Mathematics 10, Quarter 3

March 6, 2023/2:20AM-3:20 P.M.

PERMUTATION
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of key concepts of combination and probability.
B. Performance Standard
The learner is able to use precise counting technique and probability in formulating conclusions
and making decisions.
C. Learning Competency
Solves problems involving permutations.
Code : M10SP-IIIb-1
In this lesson, the students should be able to:
 Determine the unknown value which involves permutation. - K
 Calculate problems involving permutation completely. - S
 Relate and apply permutation problems in real life settings. - A
II. CONTENT
Content : Permutation
About the Lesson : Permutation is the arrangement of all or parts of a set of
objects with proper order.
Prerequisite : student’s concept about the center and radius of a
circle.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide: LAS for Mathematics 10, Quarter 3
2. Learner’s Materials for Grade 10 Mathematics
3. Additional Materials from Learning Resource (LR) Portal: None
B. Other Learning Resources
 PowerPoint presentations
 Other IM’s
IV. PROCEDURES
I. PREPARATORY ACTIVITIES
1. Routinary activities
◦ Opening Prayer
◦ Attendance
◦ Reminders:
a. Hand Signal is on
b. popsicle sticks are ACTIVE
c. Sitting arrangement
◦ Classroom Rules
a. Arrange the chairs accordingly.
b. Do not answer in chorus. Raise hands when you want to answer or ask a question.
c. Ask permission when going out of the classroom.
d. Observe silence during discussion. Participate in class activities.
e. Minimize voice when in group tasks to avoid disturbance.
f. Listen when there are presentations.

TEACHER : OFELIA E. GUINITARAN Page 1

10 Mathematics
Mathematics 10, Quarter 3
March 6, 2023/2:20AM-3:20 P.M.

◦ Unlocking of difficulties
Define the terms to be used in discussion.

2. Recall: Question-answer
The students will utilize the DepEd tablet and answer the review questions through KAHOOT.IT.

1. ________________refers to the arrangement of objects in which order matters or order is important.

2. ________________if one event can occur in m ways, and another event can occur in n ways, then, these events can
occur in m ∙ n ways provided that the two events are independent events.
3. ________________ way to rearrangement of objects in a set wherein each object is listed.
4. A way to rearrangement of objects in a set wherein the order of each objects is shown systematically in a diagram is
called _____________.
5. ________________ a way to rearrangement of objects in a set wherein each object is to be written in a table.

3. Motivation: (Name Me, List Me)

The students will be grouped into 4. Each group will be given a box with eleven letters. They will list down all possible
words as many as they can within two minutes. The group with the most listed words will be the winner and will receive a
prize. They will be provided with the marker and manila paper.

(Allow the learners to do the activity.)

Ask: What kind of activity did you do a while ago?

How many words are formed from the letters?
What are the words formed form the letters?
What is the longest word form from the eleven letters?

4. Presentation/Reading the objectives of the lesson

* Allow the students to read the objectives of the lesson. The teacher will then repeat reading the objective
and will give a little hint to emphasize the learning goals that students will achieve at the end of the lesson.
* After reading the objectives, the learners will be asked once again if they are ready for the lessons and the
activities. The teacher will repeat the standards set to prompt students to be ready with the activity.
* The students will be asked to read the key question and let them keep it on mind. “How are permutations
used in forming conclusions and in making decisions.

II. LESSON PROPER

A. Activity (LISTENING TRIANGLES) (5-minutes only)

 After the preliminary activity, the teacher will proceed to the differentiated tasking. But before giving the
instructions, the teacher will remind again the students with necessary health protocols. After the protocol,
the teacher will give the general guidelines:
 Using the same groupings, the students will gather by group in a designated area.
 Each group will be given an activity sheet.
 The activity will be performed within 5 minutes only.
 Each
Leader One who leads the group
group
Secretary One who writes the answers of the group
will
Reporter One who reports the output to the class
assign
Timekeeper One who monitors the time the
Members Will cooperate and participate in constructing ideas
following roles to the members.

TEACHER : OFELIA E. GUINITARAN Page 2

10 Mathematics
Mathematics 10, Quarter 3
March 6, 2023/2:20AM-3:20 P.M.

 The students in the group will be allowed to decide first who are assigned with the different task in a
minute. Once the groups are done with assigning tasks, rubrics will be presented. The students will also be
instructed that this rubric will be used on rating their own output as part of the presentation.

Criteria 3 2 1
Promptness The group who finished the The group who finished The group who finished
activity on or before the given the activity 3 minutes after the activity more than 5
time. the given time. minutes the given time.
Cooperation All the members actively 1 member did not actively More than 1 member
participated in performing the participate. did not actively
activity. participate.
Accuracy All the answers are correct. One answer is not correct. More than one answers
are not correct.

 Now the students will do the group tasks given to them.

GROUP 1
Situation: You bought one pack of each of the following fruits: strawberry, pomelo and grapes. You want to store
two of them into canisters of colors green and orange. In how many ways can you store the 3 fruits in the
canisters, taken 2 at a time?

GROUP 2
Find the number of permutations of the letters of the word STATISTICS.

GROUP 3
In how many ways can Erika, Skye, and Race arrange themselves in a row for picture taking?

GROUP 4
In how many ways can 6 people be seated at a round table?

B. Analysis (Group Reporting)

(Reporting of each group

Questions:
* How did you find the activity?
* Is it hard or easy for you to get the answers?
* How did you calculate the different permutations?
* What mathematics concepts or principles did you apply to solve each permutation?
* Did you find any difficulty in finding the answer? What technique or strategy can you think of to facilitate your
way of solving?

 The teacher will use the fishbowl method in the processing of questions to elicit responses from the
students. In case learners’ answers are needing more support, other learners will be called through the
same method, or the teacher may shift to voluntary modality to allow other learners who are ready to share
to answer the questions. The teacher must ensure also those other learners are given a chance to share
their answers.

C. Abstraction (Group Activity)

TEACHER : OFELIA E. GUINITARAN Page 3

10 Mathematics
Mathematics 10, Quarter 3
March 6, 2023/2:20AM-3:20 P.M.

 * The students will be provided with key inputs and discussions of the lesson proper. The key inputs will deepen
their knowledge through some sort of discussion, simple question and answer portion and some sort of sharing
on the lessons. If they have difficulty understanding terms or not common to them, teachers might as well
translate the terms.

 Permutation is the arrangement of all or parts of a set of objects with proper order.
 Instead of listing down all possible arrangement of an event, Mathematics made an easy way of solving a
permutation of an event.
 Discuss the different types of permutations and provide necessary formula and examples for the student’s
guidance.

n!
1. The permutation of n objects taken r at a time is: P(n ,r) = , n≥r
( n−r ) !
Where:
P = permutation
n = total items in the set
r = items taken for the permutation
! = denotes factorial
2. The permutation of n objects taken all the time is: P(n, n) = 𝑛!
3. Distinguishable permutation refers to the different permutations of n objects when some of them are alike.
n!
Calculated using the formula, P =
p! q!r! …
4. Circular Permutation of n objects refers to the different arrangements of the objects when arranged in a
circle; it is obtained with the help of the formula P = ( n – 1 )!

 The students will be given the time to answer some problems on permutation taken r at a time. After the
video viewing, the teacher will ask students to go back to Activity 1 and check the answers on the table
presented in the output. The teacher will allow the students to correct their answers.

D. Application:
 The teacher will provide different tasks for the learners using differentiated tasks.

Group A - The Creatives

Instructions: Using the art materials provided, illustrate/draw one situation where permutation is
applied. Prepare an explanation about your output.

Group B - The Musicians

Instructions: As music inclined, compose a one-stanza song that suits to the concept of
Permutation or situation that permutation is applied.

Group C – The Critics

Instructions: In two paragraphs, the critics will assess Group A and B output presented. Their
assessment will focus on:
 Importance of permutation as reflections of everyone’s real-life events.

 The students will be instructed that this rubric will be used on rating their own output as part of the

TEACHER : OFELIA E. GUINITARAN Page 4

10 Mathematics
Mathematics 10, Quarter 3
March 6, 2023/2:20AM-3:20 P.M.

presentation.

CRITERIA 5pts. 3 pts. 1pt

Over-all The presentation is well – The presentation is attractive to The presentation is
Presentation presented & exceptionally the audience though it may be a distractingly messy or not
attractive to the audience bit messy. attractive to the audience.
Cooperation/ All members behave and At least 2 members didn’t Almost members
Behavior cooperate well. cooperate/ misbehave. misbehaved/ no
cooperation
Promptness The group presented the output The next group presented the Last group to present the
in/before time. output. output.

 General Guidelines:
1. The students will be reminded of the rules when doing a group activity.
2. The leaders from the 3 groups (Creatives, Musicians and Critics) will huddle together for at least 2
minutes to decide on their output they will showcase and how they will accomplish the different tasks.
3. After the meeting, each group will be given 3 minutes to do their specific task.
4. When they are done with each task the groups will now prepare for the presentation of outputs.
5. The presentation of output will start with the presentation of collage/drawing by the Creatives, then to
be followed by the singing of song from musicians and to be ended by a wrap-up from the critic’s
group.
6. The teachers will then congratulate for the efforts done by everyone.
Involve Me! (Individual Activity)
 The students will be allowed to share short reflections on the appreciation or importance of permutation in
a real-life situation
 Ask the students:
What word can you associate with the term “permutation”
How important is proper order in the society/community?
How important are permutations in real world?
How are permutations used in forming conclusions and in making decisions?
V- EVALUATION

½ Crosswise

I. Direction: Directions: Determine the unknown in each item, and then answer the questions that
follow. Use a separate sheet of paper.
1. P (6, 6) = ____________
2. P (7, r) = 840

II. Directions: Calculate each permutation problem completely. Use a separate sheet of paper.
1. Find the number of permutations of the letters of the word PERMUTATION.
2. In how many ways can a supermarket manager display 5 brands of cereals in 3 spaces on a shelf?
3. In how many different ways can 3 students line up to purchase a new textbook reader?
4. Find the number of ways in which 10 beads can be arranged to form a necklace?

Answers Key:
I.
1. 720
2. 4

II.

TEACHER : OFELIA E. GUINITARAN Page 5

10 Mathematics
Mathematics 10, Quarter 3
March 6, 2023/2:20AM-3:20 P.M.

n!
1. P=
p! q!r!
11!
=
2!
11 x 10 x 9 x 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1
=
2 x1
39,916,800
=
2
= 19,958,400
n!
2. P(n,r)=
( n−r ) !
5!
P(5,3)=
(5−3)!
5x 4 x 3 x2 x1
=
2 x1
120
=
2
=60 ways
3. P(3,3)=3!
= 3!
= 3x2x1
= 6 ways
4. P=(n-1)!
= (10-1)!
= 9!
= 9x8x7x6x5x4x3x2 x 1
= 1,451,520 ways

VI - ASSIGNMENT
Directions:

Think about a situation that involves arrangements. What you’re going to do is:
a. Write all the possible permutations of n object taken all at a time.
b. Write all the possible permutations of n object taken r at a time.
Note: The value of your n must be greater than 4 and the value of your r must be greater than 3.

VII - R E F L E C T I O N
A. No. of learner who earned 80% in the evaluation: _________________________________
B. No. of learners who required additional activities to remediation_____________________
C. Did the remedial lessons work? _____________________________________
D. No. of learners who continue to require remediation?
____________________________________
E. Which of my teaching strategies work well? Why did it work? _________________________
F. What difficulties did I encounter w/c my principal or supervisor can help me? ________________
G. What innovation or localized materials did I use/discover w/c I wish to share with other teacher?
________

Prepared by: Observed by:

TEACHER : OFELIA E. GUINITARAN Page 6

10 Mathematics
Mathematics 10, Quarter 3
March 6, 2023/2:20AM-3:20 P.M.

OFELIA E. GUINITARAN, T-3 BEATRIZ A. TORIO

Subject Teacher School Principal

TEACHER : OFELIA E. GUINITARAN Page 7

10 Mathematics