Learning Area Mathematics Grade Level 10

W2 Quarter Third Date

I. LESSON TITLE COMBINATIONS

II. MOST ESSENTIAL LEARNING  Illustrates the combination of objects M10SP-IIIc-1
COMPETENCIES (MELCs)  Differentiates permutation from combination of objects taken at a time
M10SP-IIIc-2
III. CONTENT/CORE CONTENT
IV. LEARNING Suggested
Learning Activities
PHASES Time Frame
A. Introduction 30 minutes At the end of this lesson, you should be able to:
1. illustrate combinations of object and find the number of combinations;
2. differentiate permutation from a combination; and
3. identify situations that involve permutations or combinations.

Your Knowledge from the previous lessons about the Fundamental Counting
Principle and Permutations will help you understand our topic for this week,
which is COMBINATION.

After learning how to illustrate COMBINATION, you are going to use your
knowledge in identifying if a given situation involves permutation or
combination. To do this you must know how to differentiate permutation from a
combination.

Given the link below, watch the video for more understanding about
combination.
https://www.youtube.com/watch?v=dKJvtANFV5A

B. Development 60 minutes Let us recall how to arrange set of objects by Listing Method.

Example 1.

I need to put the harvested sitaw, lagkitang

mais, saging matsing, and macapuno in a
basket. However, the basket can only carry
three kinds of these. How many ways can I
select three kinds out of these four farm
products?

Solution:
sitaw - lagkitang mais - saging matsing
sitaw- lagkitang mais - macapuno
sitaw - saging matsing - macapuno
lagkitang mais- saging matsing – macapuno

From the illustration, you notice that the

number of ways is four and the order of the arrangement is not important.

Example 2.

A group of cultural mappers wants to visit the three ancestral houses in San
Pablo City, the Fule Malvar Mansion, the Conducto Mansion, and the Prudencia
Fule Ancestral House, as part of their project about local cultural heritage
mapping. Each of them will only visit two ancestral houses for a day. How many
ways can a mapper select two out of the three ancestral houses?

Solution:
By illustration using the pictures of the three ancestral houses, you can be able
to determine the number of ways of selections that can be made by the
mappers.
IV. LEARNING Suggested
Learning Activities
PHASES Time Frame

Let’s illustrate:

By illustration, the answer is three possible ways. Take note that the order is not
important. thus, there are three possible ways that a mapper can select two
ancestral houses.

These illustrations are what we called COMBINATIONS.

Now, that you learned how to illustrate COMBINATION, you are going to use
your knowledge in identifying if a given situation involves permutation or
combination. To do this, you must know how to differentiate permutation from a
combination.

Learning Task 1. Identify which involves combinations or permutations.

1. Taking pictures at Doña Leonila Park in a row
2. Selecting members to form a group
3. Assembling a jigsaw puzzle
4. Determining the top three winners in a Math Quiz Bee
5. Forming lines from six given points with no three of which are collinear
IV. LEARNING Suggested
Learning Activities
PHASES Time Frame
How did you find the activity?

Would you be able to identify if the given situation involves permutation or

combination?

In the previous lesson, we learned about permutation. Let us recall.

Permutations refer to the different possible arrangements of a set of objects and

the order is important.

Now, we learn that Combinations also refer to the arrangement of a set of

objects, however, the order is not important.

Example 3.

Identify whether each given statement is permutation or combination and

explain why.
1. Selecting five members to form a group
2. Five friends taking a picture in a row at Doña Leonila Park
3. Arranging six pots of Sunflower bought from San Flower Farm in San Ignacio
4. Making a sagobe by selecting different Lamang-Lupa
5. Assigning rooms for Math Campers

Answers:
1. Combination because in selecting the five members to form a group, the
order is not needed.
2. Permutations taken at all times because the keyword for an order is “in a
row”.
3. Permutations taken at all time because the order is important in arranging the
pots.
4. Combination because in making sagobe order is not needed.
5. Combination because the order is not relevant.

Study the tasks or activities below and then answer the questions that follow.

C. Engagement 60 minutes Understanding the concepts of COMBINATIONS will further help you in forming
conclusions and in making decisions. To be able to do this, perform the following
learning tasks:

Learning Task 2 : Recall-ection

1. If your school cafeteria offers pork, beef, chicken, and fish for the main dish;
chopsuey, pinakbet, and black beans for vegetable dishes; banana and
pineapple for dessert; and tea, juice, and soft drinks for beverage, in how many
ways can you choose your meal consisting of one cup of rice, on main dish, one
vegetable dish, one beverage, and one dessert?

2. You were tasked to take charge of the auditions for the female parts of a
stage play. In how many possible ways can you form your cast of five female
members if there were 15 hopefuls?

3. If ice cream is served in a cone, in how many ways can Abby choose her
three-flavored ice cream scoop if there are six available flavors?

4. If each Automated Teller Machine card of a certain bank has to have four
different digits in its passcode, how many different possible passcodes can there
be?

5. How many possible permutations are there in the letters of the word
PHILIPPINES?
IV. LEARNING Suggested
Learning Activities
PHASES Time Frame
Guide Questions:

1.How did you find the number of ways asked for each item? What
mathematical principles or concepts did you apply? How did you apply these
concepts and principles?
2. Which situations illustrate permutations? Which do not? Why?
3. Why do you think it is important to be able to perform such mathematical
task/s?

Questions:

a. In which tasks/activities above is order or arrangement important? Give an

example to illustrate each answer.
b. In which tasks/activities is order not important? Give an example to illustrate
each answer.
c. In the tasks you have just done, where you be able to identify situations that
involve permutations and those that do not?

D. Assimilation 30 minutes Learning Task 3: Think, Illustrate and Decide! Read each statement. Infer and
decide if it is about permutation or combination. Explain why.

1. Determining the Mutya ng San Pablo and Miss Cocofest from 13 Candidates
2. Selecting groupmates in Math Class
3. Arranging Sunflowers from San Ignacio in a base
4. Assigning number for pin number
5. Collecting coins to buy macapuno candies
E. Assessment 20 minutes Read, Illustrate and Identify. A situation is given in each statement. Illustrate and
identify if it involves permutation or combination.

1. Myra is picking six roses from a base of 12 roses.

2. Four people are posing for pictures on the Sampaloc Lake view deck.
3. Six Grade10 students are seated in a row of six chairs.
4. Christelle is auditioning for San Pablo Idol Singing Contest. She is required to
sing any three of the five prepared songs.
5. The owner of Sari-sari store wants to put nine canned goods in a row wherein
there are three identical cans of meatloaf, four identical cans of corned
beef, and two identical cans of sardines.

VI. REFLECTION 20 minutes  The learners will write their personal insights about the lesson in their
notebook using the prompts below:
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Prepared by: Maria Victoria V. Tiquis Checked by: MA. FILIPINA M. DRIO