ST.

THERESE SCHOOL OF MARILAO, INC

JUNIOR HIGH SCHOOL DEPARTMENT
Blk. 209 Lot 15-16 Heritage Homes, Marilao, Bulacan

LEARNING MODULES IN MATHEMATICS 10

School Year 2022 - 2023

PERMUTATIONS
INTRODUCTION AND FOCUS QUESTION(S):

Have you ever wondered how counting of arrangements, groupings which

involve very large numbers in complex situations and chances of events to happen
are to be done? This module focuses on how they should be accomplished. The
fundamental counting techniques, permutations, combinations and probability are
to be explored and covered. These concepts and skills will equip you to
communicate, formulate, investigate, analyze and solve real-life problems in order
to come up with conclusions which will help in making sound decisions.
 This module seeks to find the answers of the questions,

1. How can you count without counting?

2. What is the best method in predicting the chances of favorable outcomes?(topical)

In these lessons, you will learn the following:

Lesson 1
Illustrates the permutation of objects (K)
Derives the formula for finding the number of permutations of n
objects taken r at a time (P)
Solves problems involving permutations (P)

PRE-ASSESSMENT:

Choose the letter of the correct answer.

1. Antonio has 5 pants, 4shirts, and 2 pairs of shoes. How many different outfit combinations can he
put together?
a. 11 b. 22 c. 18 d. 40
2. How many three-digit numbers can be formed from the digits 1,2,3,4, and 5 if no digit is repeated
in any number?
a. 12 b. 15 c. 30 d. 60
3. How many different ways can 7 students be seated in a row of 3 chairs?
a. 21 b. 210 c. 343 d. 840
4. How many different ways can all the letters of the word “ABSCISSA” be arranged?
a. 40,320 b. 832 c. 3,360 d. 3,450
5. How many ways can 8 students sit around a circular table?
a. 720 b. 5,040 c. 64 d. 40,320
6. How many ways can 4 boys and 4 girls be seated at a round table if the girls and boys are to
occupy alternate seats?
a. 16 b. 576 c. 124 d. 144
7. How many ways can a teacher select a committee of 5 students out of 12 students?
a. 95,040 b. 972 c. 60 d. 792
8. Tetay has 7 friends. How many ways can she invite one or more of them to dinner?
a. 125 b. 126 c. 127 d. 128
9. How many ways can 8 children join hands to form a ring?
a. 120 b. 720 c. 5040 d. 40320
10. How many 6 letters arrangements can be formed from the letters in the word TUTEES?
a. 90 b. 180 c. 360 d. 720

ACQUISITION

You begin by engaging in an activity which will explore the concepts of

the fundamental counting principle and permutations and how they are
applied in the real-world.
 ACTIVITY 1. Situational Analysis: How Safe Is My Treasure?

In groups of 4 students, you read the given situation and come up with the
answers of the questions which follow.
When opening an account in a bank, every client is required to submit a PIN
which he will use as a password in accessing the account. This PIN should be
kept confidential for security reasons.
1. If the PIN is composed of 4 numbers, how many possible choices do a
client has?
2. How do you count the choices?
3. What is the chance of having duplication?
4. Is counting the choices easy to do? Why or why not?
5. How can you count without counting?
6. What influences choices or decisions?
7. What happen to a decision/choice that is not based on the possible
outcomes?
8. How can outcomes be predicted?

ACTIVITY 2. Eliciting Prior Knowledge

ANTICIPATION-REACTION GUIDE

Read all the statements in the chart and put a if you agree and X mark if you
disagree with the statement in the before column.

BEFORE STATEMENTS AFTER

Fundamental counting principle is used in finding
the number of possible outcomes.

Listing, the use of tables and tree diagram are

methods of counting.

Permutation is used to determine the number of

committees of 4 members that can be formed out of
10 members.

End of EXPLORE:
You have just given your initial ideas and heard how others answered
the questions, so you will now start finding out which answers are valid
or not by doing the next part.

ACTIVITY 3. Let’s Count

In a person’s life, almost every action of the day has corresponding

outcomes or every action has a corresponding reaction as the famous physicist
 Sir Isaac Newton puts it. Each of these happenings requires him to make choices
not just one but many. That is why there is a need to count.

Do you know how to count?

Let’s check if you really know how.

1. If you throw a die, how many possible outcomes will there be?
Answer:
2. If you throw a die and coin, how many outcomes are there?
Answer:

PROCESS QUESTIONS:
1. How did you know the answer?
2. How did you go about counting?
3. What method did you use in counting?
4. Illustrate the method that you use.

For every event that occurs there are always outcomes and these can be countedin a variety of
ways. In order not to miss a single outcome a certain system has to be followed; one way to do it is
through organized listing, tables or grids could alsobe used. Another systematic way of counting is
to come up with a tree diagram especially for cases where there is a sequence of events.

In general;

These are the 3 different methods of counting:

1. Listing
2. Use of grid or table
3. Tree Diagram

1. LISTING
A die has 6 faces, so if it is thrown it will reveal either 1, 2, 3, 4, 5 or 6
Therefore, there are 6 possible outcomes.

2. USE OF GRID OR TABLE

The die has 6 sides and a coin has 2 sides

Die 1 2 3 4 5 6
coin
Head H1 H2 H3 H4 H5 H6
Tail T1 T2 T3 T4 T5 T6

When throwing a die and a coin simultaneously, there are 12 possible

outcomes.

There are 12 possible outcomes when throwing a die and a coin.

DO THESE:

Find the number of possible outcomes for each given situation using the
specified method.

A. Listing
1. The genders of 3 kids (use B for boy and G for girl)

B. Tree Diagram
2. Choosing a cell phone plan whether prepaid or postpaid, 3G or 4G phone
that comes in black, white or gold.

C. Tabular
3. PE shirts in white, green, yellow, blue and red that comes in small,
medium or large

ACTIVITY 4. Investigate

You have done a lot of counting using the different methods, now verify if such
method will work out well with these situations.

1. If you throw 2 dice, how many outcomes are there?

Answer:

2. How many choices of snacks are there if you get to pick a sandwich from
5 varieties (chicken, ham, egg, tuna, bacon) and 1 drink from 8 flavors of
fruit juices (orange. Lemon, mango, apple, pineapple, strawberry,
dalandan, melon).
Answer:

PROCESS QUESTIONS:
1. How was the counting done?
2. Do the methods of counting used work out well?
3. Is there another way to arrive at the answer without going through a
very tedious way of counting?
4. What is it?
5. How is this done? Illustrate the solutions.
6. What are these numbers being multiplied represent?

This process where the number of choices/outcomes for every action is

multiplied is referred to as the fundamental counting principle.

Solutions:
1. Since a die has 6 faces and there are 2 dice, then there are 6x6=36
outcomes.
2. There are 5 sandwiches to choose from and 8 flavors of juices, so there are
5x8=40 choices of snacks.

ACTIVITY 5. #MULTIPLY TO COUNT

Use the Fundamental Counting Principle to find the total number of outcomes for
each given situation.

1. selecting an outfit from 8 choices of shirt and 4 choices of pants

2. answering a 5-item True or False test

3. picking up 3 kinds of fruits from a choice of 9 kinds

4. choosing a PIN of 3 digits

5. picking a name with 3 letters of the English Alphabet composed of 2 vowels

and a consonant.

When you are done answering, look for a partner, exchange your work, discuss
the answers and show the solutions on the board.

Compare your answers with the answers below and explanations are provided.

1. There are 8 choices of shirt and 4 choices of pants, so

Solution:
8 x 4 = 32 different outfits to select

2. Item 1 can be answered in 2 ways, item 2 can be answered in 2 ways also

and so is #3, #4 and #5, thus there are

Solution:
2.2.2.2.2 = 32 ways to answer a 5-item T or F test

3. Because there are 9 kinds of fruits, there are 9 choices of the first fruit to pick
up, leaving 8 choices for the second, and 7 choices for the third, which means
4. There are actually 10 numbers from 0-9 which means that for the first digit
there are 10 choices, for the second digit there are again 10 choices and for
the third digit there are still 10 choices, therefore there are

Solution:
10.10.10 = 1,000 PINs to choose from

5. The English alphabet has 26 letters; 5 vowels and 21 consonants, so if a 3-

letter name is composed of 1 consonant and 2 vowels, then there are

Solution:
5.21.5 = 525 names to pick or 21.5.5, or 5.5.21

ACTIVITY 6. Drill Exercise

ACTIVITY 6: DRILL EXERCISE
Using FCP, find the number of possible ways/outcomes:
1. Six coins are tossed.
2. A coin is tossed 4 times.
3. A die is rolled thrice.

4. A 4-item multiple choice test which can be answered with a, b, c or d.

5. A meal is composed of rice or bread, 1 dish which is either a chicken, pork or
beef, 1 fruit which can be a banana, apple or orange and a beverage which
can be a cola, tea, coffee or juice

ACTIVITY 7. Arrange ME

As you have experienced, there are so many ways to count, and you can even
count without actual counting but you only need to do multiplication. At times,
when determining the number of outcomes, it will involve certain arrangement of
objects or events which follow a definite order. This arrangement is called
permutation.

Consider this:

CASE 1:
1. How many 4-digit numbers can be formed using the digits 1, 3, 5 & 7 where
repetition is not allowed?

The numbers are as follows;

1357 3157 5137 7135
1375 3175 5173 7153
1537 3517 5317 7315
1573 3571 5371 7351
1735 3713 5713 7513
1753 3731 5731 7531
 Getting the answer 24 through listing method is very taxing.

Is there a way you can get the number of arrangements at the shortest
possible time?

Yes. Using FCP, there are 4 choices for the first, 3 choices for the second, 2
choices for the third and 1 for the fourth digit; that is

4x3x2x1 = 24 4-digit numbers that can be formed

or 4! (This is the numerical way.)

The exclamation point after a number is factorial symbol, which is read as “4

factorial” which is equal to the product of 4 and all other integers lesser than
4.

In general,
n! is the product of all integers less than or equal to n.
n! = n(n-1)(n-2)(n-3). . . 2.1

2. In how many ways can the letters a, b & c be arranged without repetition?
Through listing we have the following arrangements:
abc bac cab
acb bca cba

Using FCP, there are 3 choices for the first letter, because no repetition is
allowed only 2 choices is left for the second letter and one choice for the last
letter. Thus, there are

3.2.1 = 6 ways to arrange the 3 letters

Or 3!
Therefore in #1, permutations of 4 objects taken 4 at a time denoted by 4P4 = 4!
= 24

And in # 2, permutations of 3 objects taken 3 at a time that is 3P3 = 3! = 6

Examples:

1. 5P5 = 5!
= 5.4.3.2.1
= 120

2. 10P10=10!
= 10.9.8.7.6.5.4.3.2.1
=3,628,800

3. 7P7 = 7!
 ACTIVITY 8. Many Doesn’t Make It More

CONSIDER THIS:

CASE 3
In the previous activity, you have seen that the 3 letters a, b, & c can be arranged
in 6 different ways. Each letter is distinguishable from the others.
Will counting be affected if the letters are non-distinguishable?

Examples:

1. How many ways can we arrange the letters of the word ANA?
The arrangement of any 3 different letters can be expressed as 3! = 6, but in
this case 2 letters of the name ANA are non- distinguishable, so for illustration
purposes mark the 1st A as A1 and the 2nd A as A2

A1N A2 NA1A2 A1A2 N

A2N A1 NA2A1 A2A1 N

There are 6 different arrangements, but 2 arrangements are exactly the

same. Whether A1 and A2 are being interchanged the arrangement is still the
same therefore it is counted as one. Thus, the letters of the word ANA can be
3!
arranged in 3 different ways = . Why is it divided by 2!? It is because any 2
2!
arrangements are counted as one.

ACTIVITY 9. Practice Exercise

Perform this exercise with a “learning buddy”

A. Evaluate the following:

1. 13P6 =

2. 8P8 =

3. 15P13 =

10!
4. =
2!3!2!

6!
5. =
3!
B. Find the permutations of the letters of the ff.
1. TOMATO =
2. GEOMETRY =
3. ROSE =
4. BANANA =
5. HAPPY =

ACTIVITY 10 Interactive Activity

Visit this site and answer the given exercise to check how much you have grasp
about the lesson.
http://www.regentsprep.org/regents/math/algtrig/ats5/pcprac.htm
This site contains interactive exercise on permutations.

ACTIVITY 11. Round & Round in Circles

Arrangements of objects in a line do not have uniform solutions. They vary

according to the conditions set for a particular purpose. Now, arrangements in
circular form, as the seating arrangements in round tables must also be
investigated and verify whether the formulae for linear permutations work in the
same way in circular permutations.

CASE 4
1. How many ways can 3 persons be arranged in a round table?
2. How many ways can 4 persons be arranged in a round table?

If 3 people will be arranged in a line, there will be 3! Or 6 permutations.

If 4 people will be arranged in a line, there will be 4! Or 24 arrangements. Will

these be true in a circular manner?

INVESTIGATE:

INSTRUCTIONS:
1. Group yourselves by 4.
2. Three members of the group will simulate to be sitting in a round table (if
there is no round table) while the other one does the counting and recording.
3. Rearrange yourselves and record the number of arrangements of 3 people in
a round table.
4. Repeat the process where all the 4 are joined in the round table.
3. Answer the questions asked.
4. Partner with another group and compare the results.
5. Submit your paper when you’re done.

Q&A
1. Was there a change in the arrangement if all the people moved clockwise?
2. How about counterclockwise?
3. What did you do to have another arrangement?
4. Where you able to monitor the counting easily?
5. Why or why not?
6. What should be the proper way to do it?
7. Do the formulae in linear permutation work? Explain.
8. How many circular arrangements are possible for 3 people? 4 people? Show
your solutions.
9. Having seen the solutions of the first 2, what do you think is the number of
circular permutation of 5 people? 6 people?

Circular Permutation of 3 people = 2 = 2.1 = 2!

Circular Permutation of 4 people = 6 = 3.2.1 = 3!
Circular Permutation of 5 people = 24 = 4.3.2.1 = 4!
Circular Permutation of 6 people = 120 = 5.4.3.2.1 = 5!
Circular Permutation of 7 people = 6.5.4.3.2.1 = 6!
Circular Permutation of 8 people = = 7!
Circular Permutation of n people = (n-1)!

10. What formula works for circular permutation?

The arrangements do not change if all the people are moving

clockwise or counterclockwise. For easy monitoring and counting, one
must stay put while the others are moving and having another
arrangement.

Three (3) people can have 2 different circular arrangements

which is equal to 2!, while
Four (4) people can have 6 circular arrangements which is equal
to 3!
Hence, Circular Permutation = (n-1)!

Take a look at the table that shows the difference between the linear and circular
permutations:

Number of objects Linear permutation Circular permutation

2 2.1 = 2 1 = 1
3 3.2.1 = 6 2.1 = 2
4 4.3.2.1 = 24 3.2.1 = 6
5 5.4.3.2.1 = 120 4.3.2.1 = 24
 ACTIVITY 12. Check or Understanding

Find the number of circular permutations of

1. 5 people
2. 7 people
3. 10 people

Discuss your answers in a triad. Once done, open the given website and answer
the test on permutations.
http://www.mathsisfun.com/combinatorics/combinationspermutations.htm.
This contains a test on permutations.

http://www.regentsprep.org/regents/math/algtrig/ats5/pcprac.htm
This contains exercises/test on permutations and combinations.

MAKE MEANING

Your goal in this section is to take a closer look at some aspects of the
fundamental counting techniques specifically permutations and how
this is used in real-life settings.

You have already covered all the lessons about counting techniques
and permutations both linear and circular, so this time you will dig
deeper on these topics and see how these are applied in real-life
situations.

ACTIVITY 13. How Useful Is This?

Go to the specified website, watch and listen to the video to confirm what you
have just learn. Pay attention to the different situations where the concepts of
permutations are used or applied.
http://www.onlinemathlearning.com/permutation-probability.html
This site contains a video on the discussion of permutations and problem
solving.

Q & A:
1. Are the things you saw and heard similar to what had been discussed in
class? Discuss.
2. What are the new things you learned?
3. Is counting an easy task? Justify your stand.
4. How can you count without counting?
 ACTIVITY 14. Counting Made Real

1. If you are the receptionist of a certain restaurant, in how many ways can 5
dinner guests be seated in 3 vacant seats in a row?

2. How many possible locks can a traveller create for his luggage if the padlock
is secured even with 2 digits?

Creating a lock with only 2 digits would involve 10 choices for the first number
and another 10 choices for the second number resulting to one hundred
different locks.

Solution: 10x10=100

Process questions:
1. In the given situations, is it possible to act on something or make
decisions without counting? Explain.
2. In no. 2, how secure is the luggage with 100 locks only?
3. How do you increase the number of security locks?
4. How many locks are there if it consist of 3 digits? 4 digits?

3. How many possible ways can you arrange these 6 padlocks in the key
cabinet

The permutation of 6 objects 6P6 =6!= 720 waysto arrange these 6 padlocks.
 ACTIVITY 15. Do The Counting! (Practice Exercise)

Discuss with 3 other classmates the following situations and count the number of
possible outcomes.
1. In how many ways can a President, Vice –President, Secretary and Treasurer
be chosen from among the 12 parents present?

2. How many 3 digit numbers can be formed from the digits 2, 3, 5, 6, 7 and 9
which are divisible by 5 and none of the digits is repeated?

3. There are three places P, Q and R such that 3 roads connects P and Q and 4
roads connects Q and R. In how many ways can one travel from P to R?

4. How many 8 digit mobile numbers can be formed if any digit can be repeated
and 0 can also start the mobile number?

After the activity, rate youself according to your readiness towards the
application of the lesson or topic. (formative assessment)

ON? Color the section that

applies
Yes No

ACTIVITY 16. Challenge to Innovate

1. Due to so many cases of scam, as the CEO of one of the strongest bank you
have decided to strengthen the security of the accounts of the clients of about
80,000.

a. What measures are you going to implement with regards to their PIN?
b. At least how many digits will you require for the PIN to avoid duplication?
c. With the number of digits required, how many possible PINs can be
created?
d. What is the reason behind such requirement?
e. Is counting important in this situation? Explain why.
f. What is affected by the outcomes as a result of counting?
g. How can outcomes be predicted?
2. Sheila has a dilemma with regards to what type of service will she offer in her
food- stop whether she will go for value meals or a la carte. She advertizes
that she has 4 dishes (pork, chicken, fish, beef) to choose from, 2 kinds of
rice (steam, fried) and a drink which is either a cola or a juice. A value meal
has 1 dish and 1 drink only. An a la carte meal has more than 1 dish.

Procees Questions:
1. How many choices of value meals are there?
2. How many choices of meals are there other than the value meals, if there
should be at least 2 dishes? If there should be at most 3 dishes?
3. Which service type offers a lot of choices?
4. Which is a better option, value meal or a la carte? Justify your answer.
5. What decision will Sheila make based on her findings?
6. Is counting important in this case? Why?
7. How can you count without counting?
8. How can outcomes be predicted?

End of MAKE MEANING:

In this section, the discussion was about the practical applications of
counting and permutations.

What new realizations do you have about the topic? What connections
have you made for yourself with regards to permutation?

Now that you have a deeper understanding of the topic, you are ready
to do the tasks in the next section…

Your goal in this section is to apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding.

Before accomplishing the given task, revisit your AR guide so that you
can either confirm or change your initial ideas.
 ACTIVITY 17 Revisiting the AR Guide

ANTICIPATION-REACTION GUIDE
Read again all the statements in the chart and put a if you agree and X mark
if you disagree with the statement in the after column.

BEFORE STATEMENTS AFTER

6. Fundamental counting principle is used in finding
the number of possible outcomes.

Listing, the use of tables and tree diagram are

methods of counting.

Permutation is used to determine the number of

committees of 4 members that can be formed out of
10 members.

The notation 5! means 5x1.

10. P (10,4) =10.9.8.7

ACTIVITY 18 Performance Task

SCAFFOLD LEVEL 1
You are a member of the Ways and Means committee and are task to prepare a
proposal for the raffle draw. You need to determine the following:

1. How much money should be raised from the raffle draw?

2. How many tickets will be sold?
3. Indicate the control numbers from beginning to end for easy accounting.
4. At what price will the tickets be sold?
BIR rulings say “no tax will be paid for tickets sold below Php 1.00 and the
organization is not willing to pay tax.
5. Based on these information, is it possible to attain the projected amount?
6. What value do you need to adjust to reach the projected amount?
7. If such number will be adjusted, is it feasible to do it?
8. What is/are your recommendation/s?
9. Present your recommendation/s in a form of a project proposal containing the
ff.:
a. purpose/objectives/beneficiaries
b. projected amount
c. number of tickets to prepare with the corresponding control numbers
d. cost of the tickets
e. projected expenses
f. net proceeds

You accomplish this activity with a partner.

ACTIVITY 19. Sythesis Journal

In your journal, write the answers to these questions:

1. What are your insights regarding the topics covered?

2. Did your knowledge help you accomplish the task?
3. How did you use it? What specific skills did you apply?
4. How did you find the task? Explain why?
5. How do you rate your performance?
6. How does the knowledge of permutation help you in your decision-making?

ACTIVITY 20. Self-Assessment/ Reflections

1. What are the practical things I learned about the topic?

2. How did I learn them?
3. Has my knowledge improved my decision-making skills?
4. In what manner has it improved?