DAILY LESSON LOG OF M10AL-IIIa-1 (Week One-Day One)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
a.
b.
c.
A. Review previous lesson ord.
presenting the new lessone.
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
lesson
Grade Level Grade 10
Learning Area Mathematics
Quarter Third
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of combinatorics.
The learner is able to use precise counting techniques in formulating conclusions
and in making decisions.
Learning Competency: Illustrates the permutations of objects (M10AL-IIIa-1)
Learning Objectives:
1. Illustrate the permutation of objects;
2. Identify real life situations that describe permutations
3. Display cooperation in the group activity
Permutations
teacher’s guide, learner’s module,
Pages 250-253
Pages 283-286
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically by
providing pupils/students with multiple ways to learn new things, practice the learning, question
their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
The teacher may formulate the activity/problem in this manner:
Call 3 students to stay in front. Ask them in how many ways they can arrange
themselves. Let them show these ways to the class.
a. In how many ways can 3 students be arranged in their seat?
b. What method did you use in order to give the accurate count?
c. Why do you think there is a need to know the number of possible ways a
certain task can be done?
d. What do you call the arrangement of objects/things?
Answer Key
a. 6 ways
b. listing
c. Varied answers from the students
d. Permutations
The students will realize that recognizing situations/ tasks which consider
arrangement or order is significant in illustrating permutations.
The teacher lets the students in group of 5 do activity 2 numbers 1 to 4 on page
284
 Answer Key
1. 720
2. 216
3. 720
4. 360

D. Discussing new concepts With the same groups, the teacher lets the students answer activity 3. All the
and practicing new skills groups answer all items and call on particular group to share to the class their
 results on a specific item.
Take a second look at the 4 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 different order or arrangement means a different 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.
#1 3. In performing a certain task where order or arrangement is important, what
do you call each possible arrangement?

Answer Key

1. In situations 1 and 3, order is important.

2. Number 1: example : 1st place – runner number 8 2nd – runner number 5
3rd – runner number 4
Number 3: Example: She may arrange the plants according to height, or
according to kind, according to appearance, or any basis she wants.
3. Each possible arrangement is called a permutation.
E. Discussing new concepts
and practicing new skills
#2
 The teacher lets the students in groups of three answer the following:
A. Which of the following situations illustrates permutations?
1. Choosing 5 questions out of 20 questions
2. Opening a combination lock
F. Developing mastery (leads 3. Winning in a contest
to formative assessment 4. Selecting 3 posters to hang out of 6 posters
5. Entering a pin (Personal Identification Number) of your ATM card

Answer Key
Numbers 2,3 and 5 are illustrating permutations
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the lesson to come up with the following:
H. Making generalizations
and abstractions about
the lesson

I. Evaluating Learning The teacher lets the students answer individually the formative assessment.
Tell whether the situation is permutation or not.
1. Winning in a Math quiz bee
2. Selecting 7 people to form a Student Affair Committee
3. Drawing a set of 6 numbers in a lottery containing numbers 1 to 58
4. Assigning seats to guests at dinner
5. Opening a combination lock of a locker

Answer Key
1. Permutation
2. Not
 3. Not
4. Permutation
5. Permutation
Define the following terms
J. Additional activities or
a. Circular permutations
remediation
b. Distinguishable permutations
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching 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