A Detailed Lesson Plan

GRADES 1 to 12 School: Quezon Grade Grade

Lesson Plan Level: 10
(S. Y. 2022-2023) Teacher: FS Teacher Learning Mathe
Area: matics
Teaching Dates and Dec. 9, 2022 Quarter: Third
Time: Quarter
I. OBJECTIVES At the end of the lesson, the students are expected to:
 identify the permutations of the objects;
 appreciate the uses of permutations as a vital part of life;
and
 solve real-life problems involving permutation.
A. Content Standards The learner demonstrates understanding of key concepts of
combinatorics and probability.
B. Performance Standards The learner is able to use precise counting technique and
probability in formulating conclusions and making decisions.
C. Learning Competencies The learner illustrates the permutation of objects. (M10SP-IIIa-1)

II. CONTENT Statistics and Probability (Permutations)

Skills Targeted Listening, Understanding, Skills to formulate real-life situations
and Writing Skills
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide pages Pages 252 – 259
2. Learner’s
Material pages Pages 283 – 294
3. Textbook MSA Statistics and Probability pages 73 – 75
pages
4. Additional Visual aids, Manila Paper, Worksheets, Scientific Calculator
Materials from
Learning
Resources
(LR) Portal
B. Other Learning Math Open Reference
Resources
IV. PROCEDURES Teacher’s Activity Learner’s Activity
A. Preliminary Activities
1. Prayer  Good morning, class! Let us start (Jeric will lead the
our today’s meeting with a prayer.)
prayer. Jeric, kindly lead the
prayer.
2. Greetings  Once again, good morning, class!  Good morning,
Ma’am!
 It’s nice to see
you today.
 It’s nice to see you too. By the
way class, please arrange your
chairs properly. Kindly check
your area if there are pieces of
papers or wrappers, then pick it
up.
 Alright. You may now take your  Thank you,
seat. Ma’am.
3. Checking of  Is anyone absent from the class?  None, Ma’am.
Attendance  Very good. I’m glad that you’re
all present today.
 Kindly give yourselves five claps. (The students will clap)
B. Reviewing the Previous  Before we proceed to our new
Lesson lesson this morning, let us have a
short review of our previous
 lesson.
 Class, do you still remember our
lesson last meeting?  Yes, Ma’am.
 Nice! I’m glad to hear that you
still remember our previous
lesson.
 So, what was our lesson all about, (Student will answer.)
anyone?  Our lesson last
meeting was all
about
Fundamental
Counting
Principle.
 That’s right! Now, what do we  If one thing can
need to remember about occur in m ways
Fundamental Counting and a second
Principle? thing can occur
in n ways, and a
third thing can
occur in r ways,
and so on, the
sequence of
thing can occur
in m x n x r
 Precisely! Since you already x...ways.
understand our topic last meeting,
let’s have first a game for today.
This game is entitled as, “Think
Before You Guess”. Now, I will
group you into three. So whatever
group you belong, that would be
your permanent group for the rest
of the group activity. Please count
on start 1 to 3.
 Kindly sit on your respective
groups.
 I will show you some pictures and
you’re going to identify if an
order of objects in the first box
are rearranged in the second box.
 Mechanics of the game:
The group who raises their board
first should answer correctly, or
else the other group will have a
chance to steal and answer. Each
item, the scoring here is 5 points
for the 1st group who will get the
correct answer, 3 points for the
2nd and 1 point for the 3rd or last
group.
 After this game, the group with
the highest score will be the
winner.
 Is that clear, class?  Yes, Ma’am.
 Okay, get ready.
 Direction: Look at each picture
and think if the following objects
are arranged in the 2nd box.
Kindly raise your board thumbs

up if there’s rearrangement

occurred and thumbs down

if not.
1. fruits
 2. pencils

3. bags

4. ice cream

5. vegetables

6. plants

Job well done, class!

Please count your scores.
 Congratulations Group__! You’re
the winner in this activity.

C. Establishing a Purpose for the  Now, stay with your groupmates

Lesson and let’s have another activity. This
activity is entitled as, “Answer
Me”.
 Direction: The teacher will show
you a statement and each group will
answer if what is it all about.
 Each statement, the 1st group who
raised their board first and the
answer is correct, their group will
be the 1st place, 2nd place for the 2nd
group and 3rd place for the 3rd
group.
 Is it clear, class?  Yes, Ma’am!
 Alright! Are you ready?  Yes, Ma’am!
 Okay, you can start now.
(The teacher will post the
question the board.)

Statement#1. This principle states

that if one thing can occur in m  Fundamental
ways and a second thing can Counting
occur in n ways, and a third thing Principle
can occur in r ways, and so on,
the sequence of thing can occur in
m x n x r x …ways.
Statement #2. This counting
principle states that if event A can  Addition
happen in m ways and event B Counting
can happen in n ways, then event Principle
A or B can happen in m + n ways.
Statement #3. This counting
principle states that If event A can  Multiplication
happen in m ways and event B Counting
can happen in n ways, then event Principle
A and B can both happen in mn

D. Presenting Examples /
Instances of the new Lesson
ways.
 Okay class, based on this activity (The student will
that you have done, what have you answer.)
notice, in terms of having a chance
of your group to win?
 So now class, I have here another
activity. But this is already an
individual activity. This is entitled
as, “4 Pics 1 Word”.
 Direction: Study the four pictures
and try to guess the missing letters
to form a word. Just raise your hand
if you want to answer.
1. _R_ER 1. ORDER
2. _A_
2. WAY
3. AR_A_G_ 3. ARRANGE
 Excellent, class! You have
guessed the missing letters and
formed a word correctly.
 How was the activity we’ve
done? (The student will
 Did you enjoy thinking about the answer.)
missing letters in a word?
 That’s nice! I’m glad to hear that  Yes, Ma’am.
you enjoyed it.
 Now class, what do you think is
our lesson for today? (The student will
answer.)
 I think that our
lesson for today
is about
arrangement,
 That’s good! Arrangement is also Ma’am.
referring to our topic for today
and this is what we called
permutation.
 Now, these are the objectives that
you need to accomplish during
and after this lesson.
 Everybody, kindly read our
objectives for today. (Everybody will read
the objectives.)
At the end of the lesson, the
 students are expected to:
E. Discussing new Concepts and
Practicing new Skills
At the end of
the lesson, the students
 identify the permutations of the are expected to:
objects;
 appreciate the uses of  identify the
permutations as a vital part of permutations of
life; and the objects;
 solve real-life problems involving  appreciate the
permutation. uses of
permutations as
a vital part of
life; and
 solve real-life
problems
 Thank you, class! involving
 Listen carefully because after the permutation.
discussion, you are expected to
meet all these objectives.
 Class, from the activity that we
had earlier, what do you think is
permutation?
 Yes, Angela? (Angela will answer.)
 Permutation is
about the
possible ways
of objects.
 Very good! Thank you, Angela. (Benjie will answer.)
Any other idea? None? Okay.  Permutation
Yes, Benjie? refers to the
possible
arrangement of
objects.
 Excellent! From what you have
said, permutation refers to an
arrangement number or order.
Before we unfold the main lesson,
let us define first what
permutation is.
 Everybody, please read. (Everybody will read.)
Permutation Permutation
 A permutation is an arrangement A permutation is an
of objects in a definite order. The arrangement of objects
members or elements of sets are in a definite order. The
arranged here in a sequence or members or elements
linear order. of sets are arranged
 Thank you, class! here in a sequence or
 For example, the permutation of linear order.
set A={Apple, orange} is 2, such
as {Apple, orange}, {orange,
Apple}.
 As you can see, there are no other
ways to arrange the elements of
set A.
 In permutation, the elements
should be arranged in a particular
order.
 Say for example, what is the
possible arrangement of 3 objects
when placed in a row? Let’s say
those 3 objects are apple, banana
and mango, so how many
possible ways can it be arranged?
Let me give you one possible
arrangement. Aside from the
arrangement {apple, banana,
mango}, one of the possible
arrangement is {apple, mango,
 banana}. Now, who can give me  {Banana,
another one? Yes, Jeric? mango, apple},
 Yes, very good Jeric. Thank you. Ma’am.
Another? Yes, Philip?  {Mango,
banana, apple},
 Okay, precisely. What else? Ma’am.
Charel?  {Banana, apple,
mango},
 Yes, absolutely! Is there more? Ma’am.
Yes, Elcha?  {Mango, apple,
banana},
 Nice answer! Is there more Ma’am.
arrangement?  No more,
 So, there are exactly 6 possible Ma’am.
ways to rearrange the 3 letters. To
list it all again, here are the
arrangements mentioned.
{apple, banana, mango}
{apple, mango, banana}
{banana, mango, apple}
{mango, banana, apple}
{banana, apple, mango}
{mango, apple, banana}
 So, what if there are more objects
to be rearrange or reorder? Such
as rearranging numbers from 0 –
9? Do you think it is easy to list
all the possible ways?
 Yes, that’s right. It would take too  No, Ma’am.
long for us to list all possible
arrangements. So, instead of
listing it all, permutations have an
easier way of finding solution to
it. Are you ready to listen how is
it done?
 Okay now, there are several rules  Yes, Ma’am.
in permutations. But, let us just
focus and discuss the Permutation
Formula. Everybody, please read.

Permutation Formula
1. The number of permutations of n Permutation Formula
objects taken at the same time. 1. The number of
P(n, n) = n!(n-factorial) permutations of n
objects taken at the
 Thank you, class! Now factorial same time.
of n denoted by n! is calculated P(n, n) = n!(n-factorial)
by the products of integer
numbers from 1 to n, where n > 0
or just simply n = (n)(n – 1)(n –
2)(n – 3)…(3)(2)(1). We can
apply n! for any distinct objects,
meaning objects differ from each
other. So, from my example a
while ago in which 3 objects such
as apple, banana and mango are
to be rearranged, can you
remember how many ways we
rearranged it? Yes, Rodeline?
 Very good! Thank you, Rodeline.  6, Ma’am !
Yes, 6 arrangements, it is. Okay
using the formula, we can derived
an answer. Let us identify what is
our n first. Jeward, what is our n
from my example in which 3
kinds of fruits to be rearranged?
 Yes, that’s correct. After  3, Ma’am!
 identifying the n and r, what’s the  Substitute the
next step? Yes, Jeric? values using the
formula and
 Exactly! Who can solve on the solve.
board? Yes, Jessa? (Jessa will solve on the
board.)
P (n, n) = n!
n=3
P (3, 3) = 3!
P(3, 3) = (3)(2)(1)
 Okay, nice answer! Thank you, P(3, 3) = 6
Jessa.
 Alright! Through illustrating, the
number of possible ways is the
same with solving using the
formula.
 Understood?
 Okay, let’s proceed to the 2nd  Yes, Ma’am.
formula. Everybody, please read.
2. The number of permutations of n
objects taken r at a time without 2. The number of
repetition where r ≤ n. permutations of n
objects taken r at a time
P (n, r) = n! . without repetition
(n – r)! where r ≤ n.

 Thank you, class! This P (n, r) = n! .

permutation rule is denoted in (n – r)!
many ways.
P(n, r) nPr P(n r )
n refers to the number of objects
while our r refers to how many
ways can we fill or arrange the
objects. Always remember that r
≤ n. Say for example, how many
ways can 6 students be seated in a
row if only 4 seats are available?
 Anyone willing to answer? Yes,
Jeric? Indicate what is our n and n = 6 and r = 4
r, solve on the board. P (6, 4) = 6! .
(6 – 4)!
P (6, 4) = 6! .
2!
P (6, 4) = (6)(5)(4)(3)
(2)(1) .
(2)(1)
 Do you think Jeric’s answer is P(6, 4) = 360
correct?  Yes, Ma’am.
 Precisely! Thank you, Jeric. You
may now take your seat. From
Jeric’s solution, in how many
ways can we arrange 6 students in
a row with only 4 seats available?  360 ways,
 Yes, very good! It is read as 6 Ma’am.
students taken 4 at a time has 360
possible arrangements.
 Understood?
 Great! So, I thought that you  Yes, Ma’am.
already know the concepts of
permutations. Any more
questions or clarifications about
our topic?  No more,
 That’s good to hear. Ma’am.

F. Developing Mastery  This time let’s have another

group activity. This activity is
called “Solve Me.” So, kindly sit
 on your permanent respective
group. Each group will assign a
group secretary and a group
reporter.

 Instructions of the Activity:

Each group will be given an
envelope that contains the
problem. All you have to do is to
solve it and once you’re done the
group secretary will write your
solution on the board while the
group reporter will explain your
work in front. You only have 5
minutes for that.
 Is there any question class?  None, Ma’am.
 Am I clear?  Yes, Ma’am.

Rubrics: Rubrics:
5 pts 4 pts 3 pts 5 4 pts 3
Cooperatio Showed Members Members pts pts
n and excellent work work some Coop Sho Mem Me
Teamwork effort and together of the time. erati wed bers mber
all most of the on exce work s
members time. and llent toget work
work well Tea effo her som
together mwo rt most e of
all the rk and of the the
time. all time. time.
Computatio Computati Computatio Computati me
n on is n is on is mbe
complete generally generally rs
and correct and incorrect wor
correct. complete and/or k
but may incomplete well
contain . toge
flaws. ther
Explanatio Thorough Understanda Unclear or all
n and ble incomplete the
concise written written/ver time
written/ /verbal bal .
verbal explanation. explanatio Com Co Com Com
explanatio n. putat mpu putati putat
n. ion tatio on is ion
Timeliness The group The group The group n is gener is
finished finished the finished com ally gene
the activity at the activity plet corre rally
activity exact time. at few e ct incor
earlier. minutes and and rect
late. corr comp and/
ect. lete or
but inco
(Problems inside the envelope) may mple
conta te.
in
flaws
.
Expl Tho Unde Uncl
anati roug rstan ear
on h dable or
and writte inco
con n mple
cise /verb te
writ al writt
ten/ expla en/v
verb natio erbal
al n. expl
expl anati
anat on.
ion.
Time The The The
lines grou group grou
s p finish p
finis ed finis
hed the hed
the activi the
acti ty at activ
vity exact ity at
earli time. few
er. minu
tes
late.

(After 5 minutes)  Yes, Ma’am.

 Are you done, class? (Group secretary writes
 So now, secretary of each group their solution on the
write your solutions on the board. board.)
(Group reporter
  This time, group reporter, explain explains their work.)
your work.
 Very good, class!
G. Finding Practical  Now class, we will have another
Applications of Concepts and group activity. This is entitled as,
Skills in Daily Living “Act It Out!”.
 Find some objects that are located
on your own things or located
inside the classroom.
 Each group will show a scenario
on how you apply permutation of
objects or things you have found
in a real-life situations.
 Is it clear, class?  Yes, Ma’am!
 I will give you 5 minutes to do
your work and after that, there
will be a presentation each group. Rubrics for
Rubrics for Dramatization: Dramatization:
RELEVANCE 30% RELEVANCE
PRESENTATION 50% PRESENTATION
COOPERATION 20% COOPERATION
TOTAL 100% TOTAL

 Based from this activity, what

have you observed? (Student will answer.)
 That’s great!
 In this activity, how did you
apply the uses of permutations? (Student will answer.)
 Very good! I’m glad that you
applied the uses of permutations
in this activity.
H. Making Generalizations and  Now that you already know the
Abstractions about the Lesson rules of permutation and what it is
all about, can you recall the
definition of permutation?  Yes, Ma’am .
 Then, what is permutation?  Permutation
refers to the
arrangement of
the objects in a
 Then, what is the formula of definitive order.
permutation when the objects are
taken at the same time?
 How about the formula when the  P (n, n) = n!
objects are taken at a time without
repetition?
 How can we use the permutations  nPr = n!/(n-r)!
in our daily living?  We can use
permutations in
creating
passwords or
pin codes,
 Yes, that’s good. What else? Ma’am.
 We can use
permutations in
creating pin
number for our
ATM cards,
passwords for
our cellphones
or may be to
our houses’
locks that
avoids us from
 Yes, that’s right. Another? burglars.
 We can also use
permutations in
 order to choose
 Yes, that’s good to hear that a pair of blouse
somehow you do understand the and pants.
importance and application of
permutation in our daily life.
Good job, class!
 Do you have any clarifications in
our topic?
 None, Ma’am!
I. Evaluating Learning  Okay class, since you have no
clarifications in our topic, let’s
have a short quiz.
Test I: Multiple Choice
Choose the letter of the correct answer.
1. What is the term that refers to the 1. D
possible arrangement of things?
A. Combination C. Presentation
B. Organization D. Permutation
2. Which of the following formula is
appropriate in getting the permutations of
an object taken r at a time? 2. B
A. 𝑃(𝑟, 𝑛) = n! . C. 𝑃(𝑟, 𝑛) = 𝑟!
(𝑟−𝑛)!
B. 𝑃(𝑛, 𝑟) = n! . D. 𝑃(𝑛, 𝑟) = 𝑛!
(𝑛−𝑟)!
3. Which of the following equations will
give the permutation of the 6-letter word
PLANTS taking 4 at a time? 3. A
A. 𝑃(6,4) = 6! . C. 𝑃(4,6) = 6! .
(6−4)! (4–6)!
B. 𝑃(6,4) = 4! . D. 𝑃(4,6) = 4! .
(6−4)! (6−4)!
4. Antonio received 7 paintings from his
boss as a reward for his good work. He
wants to hang it on his wall horizontally. 4. D
In how many possible ways can he
arrange it all? (show your solution on
your paper)
A. 7 B. 49 C. 210 D. 5040
5. Lila bought 5 books. In how many
possible ways can she arrange them all at 5. B
the same time? (show your solution on
your paper)
A. 35 B. 120 C. 2520 D. 5040
Test II: Solve the following problems.
1. You have been asked to judge an art
contest with 7 entries. In how many ways 1.Solution:
can you assign 1st, 2nd and 3rd place? n = 7 and r = 3
(Express your answer as nPr for n and r 7P3= 7! .
and evaluate.) (7 – 3)!
7P3 = (7)(6)(5)(4)(3)(2)
(1)
(4)(3)(2)(1)
P
7 3 = 210 ways
2. In how many ways can 10 people be 2.Solution:
lined up for a photograph? (Express your n = 10
answer as P (n, n) for n and evaluate.) P (n, n) = n!
P (10, 10) = 10!
P (10, 10) = 3,628,800
J. Additional Activities for  For your assignment, have an
Application or Remediation advance review about
combination.

 That’s all for today. Goodbye,  Goodbye,

class! Ma’am.

Prepared by:
MA. CHRISTINE G. BEO
BSED MATH – 3RD YEAR

Checked by:
SIR REX G. LOZADA .
MATHEMATICS INSTRUCTOR