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! Math learners material grade 10 quarter

3
1. 1. D EPED C O PY 10 Mathematics Department of
Education Republic of the Philippines This book was
collaboratively developed and reviewed by educators
from public and private schools, colleges, and/or
universities. We encourage teachers and other
education stakeholders to email their feedback,
comments, and recommendations to the Department
of Education at action@deped.gov.ph. We value your
feedback and recommendations. Learner’s Module Unit
3 All rights reserved. No part of this material may be
reproduced or transmitted in any form or by any means
- electronic or mechanical including photocopying –
without written permission from the DepEd Central
O!ice. First Edition, 2015. VISIT DEPED TAMBAYAN
http://richardrrr.blogspot.com/ 1. Center of top
breaking headlines and current events related to
Department of Education. 2. O!ers free K-12 Materials
you can use and share
2. 2. D EPED C O PY Mathematics – Grade 10 Learner’s
Module First Edition 2015 Republic Act 8293, section
176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior
approval of the government agency or o!ice wherein
the work is created shall be necessary for exploitation
of such work for profit. Such agency or o!ice may,
among other things, impose as a condition the
payment of royalties. Borrowed materials (i.e., songs,
stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by
their respective copyright holders. DepEd is
represented by the Filipinas Copyright Licensing
Society (FILCOLS), Inc. in seeking permission to use
these materials from their respective copyright owners.
All means have been exhausted in seeking permission
to use these materials. The publisher and authors do
not represent nor claim ownership over them. Only
institution and companies which have entered an
agreement with FILCOLS and only within the agreed
framework may copy this Learner’s Module. Those who
have not entered in an agreement with FILCOLS must, if
they wish to copy, contact the publisher and authors
directly. Authors and publishers may email or contact
FILCOLS at filcols@gmail.com or (02) 439-2204,
respectively. Published by the Department of
Education Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD Printed in the
Philippines by REX Book Store Department of
Education-Instructional Materials Council Secretariat
(DepEd-IMCS) O!ice Address: 5th Floor Mabini Building,
DepEd Complex Meralco Avenue, Pasig City Philippines
1600 Telefax: (02) 634-1054, 634-1072 E-mail Address:
imcsetd@yahoo.com Development Team of the
Learner’s Module Consultants: Soledad A. Ulep, PhD,
Debbie Marie B. Verzosa, PhD, and Rosemarievic
Villena-Diaz, PhD Authors: Melvin M. Callanta, Allan M.
Canonigo, Arnaldo I. Chua, Jerry D. Cruz, Mirla S.
Esparrago, Elino S. Garcia, Aries N. Magnaye, Fernando
B. Orines, Rowena S. Perez, and Concepcion S. Ternida
Editor: Maxima J. Acelajado, PhD Reviewers: Maria Alva
Q. Aberin, PhD, Maxima J. Acelajado, PhD, Carlene P.
Arceo, PhD, Rene R. Belecina, PhD, Dolores P. Borja,
Agnes D. Garciano, Phd, Ma. Corazon P. Loja, Roger T.
Nocom, Rowena S. Requidan, and Jones A. Tudlong,
PhD Illustrator: Cyrell T. Navarro Layout Artists: Aro R.
Rara and Ronwaldo Victor Ma. A. Pagulayan
Management and Specialists: Jocelyn DR Andaya, Jose
D. Tuguinayo Jr., Elizabeth G. Catao, Maribel S. Perez,
and Nicanor M. San Gabriel Jr. All rights reserved. No
part of this material may be reproduced or transmitted
in any form or by any means - electronic or mechanical
including photocopying – without written permission
from the DepEd Central O!ice. First Edition, 2015.
3. 3. D EPED C O PY Introduction This material is written in
support of the K to 12 Basic Education Program to
ensure attainment of standards expected of students.
In the design of this Grade 10 materials, it underwent
di!erent processes - development by writers composed
of classroom teachers, school heads, supervisors,
specialists from the Department and other institutions;
validation by experts, academicians, and practitioners;
revision; content review and language editing by
members of Quality Circle Reviewers; and finalization
with the guidance of the consultants. There are eight
(8) modules in this material. Module 1 – Sequences
Module 2 – Polynomials and Polynomial Equations
Module 3 – Polynomial Functions Module 4 – Circles
Module 5 – Plane Coordinate Geometry Module 6 –
Permutations and Combinations Module 7 – Probability
of Compound Events Module 8 – Measures of Position
With the di!erent activities provided in every module,
may you find this material engaging and challenging as
it develops your critical-thinking and problem-solving
skills. All rights reserved. No part of this material may
be reproduced or transmitted in any form or by any
means - electronic or mechanical including
photocopying – without written permission from the
DepEd Central O!ice. First Edition, 2015.
4. 4. D EPED C O PY Unit 3 Module 6: Permutations and
Combinations....................................... 275 Lessons and
Coverage........................................................................
276 Module
Map.........................................................................................
277 Pre-Assessment
.................................................................................. 278
Learning Goals and Targets
................................................................ 282 Lesson 1:
Permutations
.............................................................................. 283
Activity
1....................................................................................
283 Activity
2....................................................................................
284 Activity
3....................................................................................
286 Activity
4....................................................................................
286 Activity
5....................................................................................
295 Activity
6....................................................................................
296 Activity
7....................................................................................
297 Activity
8....................................................................................
298 Activity
9....................................................................................
299 Activity
10..................................................................................
299
Summary/Synthesis/Generalization...........................................................
300 Table of Contents Lesson 2:
Combinations..............................................................................301
Activity 1
....................................................................................301
Activity 2
....................................................................................303
Activity 3
....................................................................................304
Activity 4
....................................................................................310
Activity 5
....................................................................................311
Activity 6
....................................................................................311
Activity 7
....................................................................................312
Activity 8
....................................................................................314
Activity 9
....................................................................................315
Activity 10
..................................................................................315
Summary/Synthesis/Generalization
...........................................................316 Glossary of
Terms.......................................................................................317
References and Website Links Used in this
Module..................................317 Module 7: Probability
of Compound Events ......................................319
Lessons and Coverage
........................................................................320 Module
Map
.........................................................................................320
Pre-
Assessment...................................................................................321
Learning Goals and
Targets.................................................................326 All
rights reserved. No part of this material may be
reproduced or transmitted in any form or by any means
- electronic or mechanical including photocopying –
without written permission from the DepEd Central
O!ice. First Edition, 2015.
5. 5. D EPED C O PY 328 Activity 1
....................................................................................328
Activity 2
....................................................................................330
Activity 3
....................................................................................332
Activity 4
....................................................................................334
Activity 5
....................................................................................336
Activity 6
....................................................................................337
Activity 7
....................................................................................338
Activity 8
....................................................................................339
Activity 9
....................................................................................340
Summary/Synthesis/Generalization
...........................................................340 Lesson 2:
Independent and Dependent Events
..........................................341 Activity 1
....................................................................................341
Activity 2
....................................................................................343
Activity 3
....................................................................................344
Activity 4
....................................................................................344
Activity 5
....................................................................................345
Activity 6
....................................................................................345
Summary/Synthesis/Generalization
...........................................................345 Lesson 3:
Conditional
Probability..............................................................346
Activity 1
....................................................................................346
Activity 2
....................................................................................347
Activity 3
....................................................................................348
Activity 4
....................................................................................350
Activity 5
....................................................................................351
Activity 6
....................................................................................351
Activity 7
....................................................................................352
Lesson 1: Union and Intersection of Events
...............................................
Summary/Synthesis/Generalization...........................................................
352 Glossary of Terms
......................................................................................
353 References and Website Links Used in this Module
................................. 354 All rights reserved. No part of
this material may be reproduced or transmitted in any
form or by any means - electronic or mechanical
including photocopying – without written permission
from the DepEd Central O!ice. First Edition, 2015.
6. 6. D EPED C O PY 275 I. INTRODUCTION Look at the
pictures shown below. Have you ever wondered why
some locks such as the one shown below have codes in
them? Do you know why a shorter code is “weak,” while
a longer code is a “strong” personal password in a
computer account? Have you ever realized that there
are several possible ways in doing most tasks or
activities like planning a seating arrangement or
predicting the possible outcomes of a race? Have you
ever been aware that there are numerous possible
choices in selecting from a set, like deciding which
combination of dishes to serve in a catering service or
deciding which dishes to order in a menu? Did you
know that awareness of these can help you form
conclusions and make wise decisions? Find out the
answers to these questions and discover the wide
applications of permutations and combinations
through this module. All rights reserved. No part of this
material may be reproduced or transmitted in any form
or by any means - electronic or mechanical including
photocopying – without written permission from the
DepEd Central O!ice. First Edition, 2015.
7. 7. D EPED C O PY 276 II. LESSONS AND COVERAGE In this
module, you will examine and determine the number of
possible ways of doing certain tasks, or selecting some
objects from a set. You will learn about these through
the following lessons: Lesson 1 – Permutations Lesson
2 – Combinations In these lessons, you will learn to:
Lesson 1 illustrate permutation of objects; derive
the formula for finding the number of permutations of
n objects taken r at a time, n ≥ r ; and solve problems
involving permutations. Lesson 2 illustrate the
combination of n objects; di!erentiate permutation
from combination of n objects taken r at a time, n ≥ r ;
derive the formula for finding the number of
combinations of n objects taken r at a time; and solve
problems involving permutations and combinations.
All rights reserved. No part of this material may be
reproduced or transmitted in any form or by any means
- electronic or mechanical including photocopying –
without written permission from the DepEd Central
O!ice. First Edition, 2015.
8. 8. D EPED C O PY 277 Here is a simple map of the
lessons that will be covered in this module: Finding the
Permutations of n Objects Taken r at a Time Problems
Involving Permutations Finding the Combinations of n
Objects Taken r at a Time Problems Involving
Combinations Problems Involving Permutations and
Combinations Combinations Permutations
COMBINATORICS All rights reserved. No part of this
material may be reproduced or transmitted in any form
or by any means - electronic or mechanical including
photocopying – without written permission from the
DepEd Central O!ice. First Edition, 2015.
9. 9. D EPED C O PY 278 III. PRE-ASSESSMENT Part I Find
out how much you already know about the topics in
this module. Choose the letter that you think best
answers the question. Please answer all the items. Take
note of the items that you were not able to answer
correctly and find the right answer as you go through
this module. 1. Choosing a subset of a set is an example
of ___. A. combination C. integration B. di!erentiation
D. permutation 2. Which of the following situations or
activities involve permutation? A. matching shirts and
pants B. forming di!erent 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 3. The product
of a positive integer n and all the positive integers less
than it is _____. A. powers of n C. n - factors B. multiples
of n D. n factorial 4. Two di!erent arrangements of
objects where some of them are identical are called
_______. A. distinguishable permutations C. circular
permutations B. unique combinations D. circular
combinations 5. How many di!erent 4-digit even
numbers can be formed from the digits 1, 3, 5, 6, 8, and
9 if no repetition of digits is allowed? A. 1 680 B. 840 C.
420 D. 120 6. In how many ways can 8 people be seated
around a circular table if two of them insist on sitting
beside each other? A. 360 B. 720 C. 1440 D. 5040 7. Find
the number of distinguishable permutations of the
letters of the word PASS. A. 4 B. 12 C. 36 D. 144 8. Ms.
Santos asked Renz to draw all the diagonals of a certain
polygon on the blackboard. Renz was able to draw 27
diagonals which his teacher declared correct. What was
the given polygon? A. pentagon C. nonagon B. hexagon
D. decagon All rights reserved. No part of this material
may be reproduced or transmitted in any form or by
any means - electronic or mechanical including
photocopying – without written permission from the
DepEd Central O!ice. First Edition, 2015.
10. 10. D EPED C O PY 279 9. Ms. De Leon wants to produce
di!erent sets of test questions for her essay test. If she
plans to do this by putting together 3 out of 5 questions
she prepared, how many di!erent sets of questions
could she construct? A. 10 B. 20 C. 60 D. 80 10. If P(9, r) =
3024, what is r ? A. 2 B. 4 C. 5 D. 6 11. In a town fiesta
singing competition with 12 contestants, in how many
ways can the organizer arrange the first three singers?
A. 132 B. 990 C. 1320 D. 1716 12. What is P(8, 5)? A. 56 B.
336 C. 1400 D. 6720 13. If P(n, 4) = 5040, then n = ____.
A. 12 B. 10 C. 9 D. 8 14. Given x = P(n, n) and y = P(n, n –
1), what can be concluded about x and y? A. x > y B. x <
y C. x = y D. x = – y 15. Find the number of
distinguishable permutations of the letters of the word
EDUCATED. A. 1680 B. 10 080 C. 20 160 D. 40 320 16. If a
combination lock must contain 5 di!erent digits, in
how many ways can a code be formed from the digits 0
to 9? A. 15 120 B. 30 240 C. 151 200 D. 1 000 000 17. In
how many ways can 4 men and 3 women arrange
themselves in a row for picture taking if the men and
women must stand in alternate positions? A. 5040 B.
720 C. 144 D. 30 18. In a room, there are 10 chairs in a
row. In how many ways can 5 students be seated in
consecutive chairs? A. 720 B. 600 C. 252 D. 120 19.
Which of the following situations does NOT illustrate
combination? A. Selecting 2 songs from 10 choices for
an audition piece B. Fixing the schedule of a group of
students who must take exactly 8 subjects C.
Enumerating the subsets of a set D. Identifying the lines
formed by connecting some given points on a plane All
rights reserved. No part of this material may be
reproduced or transmitted in any form or by any means
- electronic or mechanical including photocopying –
without written permission from the DepEd Central
O!ice. First Edition, 2015.
11. 11. D EPED C O PY 280 20. If w = C(5, 2), x = C(5, 3), y =
C(5, 4), and z = C(5, 5), and we are given 5 points on a
plane of which no three are collinear, which expression
gives the total number of polygons that can be drawn?
A. x + y C. x + y + z B. w + x + y D. w + x + y + z 21. C(n, n) =
____. A. n B. r C. 1 D. cannot be determined 22. If C(n, r)
= 35, which of the following are possible values of n and
r? A. n = 6, r = 4 B. n = 7, r = 3 C. n = 8, r = 3 D. n = 9, r = 2
23. If C(n, 4) = 126, what is n? A. 11 B. 10 C. 9 D. 7 24. If
C(12, r) = 792, which of the following is a possible value
of r? A. 8 B. 7 C. 6 D. 4 25. A caterer o!ers 3 kinds of
soup, 7 kinds of main dish, 4 kinds of vegetable dish,
and 4 kinds of dessert. In how many possible ways can
a caterer form a meal consisting of 1 soup, 2 main
dishes, 1 vegetable dish, and 2 desserts? A. 140 B. 336
C. 672 D. 1512 26. In how many ways can a committee
of 7 students be chosen from 9 juniors and 9 seniors if
there must be 4 seniors in the committee? A. 10 584 B.
1764 C. 210 D. 84 27. Jane wants to solve a system of
equations through elimination by combining any two
equations. The number of equations she has is equal to
the number of variables. She realizes that she has 10
possible ways to start her solution. How many
equations does she have? A. 6 B. 5 C. 4 D. 3 28. There
are 11 di!erent food items in a bu!et. A customer is
asked to get a certain number of items. If the customer
has 462 possible ways as a result, which of the
following did he possibly do? A. Choose 4 out of the 11
items B. Choose 6 out of the 11 items C. Choose 8 out of
the 11 items D. Choose 7 out of the 11 items All rights
reserved. No part of this material may be reproduced or
transmitted in any form or by any means - electronic or
mechanical including photocopying – without written
permission from the DepEd Central O!ice. First Edition,
2015.
12. 12. D EPED C O PY 281 Part II Read and understand the
situation below, and then answer the question or
perform what is required. Suppose you had graduated
from high school but did not have enough money to
continue your college education. You decided to work
temporarily and save for your schooling. You applied at
Mr. Aquino’s restaurant and were hired. A"er a few
days, you noticed that the restaurant business was not
doing very well, and Mr. Aquino asked for your opinion.
What you noticed was that there was no variety in the
food being served in the restaurant. 1. Prepare a list of
di!erent choices of food that may be served (soup,
meat/chicken dishes, fish, vegetables, fruits, desserts,
beverages). Consider health and nutritional values. 2.
What mathematical concepts are utilized in this given
situation? 3. Formulate two problems involving the
mathematical concepts in the situation. 4. Write the
equation(s) or expressions that describe the situation.
5. Solve the equations and problems formulated. 6.
Present a sample menu for the day and explain the
reason for your choice. In view of the fact that there will
be several possible combinations, explain also why you
should prepare certain dishes more o"en or less
frequently. All rights reserved. No part of this material
may be reproduced or transmitted in any form or by
any means - electronic or mechanical including
photocopying – without written permission from the
DepEd Central O!ice. First Edition, 2015.
13. 13. D EPED C O PY 282 Rubric on Problems Formulated
and Solved Score Descriptors 6 Poses a more complex
problem with two or more correct possible solutions
and communicates ideas accurately, shows in-depth
comprehension of the pertinent concepts and/or
processes, and provides explanations wherever
appropriate. 5 Poses a more complex problem and
finishes all significant parts of the solution and
communicates ideas accurately, shows in-depth
comprehension of the pertinent concepts and/or
processes 4 Poses a complex problem and finishes all
significant parts of the solution and communicates
ideas accurately, shows in-depth comprehension of the
pertinent concepts and/or processes 3 Poses a complex
problem and finishes most significant parts of the
solution and communicates ideas accurately, shows
comprehension of major concepts although neglects or
misinterprets less significant ideas or details 2 Poses a
problem and finishes some significant parts of the
solution and communicates ideas accurately, but
shows gaps on theoretical comprehension 1 Poses a
problem but demonstrates little comprehension, not
being able to develop an approach Source: D.O. #73, s.
2012 IV. LEARNING GOALS AND TARGETS A"er going
through this module, you should be able to
demonstrate understanding of key concepts of
combinatorics, particularly permutations and
combinations. Also, you should be able to use precise
counting techniques in formulating conclusions and
making decisions. All rights reserved. No part of this
material may be reproduced or transmitted in any form
or by any means - electronic or mechanical including
photocopying – without written permission from the
DepEd Central O!ice. First Edition, 2015.
14. 14. D EPED C O PY 283 Start Lesson 1 of this module by
assessing your knowledge of the basic counting
technique called the Fundamental Counting Principle.
This knowledge and skill will help you understand
permutations of objects. As you go through this lesson,
keep in mind this important question: How does the
concept of permutation help in forming conclusions
and in making wise decisions? To be able to answer
this, perform each activity that follows. Seek the
assistance of your teacher and peers if you encounter
any di!iculty. Have your work checked by your teacher.
A. A close friend invited Anna to her birthday party.
Anna has 4 new blouses (stripes, with ru!les, long-
sleeved, and sleeveless) and 3 skirts (red, pink, and
black) in her closet reserved for such occasions. 1.
Assuming that any skirt can be paired with any blouse,
in how many ways can Anna select her outfit? List the
possibilities. 2. How many blouse-and-skirt pairs are
possible? 3. Show another way of finding the answer in
item 1. B. Suppose you secured your bike using a
combination lock. Later, you realized that you forgot
the 4-digit code. You only remembered that the code
contains the digits 1, 3, 4, and 7. 1. List all the possible
codes out of the given digits. 2. How many possible
codes are there? 3. What can you say about the list you
made? Activity 1: All rights reserved. No part of this
material may be reproduced or transmitted in any form
or by any means - electronic or mechanical including
photocopying – without written permission from the
DepEd Central O!ice. First Edition, 2015.
15. 15. D EPED C O PY 284 Questions: a. How did you
determine the di!erent possibilities asked for in the
two situations? What methods did you use? b. What did
you feel when you were listing the answers? Were you
able to list all the possibilities asked for? How did you
ensure that your list was complete? What method(s) did
you use in order to give the accurate count? Why do you
think there is a need to know the number of possible
ways a certain task can be done? You will find this out
as you go through this lesson. Answer the following
questions. 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. In how many ways
can Aling Rosa arrange 6 potted plants in a row? 4. How
many four-digit numbers can be formed from the
numbers 1, 3, 4, 6, 8, and 9 if repetition of digits is not
allowed? Activity 2: All rights reserved. No part of this
material may be reproduced or transmitted in any form
or by any means - electronic or mechanical including
photocopying – without written permission from the
DepEd Central O!ice. First Edition, 2015.
16. 16. D EPED C O PY 285 5. If there are 3 roads from Town
A to Town B and 4 roads from Town B to Town C, in how
many ways can one go from Town A to Town C and back
to Town A, through Town B, without passing through
the same road twice? 6. 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? 7. In how many ways can you place 9
di!erent books on a shelf if there is space enough for
only 5 books? 8. You want to order your lunch from the
school canteen, which o!ers student meals consisting
of 1 cup of rice, 1 meat dish, and 1 vegetable dish. How
many choices do you have for your meal if there are 3
choices of meat dishes and 2 choices of vegetable
dishes? 9. In how many ways can 5 people arrange
themselves in a row for picture taking? 10. 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? Questions:
a. How did you find the answer to each of the
questions? What previously learned principle did you
apply? b. Show and explain how you answered each
item. In the activity you have done, were you able
determine the exact number of ways of doing each task
or activity described? What mathematics concept or
principle did you use? How was that principle applied?
Some of these tasks or activities share similarities or
di!er from others in some sense. How do they di!er?
You will find out as you go through the next sections of
this module. All rights reserved. No part of this material
may be reproduced or transmitted in any form or by
any means - electronic or mechanical including
photocopying – without written permission from the
DepEd Central O!ice. First Edition, 2015.
17. 17. D EPED C O PY 286 Take a second look at the 10
situations in Activity 2. Determine if in doing the
activity or task, arrangement or order of selecting the
objects is important; that is, whether a di!erent order
or arrangement means a di!erent result. Write your
answers on a manila paper and be ready to share them
to the class. Questions: 1. In which situations in Activity
2 is order or arrangement of the selection important? 2.
Justify your answer by giving an example for each
situation. 3. In performing a certain task where order or
arrangement is important, what do you call each
possible arrangement? Perform the following activity
using four number cards with di!erent digits. Follow all
instructions and write all your answers on a clean sheet
of paper. Then, complete the table and answer the
questions that follow. A. Get any two number cards
(Example: 1 and 2). 1. a. Arrange the cards using 1 piece
at a time. Example: 1 2 ways 2 b. Illustrate or describe
each arrangement. c. Count the number of
arrangements you have made. 2. a. Arrange the cards
using both pieces at a time. b. Illustrate or describe
each arrangement. c. Count the number of