III.

INSTRUCTIONAL STRATEGIES

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Preparatory Activities
1. Prayer
2. Greetings
3. Checking of Attendance

B. Developmental Activities

1. Motivation

Students will be grouped into four.

Three groups shall have three
members and the last group shall
two only have 2 members. The
group will decide what animal
sound to use throughout the game
to call the teachers attention in
answering the questions. The group
who makes the sound first has the
option to answer the question or
pass the question to a different
group by mimicking their sound. If
the other group gets the answer
wrong or unable to answer the
questions on time the score will be
added to their score. This will be
race-to-five so whoever obtains
the score of five first, will get a
ticket which they could
accumulate throughout the period
to win a price.

The questions about factorial and

permutation computations will be
shown in a flash card.
 What is a factorial? Factorial is a product when we multiply
a number to all of the numbers before
it.

What have you learn about Permutation is an ordered arrangement

permutation? of items.

How do you compute for 𝑛!

We use the formula, nPr = (𝑛−𝑟)! Where n
permutation?
is the total number of items or choices
and r is the number of selection.

Factorial and combination both

helps us count the number of
orders in which something can
happen.

2. Lesson Proper

Activity #1

Answer the following with your

respected groups.

Let us now consider this

situation.

Example 1 Example 2

A group has to A group has to

select a moderator select 2 leaders
and a secretary from the 5 members
from 5 members in in the group. How
the group. How many sets of group
many arrangements of officers are
of group leaders are possible?
possible?

a. The two examples are similar, but

 How are the two situations similar? their answers are very different.
 How are they different?
 b. Let the 5 group members be A, B,
C, D and E.

Solution to Example 1:

Since the moderator and the secretary

are considered different and their order
is important, then the number of
possible arrangements of the group
leaders is
5!
5P2 = = 5 x 4 = 20
(5−2)!

These are:
What are the possible arrangements in
example 1?
AB BA BC CB CD DC DE ED
AC CA BD DB CE EC
AD DA BE EB
AE EA

Solution to Example 2:

The problem looks at set of group officers

and is not particular as to who the moderator
is and who the secretary is. In this situation,
order is not important. AB and BA are
considered as the same set of object as A
and B.

Let’s remove those with the same

So if AB and BA are to be counted as one,
people:
what will be the possible number of
arrangement?
AB BA BC CB CD DC DE ED
AC CA BD DB CE EC
AD DA BE EB
AE EA

When order is not important, the

number of possible arrangement is only
10.
In the first example, the arrangements are
called permutations. In the second example,
the arrangements are called combinations.
Can you define what a combination is? It is an arrangement where order is not
important.

Now, observe the following:

(AB) (BC) (CD) (DE) (AC) Combination

(AB) (BC) (CD) (DE) (AC) Permutation

(BA) (CB) (DC) (ED) (CA)

(BD) (CE) (AD) (BE) (AE) Combination

(BD) (CE) (AD) (BE) (AE) Permutation

(DB) (EC) (DA) (EB) (EA)

What do you observe about There are more possible arrangements

the number of arrangements when order is important. The number of
when order is important and permutation is twice the number of
when it is not important? combination.

Say, if there are 3 elements in a Yes, it would. Since order is important in

combination i.e., ABC, would permutation, ABC is different form BAC,
the number of permutation ACB, BAC, BCA and CAB.
change? Why?

Exactly, in permutation, we
count every combination of 2
people twice because there
are 2! = 2 ways to order or
arrange 2 people for
moderator and secretary
position. To get the number of
combination from a number of
permutations, we need to
divide it by 2!

5P2 20
5C2 = = 2 = 10
2!

Here the C stands for

“combinations”. In general, if
we want to choose r objects
from a total of n there are:

nPr n!
nCr = = 𝑟!(𝑛−𝑟)!
𝑟!
Examples #3: Solutions:

a. 7C1 a. 7C1 =
7!
=
7!
=
7.6!
=7
1!(7−1)! 1!(6)! 6!

6! 6!
b. 6C6
b. 6C6 =
6! (6−6)!
= 6! (0)! =1

c. 8C0 c. 8C0 =
8! 8!
= 0! (8)! =1
0! (8−0)!

Answer:
TRY THIS!
6! 6! 6𝑥5𝑥4𝑥3!
1. 6C3
1. 6C3 = = = = 40
3!(6−3)! 3!(3)! 3!3!

10! 10! 10𝑥9𝑥8𝑥7𝑥6𝑥5!

2. 10C5=
5!(10−5)!
= 5!(5)! = 5!(5)!
2. 10C5

= 6,048

3. 4C1 4! 4!
3. 4C1=
1!(4−1)!
= 1!(3)! = 4

Example #4

From the letters C,O,W, how

many combinations can be
made when:
This is a combination of 3 taken 1. The
a. One letter is taken at a time possible combinations are: C, O, and W.

3! 3!
3C1 = 1!(3−1)! = 1!2! = 3

This is a combination of 3 taken 2. The

b. Two letters are taken at a
possible combinations are: CO, CW,
time
and OW.

3! 3!
3C2 = 2!(3−2)! = 2!1! = 3
c. 3 letters are taken at a time This is a combination of 3 taken 3. The
possible combinations is: COW

3! 3!
3C3 = = =1
3!(3−3)! 3!0!

What do you observe?

We observe that, nC1 =n
nCn = 1

ACTIVITY #2

Peer Practice

SET A

How many combinations can

be made from S, A, V, E if the
letters are taken
Answer Key
a. One at a time 4! 4!
a. 4C1 = = =4
1!(4−1)! 1!3!

b. Four at a time
4! 4!
a. 4C4 = = =1
4!(4−4)! 4!0!

SET B

How many combinations can

be made from B, E, A, U, T, Y, if
the letters are taken:
Answer Key
a. One at a time 6! 6!
a. 6C1 = 1!(6−1)! = 1!(5)!
=6

b. Four at a time b. 6C4

6!
= 4!(6−4)! =
6!
= 15
4!2!

What part of the practice did

Answer depends on the students.
you have difficulty with?

Teacher will go back to the

items where students have
most difficulty with and discuss
the answer.
3. Generalization

What is a combination? A combination is an arrangement of

selection of set where order does not
matter.

How can you differentiate We can say that a selection is a

combination from permutation? combination when order is not
important. On the other hand, it is
permutation when order does matter.

We also did a derivation of The formula for permutation is:

formulas for both permutation and
combination. What are the nPr =
𝑛!
(𝑛−𝑟)!
formulas used in permutation and
combination?
While the formula for computing the
number of combination is:

𝑛!
nCr =
𝑟!(𝑛−𝑟)!

Where n = number of object

r = number to be taken.

How was the combination formula The number of combination was

derived from the permutation derived from the number of
formula? permutation divided by r! Since order
does not matter in combination, we
take out r! from nPr so that items with the
same selections in different orders are
counted as one. It can be written as:

nPr n!
nCr = = 𝑟!(𝑛−𝑟)!
𝑟!

4. Application

Answer the following questions with

your partner in the last grouping.
1. How many ways can you
arrange the letters F, A, M, I, L, Y
if letters are taken: a. 6C1
6! 6!
= 1!(6−1)! = 1!(5)! = 6

a. One at a time
6! 6!
b. 6C2 = 2!(6−2)! = 2!(4)! = 15
b. Two at a time

6! 6!
c. 6C3 = 3!(6−3)! = 3!(3)! = 20
c. Three at a time

6! 6!
d. Four at a time d. 6C4 = 4!(6−4)! = 4!(2)! = 15

6! 6!
e. 6C5 = 5!(6−5)! = 5!(1)! = 6
e. Five at a time

6! 6!
f. 6C6 = 6!(6−6)! = 6!0! = 1
f. Six at a time.

2. In a shop, they sell 5 t-shirt that Ans. This is a combination of 5 taken 3.

you like. These are red, green,
and blue, black and white. 5C3 =
5! 5!
= 3!(2)! = 10
3!(5−3)!
Unfortunately, you only have
enough money to buy 3. In how
many ways can you take 3
shirts from 5 that you like?

Ans. This is a combination of 10 taken 2.

3. In how many ways can take 2
flavors of ice cream flavors out 10! 10!
of 10 different flavors. 10C2 = 2!(10−2)! = 2!(8)! = 45

Ans. This is a combination of 6 taken 3.

4. How many ways can you take
2 dogs out 6 puppies? 6C2 =
6!
=
6!
= 15
2!(6−2)! 2!(4)!
 5. How many ways can you take Ans. This is a combination of 8 taken 2.
pick 2 volunteer out of 8
students? 8C2
8! 8!
= 2!(8−2)! = 2!(6)! = 28

IV. EVALUATION

Direction: Put you answer in a ½ sheet of yellow paper.

1. Evaluate the following and show your complete solution.

a. 7C3 d. 6C5

7! 7! 6! 6!
ans. 7C3 = 3!(7−3)! = 3!(4)! = 35 ans. 6C5 = 5!(6−5)! = 5!(1)! = 6

b. 10C10 e. 9C2

10! 10! 9! 9!
ans. 10C10 = 10!(10−10)! = 10!(0)! =1 ans. 9C2 = 2!(9−2)! = 2!(7)! = 36

c. 8C4 f. 11C1

8! 8! 11! 11!
ans. 8C4 = = = 70 ans. 11C1 = = = 11
4!(8−4)! 4!(4)! 1!(11−1)! 1!10!

2. Consider the set (L, I, K, E). How many combinations of letters are there taken:

4! 4!
a. 4 letters at a time ans. 4C4 = 4!(4−4)! = 4!(0)! = 1

4! 4!
b. 3 letters at a time ans. 4C3 = 3!(4−3)! = 3!(1)! = 4
4! 4!
c. 2 letters at a time ans. 4C2 = 2!(4−2)! = 2!(2)! = 6

4! 4!
d. 1 letters at a time ans. 4C1 = 1!(4−1)! = 1!(3)! = 4

4! 4!
e. 0 letters at a time ans. 4C0 = 0!(4−0)! = 0!(4)! = 1

VI. ASSIGNMENT

Read chapter 4 for other examples of combinations and answer problems 5

to 20 in your reference book pages 311 to 312. Write your answer with
complete solution in a ½ sheet of yellow paper.
I. OBJECTIVES

At the end of a 45-minute period, 80% of the students with at least 75%
proficiency should be able to:

A. Define combination
B. Differentiate combination from permutation.
C. Derive combination formula from permutation.
D. Find the number of combination of n objects taken r at a time with
and without repetition.
E. Develop collaborative skills through group activities.

II. SUBJECT MATTER

TOPIC: COMBINATION

MATERIALS: C artolina, markers, flashcards and worksheets.

REFERENCES: Torio, V.A., Ibanez, J., and Tiamzon, E. (2017). Smart in

Math. Grade 10. Quezon City; Kalayaan Press Mktg.
Entg., Inc. (p. 302 – 309)

Nivera, G., and Lapinid, M.R., (2018). Grade 10

Mathematics Patterns and Practicalities. Makati City;
Don Bosco Press Inc. (p. 302 -314)

Combinatorics. Retrieved from:

https://mathigon.org/world/Combinatorics