SELF-LEARNING HOME TASK (SLHT)

Subject : Mathematics Grade : 10 Quarter : Third Week : 2

MELC: solve problems involving permutations Competency Code: M10SP-IIIb-1
Name: ___________________________________________ Section :____________Date: ________
School : ____________________________________________ District: ________________________

I. Readings and Discussions

Recall:
We usually arrange things in a specific order. For example, 6 different kinds of plants can be
arranged in a row in any order. This kind of arrangement in a particular order is known as permutation.

𝒏!
►The number of permutations P of n objects taken r at a time is: *𝑷(𝒏, 𝒓) = ( , n ≥ r.
𝒏−𝒓)!
*𝑷(𝒏, 𝒓) = 𝒏! , n = r.
►If n objects are to be arranged around a circle (Circular Permutation), then the number of
arrangement is: P = (n-1)!
If n objects on a circle are arranged relative to a fixed point, then: P = n!

► The number of distinguishable permutations P, of n objects taken at a time with f objects alike, g
of another kind
𝒏!
alike, h of another kind alike, and so on, is given by 𝑷 =
𝒑! 𝒒! 𝒓!…

Permutations involved in daily life problems are more complicated. The computation is much different
if some restrictions are placed on the arrangements. To solve these problems, we still have to use the
formulas stated above with the application of the addition and multiplication rules.

Addition Rule – If there are n choices for one action and m choices for another action and the two
actions cannot be done at the same time, then there are n + m ways to choose one of these actions.
Multiplication Rule – If there are n ways of doing something, and m ways of doing another thing after
that, then there are n x m ways to perform both of these independent actions.

Example 1
Eight students are to be seated at a round table.
a. How many arrangements are possible?
b. If one of them is to be seated close to the window, how many ways are possible?
Solution
Given: n = 8
a. P = (n-1)! = (8-1)! = 7! = 7x6x5x4x3x2x1 = 5, 040 arrangements
b. The circular permutation is relative to a fixed point (close to the window), then,
P = n! = 8! = 8x7x6x5x4x3x2x1 = 80, 320 ways

Example 2
There are 6 numbered cards 1, 2, 3, 4, 5, and 6.
a. How many three-digit numbers can be formed if no repetition is allowed?
b. How many different three-digit even numbers can be formed?

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 c. How many different three-digit numbers larger than 500 can be formed?

Solution:
Given: n= 6
r=3
𝑛! 6! 6𝑥5𝑥4𝑥3𝑥2𝑥1 720 720
a. 𝑃(𝑛, 𝑟) = ( = = 𝑃(6,3) = (6−3) ! = = = = 120 arrangements
𝑛−𝑟)! 3! 3𝑥2 6

b. There are 3 choices: 2, 4, or 6 for the units digit or the third digit. Then choose 2 cards from the
remaining 5 cards for the first two digits.
 The actions cannot be done at the same time because you need to select only one either of 2 or 4 or
6 for the third digit, so the addition rule is to be used.
If the units digit or third digit is → 2 or 4 or 6
↓ ↓ ↓
 Number of 3-digit even numbers = P(5,2) + P(5,2) + P(5,2) = 5x4 + 5x4 + 5x4 = 20 + 20 + 20 = 60

Therefore, there are 60 possible 3-digit even numbers.

c. There are 2 choices 5 or 6, for the first digit or hundreds digit. Then choose 2 cards from the
remaining 5 cards for the second and third digits.

 The actions cannot be done at the same time because you need to select only one either of 5 or 6,
so the addition rule is to be used.
If the first digit is → 5 or 6
↓ ↓
Number of 3-digit numbers larger than 500 = P(5,2) + P(5,2) = 5x4 + 5x4 = 20 + 20 = 40

Therefore, there are 40 possible 3-digit numbers larger than 500.

Example 3
In a Department Store, a saleslady plans to put eight different pairs of shoes (A, B, C, D, E, F, G, and H)
in a row for display.

a. How many arrangements are there for the display of eight pairs of shoes?
b. If the shoes A, B, and C are of the same brand and should be displayed next to each other, how
many arrangements are there for the display of eight pairs of shoes?
c. Aside from A, B, and C, D, and E are of another brand and should also be displayed next to each
other. How many arrangements are there for the display of eight pairs of shoes?
Solution:
Given: n = 8
r=8
𝑛! 8! 8𝑥7𝑥6𝑥5𝑥4𝑥3𝑥2𝑥1 40,320
a. 𝑃(𝑛, 𝑟) = (𝑛−𝑟)!
= 𝑃(8,8) = (8−8) ! = = = 40, 320 arrangements
0! 1

Since n = r, then we can use the formula: 𝑃(𝑛, 𝑟) = 𝑛!

𝑃(𝑛, 𝑟) = 𝑛! = 8! = 8𝑥7𝑥6𝑥5𝑥4𝑥3𝑥2𝑥1 = 40, 320 arrangements

b. Since A, B, and C should be displayed next to each other, then (A, B, and C) should be treated as
1 object and the original 8 objects should be treated as 6 objects: (A, B, and C), D, E, F, G, and H.

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 The permutations of 3 objects A, B, and C = 3!
The permutations of 6 objects (A, B, and C), D, E, F, G, and H are taken 6 at a time: P(n, r) = 6!

 The permutations of (A, B, and C) or 3! are to be considered as objects of the permutation of the
6 remaining objects, then the multiplication rule is to be used.
Therefore,
P = 3! x 6! =(3x2x1) (6x5x4x3x2x1) = 6 x 720 = 4, 320 arrangements

c. A, B, and C are treated as 1 object, D & E are treated as another object. The original 8 objects are
treated as 5 objects (A, B, and C), (D & E), F, G, and H.
The permutations of 3 objects A, B, and C = 3!
The permutations of 2 objects D and E = 2!
The permutations of 5 objects (A, B, and C), (D & E), F, G, and H are taken 5 at a time: P(n, r) = 5!
 The permutations of (A, B, and C) or 3!, and the permutations of (D and E) or 2! are to be considered
as objects of the permutation of the 5 remaining objects, then the multiplication rule is to be used.
Therefore,
P = 3! x 2! x 5! = (3x2x1) (2x1) (5x4x3x2x1) = 6 x 2 x 120 = 1, 440 arrangements

II. Exercises
Directions. Solve the following problems on your answer sheets. Show your solutions well.

Exercise 1
Five friends are to be seated at a round table at Buffet 501.
a. How many arrangements are possible?
b. If one of them is to be seated at a particular seat, how many ways are possible?
Exercise 2
How many three-digit numbers can be formed from the digits 1, 2, 3, 4, and 5?
a. How many three-digit numbers can be formed if no repetition is allowed?
b. How many different three-digit odd numbers can be formed?
c. How many different three-digit numbers larger than 400 can be formed?

III. Assessment/Application/Outputs

A. Directions. Choose the letter of the correct answer. Write your answers on your answer sheet.

1. How many ways can the letters of the word ORANGES be arranged,

1.1. if there are no restrictions? a. 7! b. 6! c. 4!3! d. 7 x 6 x 5 x 4

1.2. if the first letter must be an N? a. 7! b. 6! c. 4!3! d. 7 x 6 x 5 x 4

2. In how many ways can the organizer of the Sinulog Festival arrange the first three performers if there
are 12 contingents in all? a. 1, 728 b. 1, 320 c. 36 d. 15

3. Abby, Betty, Carry, Dolly, and Eddy are sitting together watching a concert.

3.1. How many ways can they be seated?

a. 7! b. 6! c. 5! D. 4!

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 3.2. What if Dolly and Eddy must sit together?
a. 120 b. 240 c. 24 d. 48

4. Six actors and eight actresses are available for a play that requires 4 males and 3 females.
How many different cast lists are there? a. 120, 960 b. 40, 320 c. 20, 160 d. 576

5. How many ways can the letters in the word BRAINS be arranged if the vowels must be together?
a. 6! b. 2! c. 2!5! d. 4!

B. Solve the problems. Show your solutions on your answer sheet.

In a grocery, a salesman plans to put six varieties of coffee (L, M, N, O, P, and Q) in a row for display.

a. How many arrangements are there for the display of six variants of coffee?
b. If coffee L and M are of the same brand and should be displayed next to each other, how
many arrangements are there for the display of 6 variants of coffee?
c. Aside from L and M, P and Q are of another brand and should also be displayed next to each
other. How many arrangements are there for the display of 6 variants of coffee?

IV. Suggested Enrichment/Reinforcement Activity

Give two examples of situations in real-life that employ permutations. In each situation,
1. formulate a problem.
2. solve the problem.
3. discuss how you can use these sample problems in your daily life, especially in making decisions.

References:
1. Callanta, Melvin M., Allan M. Canonigo, Arnaldi I Chua, Jerry D. Cruz, Mirla S. Esparrago, Elino S.
Garcia, Aries N. Magnaye, Fernando B. Orines, Rowena S. Perez, and Concepcion S. Ternida.
Mathematics 10 Learner’s Module. Department of Education, 2015.
2. Obana, Generoso G, Edna R. Mangaldan. Making Connections in Mathematics A Worktext for Fourth
Year High School. Vicarish Publication & Trading, INC, 2009

Prepared by: Reviewed by:

PAMELA P. SESALDO PAMELA A. RODEMIO

Master Teacher 1 EPS in Mathematics
Compostela National High School (Day Class) Division of Cebu Province

GUIDE

For the Teacher: Advise the students to read the reading and discussion portion before they attempt to
answer the practice exercises. Going through the parts sequentially will help them understand easily the
topic.

For the Learner: Read through the self-learning home task from the first part to the last part. Doing so will
help you understand better the topic.

For the Parent/Home Tutor: Assist your child and make sure that he/she reads the self-learning home
task from beginning to end to ensure proper understanding of the concepts.