we will be having a game with regards .

to our lesson. This is to see if you can apply what you

have learned for today. (Game via Kahoot)

Solve the following word problems involving

permutations.

1. A father bought 12 canned goods, with 5

identical sardines, 5 identical corned beefs, and

2 identical sausages. In how many ways can he

stack the canned goods on a shelf?

2. How many distinguishable permutations can

be formed from the letters of the word

CHICHARRON?

3. In how many ways can the letters of the word

ANSWER be arranged on a line so that the

vowels are together?

62
 4. During the Chemistry Class, the teacher divided

the class into groups such that each group has 4

members. Suppose the members of Group 1 are

Jane, Jean, John, and Jun, in how many ways can

4 students be seated at a round table such that:

a. 4 students may sit anywhere.

b. Jean and John must always sit together.

c. Jean and Jun must not sit together.

J. Assessment

1-10 items multiple choice

IV. Assignment

The given assessment will also serve as an assignment.

Prepared by:

JOHN PAUL L. CRUCERO

Practice Teacher

Grade 10 Algebra Class

63
Instrument

Pretest and Posttest

MATHEMATICS (Algebra 10)

Instruction: Choose the letter that corresponds to the correct answer.

1. It is the arrangement of objects or elements in a specific order. It could be the

ordering of all the elements in a group, or the ordering of some elements from a group.

A. Combination

B. Counting Principle

C. Permutation

D. Factorial Notation

2. Rose is craving for an ice cream so she went out to find the nearest shop. The ice

cream shop she found nearby has the above tree diagram in the window to show

customers possible combination of ice cream they sell. How many total outcomes are

there?

64
 a. 18 ice creams

b. 16 ice creams

c. 12 ice creams

d. 14 ice creams

3. Please refer to the given in item no. 2. How many combinations can Rose get if the

ice shop runs out of nuts?

a. 10 ice creams

b. 8 ice creams

c. 14 ice creams

65
 d. 12 ice creams

4. An ice cream store offers 4 different cup sizes and 10 flavors. How many ways are

there to buy a single flavor of ice cream?

a. 24 ways

b. 40 ways

c. 14 ways

d. 44 ways

5. A construction company currently has three active sites. There are 8 different ways to drive

from site 𝐴 to site 𝐵. There are 6 ways to drive from site 𝐵 to site 𝐶.In how many ways can we

drive from site 𝐴 to site 𝐶 visiting site 𝐵 on the way?

a. 14 ways

b. 24 ways

c. 42 ways

d. 48 ways

6. A restaurant serves 5 types of pie, 6 types of salad, and 6 types of drink. How many

different meals can the restaurant offer if a meal includes one pie, one salad, and one drink?

a. 120 meals

66
b. 180 meals

c. 140 meals

d. 220 meals

7. If 3 different books namely Math, Science, and English must be arranged on a

bookshelf, then write all the possible arrangements of these books using the first letters

only.

a. MSE, MES, SEM, SME, ESM, EMS

b. MSE, SEM, ESM, EMS

c. MSE, SEM, MES

d. MSE

8. In how many ways can a 4-digit code be formed using the numbers 1 to 9? Note, that

the code can have repeated digits.

a. 6,761

b. 6,561

c. 671

d. 651

67
9. In our town, there are 3 paths connecting the library and the post office, 5 paths

connecting the post office and the bank, and 4 paths connecting the bank and the park.

Determine the number of ways to walk from the library to the park.

a. 45 ways

b. 60 ways

c. 65 ways

d. 48 ways

10. Lylia is planning to enjoy her summer visiting the tourist spots in Visayas – Boracay,

Cambugahay Falls, Islas de Gigantes, and Kawasan Falls are her choices. In how many

ways can she arrange his tour schedule?

a. 24 ways

b. 32 ways

c. 18 ways

d. 16 ways

11. Eight students compete in Essay Writing English during the English week. In how many

ways the first three prizes such as first, second, and third be given?

a. 24 ways

b. 48 ways

68
c. 363 ways

d. 336 ways

12. Kate’s phone password consists of 3 letters followed by 3 numbers. If the same letter or

number can be repeated, how many password can be made?

a. 12,812,904

b. 13,812,904

c. 14, 812, 904

d. 15, 812, 904

13. Which of the following illustrates permutation?

a. Arranging seven students in 4 available seats.

b. Triangles that can be drawn on a plane using 4 non-collinear lines.

c. Electing 3 different officers from 6 candidates.

d. Committee of 5 leaders chosen from 11 students.

14. Which of the following statement is true?

a. In permutation, the arrangement does not matter.

b. Circular permutation refers to the number of n objects taken r at a time.

69
c. There are 24 ways to arrange 5 students in a row of 5 seats.

d. There are 120 ways to arrange 6 people on a circular table.

15. Seven BSED 3-B students are running to become the chairperson, vice-chairperson,

and secretary. In how many ways can the positions be filled?

a. 1

b. 7

c. 35

d. 140

16. In how many ways can 6 different keys be arranged on a key ring?

A. 120

B. 60

C. 24

D. 12

17. Which of the following illustrates the formula for permutation?

𝑛!
a. (𝑛−𝑟)!

b. m x n x p x…..

70
 𝒏!
c. (𝒏−𝒓)! 𝒓!

𝑛!
d. 𝑟!

18. In how many ways can the letters of the word FACULTY be arranged so that the

vowels always come together?

A. 180

B. 360

C. 720

D. 1440

19. Find the number of ways in which Paul, Arthur, Bea, Marvz, and Jamie can be seated

at a round table, such that Paul and Arthur must always sit together.

A. 6

B. 12

C. 24

D. 120

20. Evaluate the expression P(10, 6).

A. 60

71
B. 5040

C. 151200

D. 604800

21-22. In how many ways can a group of 8 persons arrange themselves,

21. In a row of 8 seats?

A. 120

B. 720

C. 5040

D. 40320

22. Around a circular table?

A. 120

B. 720

C. 5040

D. 40320

23. It is an ordered arrangement of objects in a circular manner.

72
A. Permutation

B. Combination

C. Factorial Notation

D. Circular permutation

24. The permutation of n objects taken n at a time is:

A. nPr = n!

B. nPn = n!

C. rPn = n!

D. nPn = r!

25. Picking first, second, and third place winners represent permutation.

A. True

B. False

C. Sometimes true

D. None of the above

26. Evaluate the expression nPn.

A. nPn = 1!

B. nPn = n

73
C. nPn = 1

D. nPn = n!

27. In how many ways can the letters of the word PENCIL be arranged in a line so that

the vowels are together?

A. 5! • 2!

B. 6! • 2!

C. 5!

D. 6

28. In how many ways can 7 differently colored beads be threaded on a string?

A. 360

B. 720

C. 2520

D. 5040

29. In how many ways can 6 boys stand in a circle to play “spinning top”?

A. 30

B. 720

74
C. 120

D. 360

30. Evaluate the exact value of 10P5.

a. 50

b. 252

c. 720

d. 30,240

75
Letter

76
77