A SEMI-DETAILED LESSON PLAN FOR MATHEMATICS 10 –

QUARTER 3: FINDING THE UNKNOWN: PERMUTATION AND

COMBINATION
Facilitator: Prince Yvan L. Martin Teaching Date: March 14, 2024

School: Baco National High School

Time Allotment: 1 Hour

I. LEARNING OBJECTIVE:

A. Content Standards: The learner demonstrates understanding of the key concepts

of combination 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/Objectives
At the end of the lesson, the students must be able to:
1. Deepen their understanding of permutation and combination concepts,
including the relationships between n, r, and the number of arrangements or
selections.
2. Demonstrate proficiency in determining the missing value using appropriate
mathematical reasoning and problem-solving strategies
3. Value accumulated knowledge as means of new understanding.
II. LEARNING CONTENT:
Finding The Unknown: Permutation and Combination
Prerequisite Concepts and Skills:
Illustrating Permutations and Combinations
References:
1.Teacher’s Guide pages p. 248 – 284
2.Learner’s Materials Pages p. 283 – 315
3.Textbook Pages MSA Advanced Algebra by Merle S. Alferez, et.al,
pages 337-340 MSA Statistics and Probability by
Merle S. Alferez, et.al, pages 76-78
Other Learning Resource:

Materials:
Chalk, Board, PowerPoint Presentation, Visual Aids, Projector, and Handouts

III. PROCEDURE:
Daily Routine
a. Opening Prayer
b. Greetings
c. Classroom Management
d. Checking of attendance
e. Classroom Rules
f. Checking of Assignments
A. Elicit (5 mins)
Let’s Recall
Ask the students what they learned in the previous lesson.

B. Engage (10 mins)

Math-Card
The students will choose from the presented cards. Each cards contains questions
which is connected with the topic

Introduction
Finding the unknown value for n and r in permutation and combination

Permutation
n!
P ( n , r )=
( n−r ) !
4!
P ( 4 ,2 ) =
( 4−2 ) !
4 ( 3 )( 2 ! )
¿
2!
P ( 4 ,2 ) =12
What if the n is missing?
P ( n , 2 )=12
12=n(n−1)
2
12=n −n
2
n −n−12
2
0=4 −4−12
n=4
What if r is missing?
P ( 4 ,r )=12
4!
=12
( 4−r ) !
4 != ( 4−r ) ! 12
4 ! ( 4−r ) ! 12
=
12 12
24 ( 4−r ) ! 12
=
12 12
2 != ( 4−r ) !
2= ( 4−r )
r =2

Combination
n!
C (n , r )=
2 ! ( n−r ) !
 6!
C ( 6 ,2 ) =
2 ! ( 6−2 ) !
6 (5) (4 ! )
¿
2!4 !
C ( 6 ,2 ) =15
What if the n is missing?
C ( n , 2 )=15
n ( n−1 ) ( n−2 ) !
=15
2 ! ( n−2 ) !
n ( n−1 )=15 ( 2 ! )
n ( n−1 )=30
2
n −n−30
36−6−30=0
n=6
What if the r is missing?
C ( 6 ,r )=15
6 (5 )
r !=
15
r !=2
r =2

C. Explore (15 mins)

Practice
Solve for the unknown value of n and r.
1. P(9, r) = 3024
9!
=3024
( 9−r ) !
9 !=3024 ( 9−r ) !
362,880
=( 9−r ) !
3024
120=( 9−r ) !
5 !=( 9−r ) !
5=9−r
r =9−5
r =4

2. P(n, 3) = 210
n ( n−1 ) ( n−2 )( n−3 ) !
210=
( n−3 ) !
210=n ( n−1 )( n−2 )
210=(n¿ ¿ 2−n)(n−2)¿
3 2 2
210=n −2 n −n +2 n
3 2
210=n −3 n +2 n
3 2
n −3 n −2 n+210=0
3 2
7 −3 (7 ) −2 ( 7 ) +210=0
3. C(7, r) = 35
7 ( 6 )( 5 )
r !=
35
 210
r !=
35
r !=6
r =3
4. C(n, 3) = 56
n ( n−1 ) ( n−2 )( n−3 ) !
56=
3 ! ( n−3 ) !
56 ( 3 ! ) =n ( n−1 ) ( n−2 )
3 2
336=n −3 n +2 n
3 2
n −3 n + 2 n−336=0
3 2
8 −3 ( 8 ) +2 ( 8 )−336=0
n=8

D. Elaborate (5 mins)
Circulate around the room to monitor students' progress and provide feedback.
Review the solutions to the practice problems as a class, addressing any common
errors or misconceptions
E. Evaluate (10 mins)
Solve for the unknown value of n and r.
1. C(5, r) = 10
2. C(n, 2) = 6

F. Extend (10 mins)

Study for your quiz tomorrow

Prepared by:

PRINCE YVAN L. MARTIN

Pre-service Teacher

Checked by:

JERICO A. MANALO ROWENA A. MANALO

Cooperating Teacher Head Teacher III

Noted by:

SARLEN V. CASTILLO, PhD

Principal III