Republic of the Philippines

Department of Education
Region X
Division of Misamis Oriental
District of Medina South
Bangbang Integrated School
Bangbang, Medina, Misamis Oriental

Mathematics 10
Quarter 3 Week 1

Topic: Permutations
Duration: 45 minutes per day

Content Standards:
The learner demonstrates understanding of key concepts of combinatorics and probability.
Performance Standards:
The learner is able to use precise counting techniques and probability in formulating conclusions
and making decisions.
Learning Competency and Code:
The learner illustrates the permutation of objects. M10SP-IIIa-1

Day 1: Introduction to Permutations

I. Objectives:
At the end of the session, 75% of the learners are expected to:
1. Cognitive: Define permutations and explain their significance in counting problems.
2. Psychomotor: Arrange objects in different orders to illustrate permutations.
3. Affective: Appreciate the importance of order in real-life scenarios (e.g., organizing
events, ranking).

II. Content:
Subject Matter: Definition of Permutations
Integration: Logical Reasoning, Daily Life Scenarios
Strategies: Interactive Lecture, Group Work
Materials: Flashcards, Manila Paper, Markers

III. Learning Tasks

Preliminary Activities (5 mins):
1. Prayer
2. Greetings
3. Checking of Attendance
A. Elicit (5 mins):
 Present the question: "How many ways can three people (Anna, Ben, Carl) line up for a
group photo?"
 Discuss intuitive answers before introducing the concept of permutations.
B. Engage (10 mins):
 Activity: "Name Arrangements"
o Groups arrange their names in all possible orders and write them down.
C. Explore (10 mins):
 Teacher explains the concept of permutations with examples:
1. Arranging 3 books in a row.
2. Creating seating arrangements for a program.
D. Explain (10 mins):
 Discuss real-life examples where order matters (e.g., PIN codes, competition rankings).
E. Evaluate (5 mins):
 Solve: "How many ways can 5 students line up for a group photo?"
F. Extend (3 mins):
 Homework: List three real-life examples where the order of arrangement is important.

Day 2: Permutation Formula and Its Uses

I. Objectives:
At the end of the session, 75% of the learners are expected to:
1. Cognitive: Derive and apply the formula for permutations of distinct objects.
2. Psychomotor: Solve problems using the permutation formula.
3. Affective: Value precision in solving mathematical problems.
II. Content:
Subject Matter: Permutation Formula for Distinct Objects
Integration: Mathematical Computation
Materials: Worksheets, Multimedia Presentation

III. Learning Tasks

Preliminary Activities (5 mins):
1. Prayer
2. Greetings
3. Checking of Attendance
A. Elicit (5 mins):
 Pose the question: "How many ways can 4 students form a line to receive awards?"
B. Engage (10 mins):
 Activity: "Quick Calculations"
o Solve basic permutation problems using the formula: P(n,r)=n!(n−r)!P(n, r) = \
frac{n!}{(n-r)!}
C. Explore (10 mins):
 Teacher demonstrates solving problems step-by-step, such as:
o Arranging 5 objects in a row.
o Selecting and arranging 3 out of 6 items.
D. Explain (10 mins):
 Discuss practical uses of the formula in real-life scenarios (e.g., PIN codes, arrangements
in sports).
E. Evaluate (5 mins):
 Solve: "How many 4-digit PINs can be created using the digits 1-6 without repetition?"
F. Extend (3 mins):
 Homework: Create a word problem involving permutations and solve it.

Day 3: Permutations of Non-Distinct Objects

I. Objectives:
At the end of the session, 75% of the learners are expected to:
1. Cognitive: Differentiate between permutations of distinct and non-distinct objects.
2. Psychomotor: Solve problems involving permutations of identical objects.
3. Affective: Reflect on solving structured patterns in mathematical contexts.

II. Content:
Subject Matter: Permutations of Non-Distinct Objects
Integration: Logical Reasoning, Problem-Solving
Materials: Worksheets, Flashcards

III. Learning Tasks

Preliminary Activities (5 mins):
1. Prayer
2. Greetings
3. Checking of Attendance
A. Elicit (5 mins):
 Present the problem: "How many unique ways can the letters in the word LEVEL be
arranged?"
B. Engage (10 mins):
 Activity: "Create Your Pattern"
o Groups work on problems with identical items, such as arranging colored balls with
repetitions.
C. Explore (10 mins):
 Introduce the formula: P=n!p1!⋅p2!⋅…⋅pk!P = \frac{n!}{p_1! \cdot p_2! \cdot \ldots \cdot
p_k!}
o Example Problem: Arrange the letters in the word MISSISSIPPI.
D. Explain (10 mins):
 Discuss examples from everyday life where identical items are arranged (e.g., tiles, DNA
sequences).
E. Evaluate (5 mins):
 Solve: "How many ways can the word BALLOON be arranged?"
F. Extend (3 mins):
 Homework: Write two real-life problems involving permutations of identical objects and
solve them.
Day 4: Mixed Applications of Permutations
I. Objectives:
At the end of the session, 75% of the learners are expected to:
1. Cognitive: Apply knowledge of both distinct and non-distinct permutations to solve
problems.
2. Psychomotor: Collaborate in solving complex permutation problems.
3. Affective: Build confidence in handling challenging mathematical tasks.

II. Content:
Subject Matter: Mixed Applications of Permutations
Integration: Logical Reasoning, Teamwork
Strategies: Guided Problem Solving, Collaborative Work
Materials: Flashcards, Worksheets, Markers

III. Learning Tasks

Preliminary Activities (5 mins):
1. Prayer
2. Greetings
3. Checking of Attendance

A. Elicit (5 mins):
 Review previous topics:
o Definition of permutations.
o Permutation formula for distinct objects: P(n,r)=n!(n−r)!P(n, r) = \frac{n!}{(n-r)!}
o Permutations of non-distinct objects: P=n!p1!⋅p2!⋅…⋅pk!P = \frac{n!}{p_1! \cdot
p_2! \cdot \ldots \cdot p_k!}
 Pose the question:
o "How can these concepts be combined in real-world problem-solving situations?"

B. Engage (10 mins):

 Activity: "Permutation Challenge"
o Groups are given mixed problems requiring both distinct and non-distinct
permutation techniques.
o Example Problems:
1. "How many unique ways can the letters in the word 'SUCCESS' be arranged?"
2. "In a group of 6 people, how many ways can 4 be selected and arranged in a
line?"

C. Explore (10 mins):

 Teacher provides guided examples:
o Example 1: Solve for the permutations of the word "BALLOON."
o Example 2: Arrange 5 books on a shelf if 2 are identical.
 Allow groups to discuss and share approaches.

D. Explain (10 mins):

 Discuss the solutions collaboratively, emphasizing:
1. Identifying distinct vs. non-distinct objects.
2. Applying the correct formulas.
3. Logical reasoning to verify answers.

E. Evaluate (5 mins):
 Individual Task: Solve the following:
o "In a class of 10 students, how many ways can 3 students be selected and arranged
in a row?"
o "Arrange the letters in the word 'COMMITTEE' considering repetitions."

F. Extend (5 mins):
 Reflection Activity:
o Prompt: "How did today’s activity build your confidence in solving complex
mathematical tasks? How can you use this skill in real-life situations like planning or
organizing?"
o Homework: Create a real-life problem involving permutations (distinct or non-
distinct) and solve it.

Day 5: Real-Life Applications and Assessment

I. Objectives:
At the end of the session, 75% of the learners are expected to:
1. Cognitive: Reflect on the applications of permutations in real-world scenarios.
2. Psychomotor: Solve a comprehensive assessment task independently.
3. Affective: Demonstrate perseverance in solving real-life mathematical problems.

II. Content:
Subject Matter: Real-Life Applications of Permutations
Integration: Logical Reasoning, Problem-Solving, Decision-Making
Strategies: Guided Reflection, Problem-Solving, Peer Discussions
Materials: Worksheets, Flashcards, Markers

III. Learning Tasks

Preliminary Activities (5 mins):
1. Prayer
2. Greetings
3. Checking of Attendance

A. Elicit (5 mins):
 Begin with a discussion:
o "Where do you think permutations are applied in real life?"
o Examples from daily life:
1. Arranging seats in an event.
2. Organizing sports teams.
3. PIN codes and passwords.

B. Engage (10 mins):

 Activity: "Brainstorm and Share"
o Groups brainstorm real-life scenarios where permutations are relevant.
o Each group presents one example and explains the role of permutations in that
scenario.

C. Explore (10 mins):

 Provide guided examples of real-life problems:
o Example 1: "In a queue of 6 people, how many ways can they be arranged?"
o Example 2: "A security code uses 4 digits chosen from 0 to 9 without repetition.
How many different codes are possible?"
 Allow students to work independently on similar problems while the teacher facilitates.

D. Explain (10 mins):

 Selected students explain their problem-solving process to the class.
 Teacher provides feedback and emphasizes:
1. Logical reasoning in solving problems.
2. Strategies for approaching real-life challenges using permutations.

E. Evaluate (5 mins):
 Assessment Task:
o Solve:
1. "In a school competition, 8 students are vying for the top 3 spots. How many
ways can the winners be arranged?"
2. "How many unique arrangements can be made from the word
'MATHEMATICS'?"

F. Extend (5 mins):
 Reflection Activity:
o Prompt: "How do permutations help in organizing events or ensuring security in
systems? Share a situation where this concept could be applied in your life."
o Homework: Create a real-life scenario involving permutations and write a step-by-
step solution for the problem.

Reflection:
A. No. of learners achieve 80%:______
B. No. of learners who requires additional activities for remediation:_____
C. Did the remedial lessons work?______
D. No. of learners who have caught up the lesson:_______
E. No. of learners who continue to require remediation:_________
 F. Which of my teaching strategies worked well? Why did these work?______
G. What difficulties did I encounter which my principal or supervisor help me solve?___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher?_______

Prepared by: Checked by:

JANESSA ANN Z. FELICILDA IMELDA S. ADA

Teacher I Head Teacher – III