DAILY LESSON LOG OF MA10SP -IIIc-2 (Week Three- Day Four)
School Esperanza National High Grade Grade 10
School Level
Teacher Rosesalee L. Jaducan Learning Mathematics
Area
Teaching Date March 23, 2023/ 8:30 am-
Quarter III
and Time 9:30 am
I. Objectives
At the end of the lesson, students should be able to:
a. Compare the number of possible arrangements of
permutation and combination of n objects taken r at a time;
b. Differentiate permutation from combination of n objects taken
r at a time; and
c. Demonstrate appreciation in differentiating permutation from
combination of n objects taken r at a time.
Content Standards:
The learners demonstrate understanding of key concepts of
combinatorics and probability.
Performance Standards:
The learners are able to use precise counting technique and
probability in formulating conclusions and making decisions.
II. Subject Matter
Learning Competency: Differentiates permutation from combination of
n objects taken r at a time (MA10SP- IIIC-2)
Topic: Combination
Reference: Mathematics Learner’s Module for Grade 10 pages (301-
309)
III. Procedures
A. Preliminary Activities
1. Drill
Prayer
Greetings
Checking of Attendance
Checking of Assignment
Dissemination of Classroom Rules
2. Review
The teacher will ask the students about the previous lesson
The teacher will ask the students about what they have learned
about the previous lesson
3. Motivation
The teacher will introduce a game called “Duck Race.” Duck
Race Game is a charitable raffle played by releasing numbered,
inanimate toys (ducks) with names of the students into a body of
moving water. To recall the previous lesson, a student’s name as the
first duck to cross a predetermined point in the water (the finish line)
will be answering some questions asked by the teacher.
B. Lesson Proper
1. Activity
The teacher will flash some situational problems and explain the
process in determining permutation and combination.
1. A group has to select a 2. A group has to select
moderator and a secretary two leaders from the 5
from 5 members in the members in the group
group.
Answer:
1. Permutation
2. Combination
2. Analysis
After completing the activity, answer the teacher will ask
students the questions below.
a. Which situation illustrates permutation? Why?
b. Which situation illustrates combination? Why?
Possible answer:
a. Situation 1 illustrates permutation because the moderator and
secretary are considered different, and their order is important.
b. Situation number 2 illustrates combination because the
problem looks at sets of groups of officers and is not particular
as to who is the moderator and who is the secretary. In this
situation order is not important.
3. Abstraction
The teacher summarizes the mathematical concepts on the
difference of permutation and combination through questions like:
1. Compare the number of permutation and combination.
2. What is the difference between permutation and combination of n
objects taken r at a time?
Possible answer:
1. The number of arrangements in permutation is greater than
combination.
2. The order of arrangement in permutation matters while in
combination does not matter.
4. Application
Activity 2: “Answer By Pakner”
The teacher lets the students work in pair, let the students answer the
given exercise.
Consider set A with three elements, {bibingka,tagaktak ,dried mango}
a. List all the permutations of these elements taken two at a time.
How many possible arrangements are there?
b. List all the combinations of these elements taken two at a time.
How many possible arrangements are there? Justify your answer.
c. Compare the number of permutation and the number of
combination.
Answer:
a. {(b,t),(b,dm),(t,b),(t,dm),(dm,t),(dm,b),} There are six
arrangements for permutation.
b.{(b,t),(b,dm),(t,dm)} There are three arrangements for
combination because (b,t) is the same as (t,b); (b,dm) is the
same as (dm,b); (t,dm) is the same as (dm,t)
c. The number of permutations is greater than the number of
combinations.
C. Concluding Activities
1. Valuing
Ask the students about the importance of knowing the
concept of combination
2. Generalization
Ask the learners to differentiate the concept of permutation and
combination
IV. Evaluation
The teacher lets the students answer the formative assessment
individually.
1. From the four letters C, A, R, E, choose three without repeating any
letter,
a. if order is important
b. if order is not important
Answer Key:
a. CAR CAE CRE ARE
CRA CEA CER AER
RAC ACE REC REA
RCA AEC RCE RAE
ARC ECA ERC ERA
ACR EAC ECR ERA
There are 24 possible arrangements.
b. CAR CAE CRE ARE
There are 4 out of 24 selections.
V. Assignment
Instruction: The teacher lets the students answer the following in a ¼
sheet of paper.
1. As a student, what is the importance of combination?
Prepared by: Reviewed by:
ROSESALEE L. JADUCAN MERLY A. ITIL
PST Teacher III
Checked by: Approved by:
JOY L. OGUES LATREIA E. ESTABILLO
Master Teacher II Principal I
