NOT

Mathematics
10
Quarter 3 - Module 4

Department of Education ● Republic of the Philippines

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Mathematics - Grade 10
Alternative Delivery Mode
Quarter 3 - Module 4: Differentiating Permutation from Combination of 𝒏 Objects
Taken 𝒓 at a Time
First Edition, 2020

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Published by the Department of Education – Division of Bukidnon

Development Team of the Module

Author/s: Alona C. Naduma
Reviewers: Rhodel A. Lamban, PhD
Elbert R. Francisco, PhD
Samuel B. Quijardo, PhD

Illustrator and Layout Artist: Alona C. Naduma

Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Asst. Regional Director
Randolph B. Tortola, PhD, CESO IV
Schools Division Superintendent
Shambaeh A. Usman, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD
Neil A. Improgo, EPS-LRMS
Bienvenido U. Tagolimot, Jr., EPS-ADM

Members: Elbert R. Francisco, PhD, Chief ES, CID

Rhodel A. Lamban, PhD, EPS in Mathematics
Rejynne Mary L. Ruiz, PhD, LRMDS Manager
Jeny B. Timbal, PDO II
Shella O. Bolasco, Division Librarian II
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 10
Mathematics
Quarter 3 - Module 4

Differentiating Permutation from

Combination of 𝒏 Objects Taken 𝒓 at a
Time

This instructional material was collaboratively developed and reviewed

by educators from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at bukidnon@deped.gov.ph.

We value your feedback and recommendations.

Department of Education-Division of Bukidnon ● Republic of the Philippines

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 Table of Contents

What This Module is About

What I Need to Know
How to Learn from this Module
Icons of this Module

Lesson 1: Differentiating Permutation from Combination 𝒏 objects

taken 𝒓 at time: Basic Concept
What I Need to Know 1
What I Know 2
What’s In 5
What’s New 6
What Is It 7
What’s More 8
What I Have Learned 10
What I Can Do 11
Assessment 12
Additional Activities 15

Summary
Key to Answers
References

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What This Module is About
In the previous module, you have learned about how to illustrate and solve
problems involving permutation and combination of objects. As you go over this
module, you will be able to learn how to differentiate permutation from combination of
𝑛 objects taken 𝑟 at a time. You will be presented several problems were you can
identify the difference of permutation from combination.

For the facilitator:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on
Differentiating Permutation from Combination 𝑛 Objects Taken 𝑟 at Time!
This module is collaboratively designed, developed and reviewed by educators
from public institutions to assist you, the teacher or facilitator in helping your learners
meet the standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.
This learning resource hopes to engage your learners into guided and
independent learning activities at their own pace and time. Furthermore, this also aims
to help learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
:
For the learner:
Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on
Differentiating Permutation from Combination of 𝑛 Objects Taken 𝑟 at Time!
The hand is one of the most symbolized part of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to achieve successfully the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

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 This module is designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled
to process the contents of the learning resource while being an active learner.

What I Need to Know

This module is designed and written with you in mind. It is here to help you
differentiate permutation from combination of n objects taken r at a time. The scope of
this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The content of this module consists of lesson 1. It is best suitable to accomplish

the task within 2 days:

• Lesson 1 – differentiating permutation from combination of n objects taken r at

a time: Basic Concept

After going through this module, you are expected to:

1. define permutation and combination;

2. differentiates permutation from combination in a given situation or activities;
3. solve problems involving permutation and combination; and
4. apply permutation and combination in real life situations.

How to Learn from this Module

To achieve the objectives cited above, you are expected to do the following:

• Take your time reading the lessons carefully.

• Follow the directions and/or instructions in the activities and exercises
diligently.
• Answer all the given tests and exercises.
• Communicate with your teacher or other partners if you have queries or
questions and difficulty.

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Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module each day/lesson.

This is a pre-test assessment as to your level

What I know of knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge.

What’s In This part connects previous lesson with that

of the current one.

This is an introduction of the new lesson

What’s New through various activities, before it
will be presented to you.

What is It These are discussions of the activities as

ways to deepen your discovery and
under standing of the concept.

What’s More These are follow-up activities that are

intended for you to practice further in to
order master the competencies.

These are activities designed to process

What I Have what you have learned from the lesson.

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

This is a task which aims to evaluate your

level of mastery in achieving the learning
Assessment competency.

In this portion, another activity will be given to

you to enrich your knowledge or skill of the
Additional
lesson learned. This also tends retention of
Activities
learned concepts.

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 This contains answers to all activities in the
module.
Answer Key

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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9
 Lesson
Permutation and
1 Combination: Basic Concept
1
Hello! Welcome to another lesson about permutation and combination but this
time we are going to differentiate permutation from combination given of n objects
taken r at a time. In this lesson is good for two days, you are going to differentiate
permutation from combination by learning their basic concept. You are given some
examples and activities for you to undergo for better understanding to the lesson. Happy
learning!

What I Need to Know

After working on this module you should be able to:

1. define permutation and combination;

2. differentiate permutation from combination; and
3. differentiate permutation from combination in a given situations.

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 What I Know

Before you start using this module, take the following pre-test.

Multiple choice: Choose the letter that you think best answers the question.
Write your answer in a separate sheet.

1. A selection of objects from a set is called what?

a. combination b. permutation
c. differentiation d. distinction

2. Which of the following statement bests describe the difference of permutation

from combination?
a. permutation where order is important as the combination
b. permutation order doesn’t matter and combination order is important
c. permutation where order matters and combination where order
doesn’t matter
d. permutation deals with selection, where combination deals with the
arrangement

3. What do you call the different arrangements of the objects of a group?

a. selection b. permutation
c. differentiation d. combination

4. Which of the following is the formula of permutation and combination?

𝑛! 𝑛!
a. 𝑛𝑃𝑟 = and 𝑛𝐶𝑟 =
𝑟! 𝑟!
𝑛! 𝑛!
b. 𝑟𝑃𝑛 = 𝑛! and 𝑛𝐶𝑟 = (𝑛−𝑟)!(𝑟!)
𝑛! 𝑛!
c. 𝑛𝑃𝑟 = (𝑛−𝑟)! and 𝑟𝐶𝑛 = 𝑟
𝑛! 𝑛!
d. 𝑛𝑃𝑟 = (𝑛−𝑟)! and 𝑛𝐶𝑟 = (𝑛−𝑟)!(𝑟!)

5. Which situation illustrates permutation?

a. forming a committee of councillors
b. assigning rooms to conference participants
c. choosing 2 literature books to buy from a variety of choices
d. selecting 10 questions to answer out of 15 questions in a test

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6. Which of the following situations or activities does NOT involve permutation?
a. arrangement of books on a shelf
b. formation of words with the given digits
c. assigning telephone numbers to subscribers
d. formation of a team from a number of players.

7. Which of the following situations illustrates combination?

a. arranging books in a shelf
b. forming plate numbers of vehicles
c. drawing names from a box containing 200 names
d. Entering the PIN (Personal Identification Number) of your ATM card

8. There are 6 questions on Marta’s essay test. She only needs to answer 2 of
them, she can choose any 2 questions that she wants. In the given statement,
what is the clue that illustrates either combination or permutation?
a. question b. only needs
c. choose d. There are

9. There are seven boys and three girls in a school badminton team. The coach
must select four persons from his group to participate in the national
championship. Which of the following choices represent as clue in the
underlined word?
a. differentiation b. combination
c. permutation d. distinguishable permutation

10. Suppose we have 4 objects A, B, C and D and we are required to choose 3

from them and then arrange them on a shelf. In the given statement, which of
the following describe permutation from combination?
a. selecting objects and choosing the objects
b. selecting objects and Arranging the objects
c. selecting objects and grouping the objects
d. arranging the objects and sequencing the objects

11. Which of the following situation/s describe on differentiating permutation from

combination?
a. ranking people and Sequencing of draws
b. handshaking with other and Numbering in no particular order
c. picking multiple objects in one draw and Handshaking with other
d. picking multiple objects in one draw and Locking with a definite
sequence

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 12. If we have a total of 7 elements, the integer (1, 2,….7), how many unique
sequences of three elements (2, 5, 7) exist from this set? In the given problem,
which of the following formula to be use in solving the problem?
𝑛! 𝑛!
a. 𝑛𝑃𝑟 = b. 𝑟𝐶𝑛 =
𝑟! 𝑟
𝑛! 𝑛!
c. 𝑛𝐶𝑟 = (𝑛−𝑟)!(𝑟!) d. 𝑛𝑃𝑟 = (𝑛−𝑟)!

13. Which of the following situations does NOT illustrate combination?

a. Selecting fruits to make a salad
b. Assigning telephone numbers to homes
c. Choosing household chores to do after classes
d. Selecting posters to hang in the walls of your room

14. Differentiating permutation from combination in a given situation, which of the

following situations can be solve by permutation and combination?
a. How many combinations of 4 objects are there taken 2 at a time?
b. Find the number of permutation of the letters of the word
MATHEMATICS?
c. In the game of poker, five cards are drawn from a standard 52-card
deck. How many different poker hands are possible?
d. In the set (m, a, t, h, r, o, c, k, s). Find the number of different
subsets of size 3 in the set and the number of arrangement of the
size 3 in the set?

15. There are 11 different food items in a buffet. 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 out 4 of the 11 items
b. Choose out 6 of the 11 items
c. Choose out 8 of the 11 items
d. Choose out 8 of the 11 items

If your score is at least 13 out of 15 by yourself you may skip this module.
If you missed some items, study the given examples and try again. However, if you
wish to undergo all of its activities you are free to do so.

Check your answer in the Answer Key on page 17

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 What’s In

Study the tasks or activities below, and then answer the questions that
follows:
Directions: Write C if the situation is Combination and P if the situation is
Permutation.

Activity 1: Put Some Order Here

1. Order on a shelf
2. Winning in a contest
3. Specific order in seats
4. High fives with classmate
5. Opening a combination lock
6. Any type of race with no rank
7. Three people on the same team
8. Assigning seats to guest at dinner
9. Listing the elements of subsets of a given set
10. Selecting 3 posters to hang out of 6 different posters
11. Selecting 7 people to form a Student Affairs Committee
12. Choosing 5 questions to answer out of 10 questions in a test
13. Drawing a set of 6 numbers in a lottery containing numbers1 to 45
14. Entering the PIN (Personal Identification Number) of your ATM card
15. Forming triangles from 6 distinct points in which no 3 point are collinear

Questions:
a. In which tasks/activities above is order or arrangement important?
Give an example to illustrate your answer.
b. In which tasks/activities is order not important?
Give an example to illustrate your answer.

Check your answer with those in the Answer Key on page 17.

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 What’s New

Permutation Versus Combination

You have learned about permutation and combination in the previous lesson
but have you ever imagined that these two have different concepts? The fundamental
difference between permutation and combination is the order objects, in permutation
the order of objects is very important. As against this, in the case of combination, the
order does not matter at all. See in comparison Chart.

Comparison Chart

BASIS FOR PERMUTATION COMBINATION

COMPARISON

Meaning Permutation refers to the Combination refers to

different ways of arranging several ways of choosing
a set of objects in a items from a large set of
sequential order. objects, such that their
order does not matters.

Order Relevant Irrelevant

Denotes Arrangement, sequence,
line up, schedule,
Permutation
What is it? Ordered elements
Answer How many different
arrangement can be
created from a given set
of objects?
Selection, group, sample
Combination
Unordered sets
How many different
groups can be chosen
from a larger group of
objects?

Formula 𝑛! 𝑛!
𝑛𝑃𝑟 = 𝑛𝐶𝑟 =
(𝑛 − 𝑟)! (𝑛 − 𝑟)! (𝑟!)

where:
𝒓 is the size of each
permutation
𝒏 is the size of the set
from which elements are
permuted
! is the factorial operator
where:
𝒓 is the number of items
selected from the set
𝒏 is the number of
items in set
! is the factorial
operator

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 What Is It

Understanding Permutation and Combination

Suppose we have 4 objects A, B, C and D and we are required to choose 3

from them and then arrange them on a shelf. This can be done in the following ways:

Selecting objects Arranging the objects

ABC ABC, ACB, BCA, BAC, CAB, CBA
ABD ABD, ADB, BDA, BAD, DBA, DAB
ACD ACD, ADC, CAD, CDA, DAC, DCA
BCD BCD, BDC, CBD, CDB, DBC, DCB

Thus, there are 4 ways of choosing 3 objects from 4 and there are 6 ways of
arranging the chosen objects. The process of selecting things is called combination
and that of arranging things is called permutation.

Examples of relating to combination:

1. Handshaking with other
2. Numbering in no particular order
3. Picking multiple objects in one draw
4. Forming of a team from a number of players.
5. Forming of a particular committee from a number of players

Examples of relating to permutation:

1. Ranking people
2. Sequencing of draws
3. Locking with a definite sequence
4. Forming of words with the given letters
5. Forming of numbers with the given digits

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 What’s More

If you have understood the given examples, try the following activity.

Activity 1: Determine C and P!

Direction: Study the following situations. Write C if the situation is Combination and P
if the situation is permutation. Write your answer in a separate sheet.

1. Assembling a jigsaw puzzle

2. Taking a picture with 5 people
3. Assigning seats to guest at dinner
4. Picking 6 balls from a basket of 12 balls
5. Choosing 3 household chores to do before dinner
6. Forming a committee of 4 members from 16 people
7. Selecting 4 posters to hang out of 8 different posters
8. Selecting 8 people to form a Student Affairs Committee
9. Arranging 6 different potted plants from 12 potted plants
10. Determining the top three winners in a MTAP elimination round
11. Choosing two of your classmates to join the sepak takraw team
12. Drawing a set of 6 numbers in a lottery containing numbers1 to 45
13. Forming lines from six given points with no three of which are collinear
14. Forming triangles from 7 given points with no three of which are collinear
15. Selecting 5 basketball players out of 10 team members for the different
positions

How is the activity 1? I hope you are doing great! My dear learner, if
your score is 12 to 15, you may review the missed items and proceed to the
next activity. However, if your score is below 12, you have to review the
discussion and examples on differentiating combination from permutation. If
you still have difficulty, do not hesitate to ask help from your teacher or
classmates.

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Activity 2: Let me Check!

Direction: Check (√) the column C if the situations/activities describe a Combination

and column P for Permutation. Write your answer in a separate sheet.

Situation/Activity C P
1. Spelling a word
2. Numbering in a particular order
3. Forming of numbers with the given digits
4. Ice cream scoops in a bowl
5. Picking multiple objects in one draw
6. Handshaking with other
7. 3 people on the same team
8. Sequencing of draws
9. Winning a contest
10. Entering the PIN (Personal Identification Number) of your
ATM card.
11. In how many ways can a group elect as President, Vice
President and Treasurer if they have 12 members
12. How many 4-digit numbers are possible if no digits are
repeated
13. How many codes can be formed in a lock requiring 4 unique
digits chosen from 6 to 9
14. How can we arrange 10 students in a line to go snack
today?
15. You order a sandwich at a restaurant. You can choose 2
side dishes from a list of 8. How many combinations of side
dishes are possible?

How is the activity 2? I hope you are doing great! My dear learner, if
your score is 12 to 15, you may review the missed items and proceed to the
next activity. However, if your score is below 12, you have to review the
concept and examples on differentiating combination from permutation. If you
still have difficulty, do not hesitate to ask help from your teacher or classmates.

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Activity 3: Underline the Clue!

Direction: Write P if the underlined situations is permutation and C if the situation is

combination. Write your answer in a separate sheet.

1. Specific order in seats

2. Assembling a jigsaw puzzle
3. Numbering in a particular order
4. Ordering a potted plant in a shelf
5. Listing the elements of subsets of a given set
6. Grouping 5 students for an investigatory project
7. Selecting 3 posters to hang out of 6 different posters
8. Selecting 8 people to form a Student Affairs Committee
9. How can we arrange 10 students in a line to go snack today?
10. Choosing 10 questions to answer out of 30 questions in a test.
11. Find the number of arrangements of the 3 in the set (a, f, s, n, d)?
12. How many codes can be formed in a lock requiring 4 unique digits chosen
from 6 to 9?
13. In how many ways can 4 patients be assigned to 6 hospital rooms so that
each patient has a private room?
14. Eight runners join a race. In how many possible ways can they be
arranged as first, second, and third placers?
15. A box contains 4 red balls, 6 green balls, and 7 yellow balls. In how many
ways can 6 balls be chosen if there should be 2 balls of each color?

If your score is 12 to 15, you did a great job! You may review the missed
items and proceed to the next activity. However, if your score is below 12,
you have to review the concept and examples on differentiating combination
from permutation. If you still have difficulty, do not hesitate to ask help from
your teacher or classmates.

What I Have Learned

Permutation refers to the different ways of arranging a set of objects in a

_______________________.

Combination refers to several ways of choosing items from a large set of

objects, such that their order ____________________.

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 What I Can Do

You’ve been through with the previous activity. Here is an additional

activity for you to enhance your understanding on differentiating permutation
and combination.

Direction: Read carefully the situations. Write P if the situations is Permutation

and C if the situations is Combination.

1. In how many ways can 10 people shakes hands?

2. How many groups of three can be formed out of ten people?
3. How many 4-digit numbers are possible if no digits are repeated?
4. How many sets of 6 question can be chosen from a list of 30 question?
5. If 7 numbered balls were be drawn from a bag with 20 balls, how many
unique batches of numbers can be drawn?
6. How many codes can be formed in a lock requiring 4 unique digits chosen
from 6 to 9?
7. In a lottery, each ticket has 5 one-digit numbers 0-9. What are your
chances of winning?
8. A person playing poker is dealt 5 cards. How many different hands could
the player have been dealt?
9. In how many ways can a group elect as President, Vice President and
Treasurer if they have 12 members?
10. In how many ways can 4 patients be assigned to 6 hospital rooms so that
each patient has a private room?
11. If 7 numbered balls were to be drawn from a bag with 40 balls, how many
unique batches of numbers can be drawn?
12. A sample of 4 light bulbs is randomly selected from a batch of 15 bulbs.
How many different samples are possible?
13. Ten friends want to watch a movie. If there are only five available seats in
the theatre, how many ways can they be seated?
14. In a basketball conference with 8 teams, how many games must be played
so that each team plays every other team exactly one?
15. How many arrangements can be formed if 5 boys and 3 girls were to take
three seat with middle set belonging to a girl and the rest to boys?

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 Assessment

Multiple Choice. Choose the letter of the correct answer. Write the chosen
letter on a separate sheet of paper.

1. What do you call the sequencing of objects in a group?

a. selection b. permutation
c. differentiation d. combination

2. Grouping of an objects from a set is called what?

a. combination b. permutation
c. differentiation d. distinction

3. Which of the following statement bests describe the difference of permutation

from combination?
a. permutation where order is important as the combination
b. permutation order doesn’t matter and combination order is important
c. permutation where order matters and combination where order
doesn’t matter
d. permutation deals with selection, where combination deals with the
arrangement

4. Which of the following situations or activities does NOT involve permutation?

a. assembling a jigsaw puzzle
b. arrangement of books on a shelf
c. assigning telephone numbers to subscribers
d. grouping 6 students for an investigatory project

5. Which of the following is the formula of permutation?

𝑛! 𝑛!
a. 𝑛𝑃𝑟 = b. 𝑟𝑃𝑛 = 𝑛!
𝑟!
𝑛! 𝑛!
c. 𝑛𝐶𝑟 = (𝑛−𝑟)!(𝑟!) d. 𝑛𝑃𝑟 = (𝑛−𝑟)!

6. Which situation illustrates permutation?

a. Handshaking with other
b. assigning rooms to conference participants
c. selecting 10 questions to answer out of 15 questions in a test
d. choosing three of your classmates to attend the birthday party

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7. Which of the following situations illustrates combination?
a. arrangement of books on a shelf
b. forming plate numbers of vehicles
c. Picking 6 balls from a basket of 12 balls
d. Entering the PIN (Personal Identification Number) of your ATM card

8. There are 10 questions on Sylvia’s essay test. She only needs to answer 3 of
them, she can choose any 3 questions that she wants. In the given statement, what
is the clue that illustrates either combination or permutation?
a. needs b. to answer
c. choose d. There are

9. How many arrangements can be formed if 5 boys and 3 girls were to take three
seat with middle set belonging to a girl and the rest to boys? Which of the following
choices represent as clue in the underlined word?
a. differentiation b. combination
c. permutation d. distinguishable permutation

10. Which of the following situation/s describe on differentiating permutation from

combination?
a. ranking people and Sequencing of draws
b. handshaking with other and Numbering in no particular order
c. picking multiple objects in one draw and Handshaking with other
d. locking with a definite sequence and grouping 5 students for an
investigatory project

11. Suppose we have 7 objects A, B, C, D, E, F and G and we are required to

choose 5 from them and then arrange them on a shelf. In the given statement,
which of the following describe permutation from combination?
a. selecting objects and choosing the objects
c. selecting objects and grouping the objects
c. selecting objects and arranging the objects
d. arranging the objects and sequencing the objects

12. If we have a total of 8 elements, the integer (1, 2,….8), how many unique
sequences of three elements (2, 4, 5, 8) exist from this set? In the given problem,
which of the following formula use in solving the problem?
𝑛! 𝑛!
a. 𝑛𝑃𝑟 = b. 𝑟𝐶𝑛 =
𝑟! 𝑟
𝑛! 𝑛!
c. 𝑛𝐶𝑟 = (𝑛−𝑟)!(𝑟!) d. 𝑛𝑃𝑟 = (𝑛−𝑟)!

13
 13. There are 10 different food items in a buffet. A customer is asked to get a
certain number of items. If the customer has 210 possible ways as a result, which
of the following did he possibly do?
a. Choose out 4 of the 10 items
b. Choose out 5 of the 10 items
c. Choose out 7 of the 10 items
d. Choose out 8 of the 10 items

14. Which of the following situations does NOT illustrate combination?

a. Selecting fruits to make a salad
b. Assigning telephone numbers to homes
c. Choosing household chores to do after classes
d. Selecting posters to hang in the walls of your room

15. Differentiating permutation from combination in a given situation, which of the

following situations can be solve by permutation and combination?
a. How many combinations of 4 objects are there taken 2 at a time?
b. In the game of poker, five cards are drawn from a standard 52-card
deck. How many different poker hands are possible?
c. Find the number of permutation of the letters of the word
MISSISSIPI?
d. In the set (A, B, C, D, E, F, G, H, I). Find the number of different
subsets of size 3 in the set and the number of arrangement of the
size 3 in the set?

Check your score! If you score is:

Score Description
You are doing great! You may proceed to the next lesson
11 - 15
after reviewing the missed items.
You are doing good but you need to go back and review
the concept and examples on differentiating
6 - 10 combination from permutation. If you still have difficulty,
do not hesitate to ask help from your teacher or
classmates.
You need to study harder. Ask help from your teacher or
1-5 classmates. Go back to the discussion and the given
examples.

Check your answer in the Answer Key on page 17

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 Additional Activities

How’s the result of your assessment? You did a great job! Here is another
additional activity to undergo for you to enhance your deeper understanding from
lesson 1.

Direction: Underline the word/phrase that tells the clue about permutation or
combination.

1. Assembling a jigsaw puzzle

2. Assigning seats to guest at dinner
3. Picking 6 balls from a basket of 12 balls
4. Choosing 3 household chores to do before dinner
5. Forming a committee of 4 members from 16 people
6. Selecting 4 posters to hang out of 8 different posters
7. Selecting 8 people to form a Student Affairs Committee
8. Arranging 6 different potted plants from 12 potted plants
9. Determining the top three winners in a MTAP elimination round
10. Choosing two of your classmates to join the sepak takraw team
11. Selecting 5 basketball players out of 10 team members for the different
positions
12. How many sets of 6 question can be chosen from a list of 30 question?
13. How many codes can be formed in a lock requiring 4 unique digits chosen
from 6 to 9?
14. In how many ways can 4 patients be assigned to 6 hospital rooms so that
each patient has a private room?
15. How many arrangements can be formed if 5 boys and 3 girls were to take
three seat with middle set belonging to a girl and the rest to boys?

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Summary

This module was about differentiate Permutation from Combination. You’ve

undergo some activity for your deeper understanding of our lessons. Through some
activity you were be able to identify situations that describe permutation from
combination and solve it. In this way, the theories learned can be applied thoroughly
with the use of the tests, word problems and more importantly, real life situations as
well.

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 17
Additional Activities Assessment: Lesson 1
1. Assembling Post-test What I Can Do
2. Assigning 1. B 1. C
3. Picking 2. B 2. C
4. Choosing 3. C 3. P
5. Forming 4. D 4. C
6. Selecting 5. D 5. C
7. Selecting 6. C 6. P
8. Arranging 7. C 7. C
9. Determining 8. C 8. C
10. Choosing 9. C 9. P
11. Selecting 10. D 10. P
12. Chosen 11. C 11. C
13. Unique digits 12. D 12. C
14. Assigned 13. A 13. P
15. Arrangements 14. B 14. P
15. D 15. P
Lesson 1: Lesson 1: Lesson 1: Lesson 1: What I know:
What’s More What’s More What’s More What's In (Pre-test)
Activity 3 Activity 2 1. P 1. A
Activity 1
1. P 1. P 2. P 2. C
1. P
2. P 2. P 3. B
2. C 3. P
3. P 3. C
3. P 4. C 4. D
4. P 4. C
4. C 5. P 5. B
5. C 5. C
5. C 6. C 6. D
6. C 6. C
6. C 7. C
7. C 7. C 7. C
7. C 8. C
8. C 8. P 8. P
8. C
9. P 9. P 9. C 9. B
9. P
10. C 10. P 10. C 10. B
10. P
11. P 11. P 11. D
11. C 11. C
12. P 12. P 12. D
12. C 12. C
13. P 13. P
13. C 13. C 13. B
14. P 14. P
14. C 14. P 14. D
15. C 15. C
15. C 15. C 15. B
Answer Key
References
• Benjamin C. Dayrit, Rogelio Hernandez, Sergio E. Ymas. Permutations and
Combinations. College Statistics, edited by Roel P.Balayan, PhD, 115-136. Sampaloc,
Manila: Sta. Monica Printing Corporation, 2015

• Melvin M. Callanta, et al. Permutations and Combinations. Grade 10 Mathematics

Learner’s Module, edited by Maxima J. Acelajado, PhD, 275-318. Department of
Education, 2015

• Melvin M. Callanta, et al. Permutations and Combinations. Grade 10 Mathematics

Teacher’s Guide, edited by Maxima J. Acelajado, PhD, 242-271. Department of
Education, 2015

• https://www. Slidesharenet/ronalynconcordia/math10.teaching-guide-unit3

• https://teamlyqa.com/

• https://www.kutasoftware.com/freeige.html

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For inquiries and feedback, please write or call:

Department of Education –Learning Resources Management and

Development Center(LRMDC)

DepEd Division of Bukidnon

Sumpong, Malaybalay City, Bukidnon
Telefax: ((08822)855-0048
E-mail Address: bukidnon@deped.gov.ph

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