Instructional Planning

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan in Statistics and Probability

DLP No.: Learning Area:
2 Mathematics
Learning Competency/ies:
Key Concepts/ Understanding to
be Developed:
1. LEARNING OBJECTIVES:
2. CONTENT
3. LEARNING RESOURCES
4. PROCEDURES
4.1 Introductory Activity
(5minutes)
Grade Level: Quarter: Duration:60 mins.
10 3 Date:
Code:
Illustrates the Permutation of Objects
M10SP-IIIa-1
The Permutation of n objects taken r at a time is an arrangement of r of the n
objects in a specific order. Symbol: P(n, r) = n! /(n –r)!.
Knowledge Identify the different Permutation of n objects
Skills Illustrate the permutation of objects Using factorial
Attitudes Show respect and cooperation in the group activity
Values Help others who has difficulty in illustrating the Permutation of n objects
Statistics and Probability
Textbook, TGs, CGs, Worksheet, White Board Marker
 Attendance Check
 Setting the Classroom for Instruction
 Recalling previous lesson about fundamental counting principle.
 Checking of Assignment.
 Spelling Test
 Introducing terminology

4.2 Activity
(10 minutes) Brainstorming: Group the class into five. Each Group will work together to answer the problem given. In
how many ways can you arrange 5 math books on a shelf?

4.3 Analysis Select random students from each group to demonstrate their answers.
(5 minutes)
1. How many ways can you arrange 5 math books on a shelf?
2. How did you arrive to your answer?
Possible answers: P(5, 5) = 5 · 4 · 3 · 2 · 1 = 120

4.4 Abstraction
(10 minutes) Lecturette on:
 The number P(n, n) = n · (n − 1) · (n − 2)· · · 1 is denoted by n! or “n factorial”. n! counts the
number of ways that n objects can be arranged in a row. n! grows fast: 1! = 1, 2! = 2, 2! = 6, 4!
= 24, 5! = 120, 6! = 720, 7! = 5, 040, 8! = 40, 320, 9! = 362, 880, 10! = 3, 628, 800, . . . 59! ≈
1080 (roughly the number of particles in the universe)
 We can rewrite our formula for P(n, r) in terms of factorials: P(n, r) = n! /(n –r)!.

4.5 Application
(15 minutes) Same Group. Answer and explain your solutions to the problem.
(a) Evaluate 12!
(b) In how many ways can 10 people be lined up for a photograph?
(b) Evaluate P(12, 5)
(c) How many three letter words (including nonsense words) can you make from the letters
of the English alphabet, if letters cannot be repeated? (Express your answer as P(n, r) for
some n and r and evaluate.)

4.6 Assessment

Checking of answers. Select random students from each group to explain their answer in the class.

4.7 Assignment Solve for the following:

(2 minutes) 1. How many words can we make by rearranging the letters of the word BEER?
2. How many words can we make by rearranging the letters of the word BANANA?
4.8 Concluding Activity
(3 minutes) The teacher will leave a quote to the class and explain it. “The essence of mathematics is not to make
simple things complicated but to complicated things simple.”

5. REMARKS
6. REFLECTION
A. No. of who earned 80% in the
evaluation
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. learners who continue to
require remediation.
E. Which of my learning strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:
Name: School:
Position/Designation: Division:

Contact Number: Checked by: