LESSON PLAN IN MATHEMATICS 10

UNIT III: COUNTING TECHNIQUES AND PROBABILITY

CHAPTER 5: COUNTING TECHNIQUES

Learning Competencies:
The leaner will be able to:
 count the number of occurrences of an event using a grid table, a tree diagram, and
systematic listing;
 state and explain the fundamental counting principle;
 use the fundamental counting principle to count the number of arrangements or ways a
task can be carried out;
 define the permutation of n object taken r at a time;
 derive and use the formula for finding the permutation of n object taken r at a time;
 derive and use the formula for finding the permutation of n object taken r at a time, when
some things are alike;
 derive and use the formula for circular permutation of n distinct objects;
 solve problems involving permutations;
 recognize groupings that require order and groupings and do not require order;
 define the combination of n objects taken r at a time as a subject;
 explain the relationship of a permutation to a combination of n objects taken r at a time ;
 derive and use the formula for finding the combination of n objects taken r at a time; and
 solve problems involving combinations.

Content Standard:
The learner will be able to demonstrates understanding of key concepts of combinatorics

Performance Standard:
The learner will be able to use precise counting technique in formulating conclusions and
making decisions.

Essential Understandings:
 Mutually exclusive events are events that have no common outcomes.
 The addition principle states that if 𝐴1 and 𝐴2 are mutually exclusive events with 𝑛1 and
𝑛2 possible outcomes respectively, then the total number of outcomes for the event 𝐴1 or
𝐴2 is ( 𝑛1 + 𝑛2 ).
 The inclusion-exclusion principle states that for any events 𝐴 and 𝐵 of the same
experiment, which are not mutually exclusive, 𝑛(𝐴 ∪ 𝐵) = 𝑛(𝐴) + 𝑛(𝐵) − 𝑛(𝐴 ∩ 𝐵).
 The fundamental counting principle states that if there are m activities that occur in
succession and independently of each other with 𝑛1 ways for the first activity to occur; 𝑛2
ways for the second activity to occur; 𝑛3 ways for the third activity to occur; and so on,
then the total number of ways for m activities to occur in succession is 𝑛1 × 𝑛2 × … × 𝑛𝑚
 The methods that can be used in showing all possible outcomes of a sequence of events
are the tree diagram, the grid table, and the systematic listing.
 Permutation is an arrangement of objects in a specific order.
 If 𝑛 is a positive integer, then 𝑛! = 𝑛(𝑛 − 1)(𝑛 − 2) … (2)(1).
 The total number of permutations of 𝑛 objects taken 𝑟 at a time is computed using the
𝑛!
formula 𝑃(𝑛, 𝑟) = (𝑛−1)!.
 The total number of permutations of 𝑛 objects taken 𝑛 at a time is computed using the
formula 𝑃(𝑛, 𝑛) = 𝑛!
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 The total number of circular permutations of 𝑛 object is computed using the formula
(𝑛 − 1)!.
 The total number of permutations of 𝑛 objects where 𝑛1 are alike 𝑛2 , …, 𝑛𝑚 are alike, is
𝑛!
computed using the formula 𝑃 = 𝑛 .
1 !𝑛2 !…𝑛𝑚 !
 A combination is the selection of 𝑟 objects in which order is not important.
 The total number of combinations of 𝑛 objects taken 𝑟 at a time is computed using the
𝑃(𝑛,𝑟) 𝑛!
formula 𝐶(𝑛, 𝑟) = = (𝑛−𝑟)!𝑟!.
𝑟!

Essential Questions:
At the end of the chapter, the students should be able to answer the following questions:
1) What are mutually exclusive events?
2) How is addition principle used in determining the number of outcomes of mutually
exclusive events?
3) How is the inclusion-exclusion principle used in determining the number of outcomes of
nonmutually exclusive events?
4) What is the fundamental counting principle?
5) What is permutation?
6) What are the different permutation formulas? What are the uses of each formula?
7) Why is 0! equal to 1?
8) What is the difference between permutation and combination?
9) What is the formula for determining the number of 𝑛 objects taken 𝑟 at a time?

Valuing: Justice

LESSON 1: FUNDAMENTAL COUNTING PRINCIPLE

Pacing: 4 days

Review:
Given the sets 𝐴 = {𝑥|𝑥 is a n even number between 0 and 20} and 𝐵 = {𝑥|𝑥 is a factor
of 20}, determine the following:
1. 𝑛(𝐴)
2. 𝑛(𝐵)
3. 𝐴 ∪ 𝐵
4. 𝐴 ∩ 𝐵
5. 𝑛(𝐴 ∪ 𝐵)

Facilitating the Learning Process:

A. Motivation
The students will determine all the possible combinations of a blouse, a tank top, a pair of
shorts, and a pair of jeans. Form their given combinations, ask them the most appropriate
attire to wear during church service.

B. Lesson Proper:
1. Use the activity in motivation to show all the outcomes using a tree diagram.
2. Use the same activity and list down all the possible outcomes using grid table and
systematic listing.
3. Discuss the mutually exclusive events and the addition principle. Ask the students to give
their own example of mutually exclusive events.
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4.Let the students identify the different cards in a standard deck of playing cards.
5.Use the examples in the book to show mutually exclusive events.
6.Ask the students to give examples of events that are not mutually exclusive.
7.Discuss the inclusion-exclusion principle.
8.Use the examples in the textbook to show the inclusion-exclusion principle.
9.Discuss the fundamental counting principle. Ask he students to give examples in which
the principle is applied.
10. Do Think-Pair-Share Activity.
a. In your Math class, you are given a matching type test in which you are supposed
to match 11 answers with 10 questions. In how many ways can you answer the 10
questions?
b. How many four-digit even numbers with no repeated digits are there?
c. How many four-digit numbers contain the digit 2 and 4 but none of the digits 0, 5,
and 9 with no repeated digits?

Evaluation:

Solve the following:

1. Compute the number of all four-digit odd numbers.
2. How many ways can Agnes arrange her nine favorite songs in a playlist?
3. How many ways can the first place, second place, and third place in a quiz bee be awarded if
there are 20 participants?

LESSON 2: PERMUTATIONS
Pacing: 4 days

Review:
Solve the problem below:
Mike will draw one card from a standard deck of 52 cards. How many ways can he
choose a heart, a diamond, or a club?

Facilitating the Learning Process:

A. Motivation
Show pictures of the Junior High School teachers. Ask the students the following question:
If your Junior High School teachers are going to have their picture taken as a group, then in
how many ways can they arrange themselves in a line?

B. Lesson Proper
1Duscuss factorial notation. Show how to determine the factorial of a number using their
calculators.
2. Answer the exercises in the textbook involving the fundamental counting principle.
3. Discuss permutation. Use the examples in the textbook to illustrate permutation.
4. Derive the formula for 𝑃(𝑛, 𝑛). Give examples on how to use this formula. Guide the
students in discovering the value of 0!
5. Discuss distinguishable permutations. In order for the students to understand the
formula, ask half of the class to list down all the permutations of the word BEAN and the
other half to list down all the permutations of the word BEEN. They will see that in
BEEN, some permutations are repeated.
6. Give more examples showing the different applications of permutations.
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7. Discuss circular permutations. In order for the students to understand the formula, ask
four volunteers to hold hands while the class lists down all their possible permutations.
8. Give more examples showing the applications of circular permutations.
9. Do the following:
a. Seven different books are to be arranged on a bookshelf: 3 are math books, 2 are
physics books, and 2 are chemistry books. How many possible permutations are there if
the math books are separated from each other?
b. In how many ways can the letters of the word TUTEES be arranged in a circular
arrangement in any order?

Evaluation:
Use the permutation to solve the following problems:
1. In how many ways can 10 people sit around a round table?
2. How many ways can you arrange the letters of the word REPETITION?
3. In how many ways can the first place, second place and third place be awarded to any of
the 11 horses in a race?

LESSON 3: COMBINATIONS
Pacing: 4 days

Review:
Determine whether each statement is true or false.
1. 0! = 1!
2. nPn= 𝑛!
3. nPn= 1
4. 6P3= 120
5. nP0= 1

Facilitating the Learning Process:

A. Motivation
Solve the following problems and let the students determine the difference between the
solutions.
1. In how many ways can a president and a vice-president be chosen from three
people: Juan, Clara, and Andy?
2. In how many ways can two delegates be chosen from three people: Juan, Clara,
and Andy?

B. Lesson Proper:
1. Discuss the concept of combination and derive its formula.
2. Use the examples in the textbook to apply the formula.
3. Do the problem.

In how many ways can a K-12 Curriculum committee be chosen from the
following subgroups: 4 senior high school teachers, 6 junior high school
teachers, 8 elementary school teachers, and 4 kindergarten and preschool
teachers if the committee should include ate least 1 and at most 3tachers from
each subgroups?

4. Answer the related exercises in the textbook.

 LESSON PLAN IN MATHEMATICS 10

5. Synthesis: Give various problems and ask the students to determine whether they
involve permutations or combination.

Evaluation:

Answer the following problems:

1. How many triangles can be formed in six noncollinear points?
2. How many three-digit combinations can be made using the digits from 0 to 9, without
repetition of digits?
3. At a party, each guest shook hands with every other guest exactly once. If there were 190
handshakes, how many guests were at the party?

CHAPTER 6: PROBABILITY

Learning Competencies:
The leaner will be able to:
 recognize events, union of events, and intersection of events;
 find the cardinality of a union of two sets 𝐴 and 𝐵;
 define the probability of the union of two events using the definition of the probability of
an event E;
 define events that are mutually exclusive;
 find the probability of 𝑃(𝐴 ∪ 𝐵);
 solve problems involving probabilities of a union of events;

Content Standard:
The learner will be able to demonstrate understanding of key concepts of probability.

Performance Standard:
The learner will be able to use probability in formulating conclusions and making
decisions.

Essential Understandings:
 An experiment is any process or activity, repeated under the same condition, which
generates well-defined outcomes.
 An outcome is a possible result of some experiment or activity.
 A sample space is the set of all possible outcomes of an experiment.
 An event is a subset of the sample space of an experiment.
 The cardinality of a set 𝐴 is the number of elements in 𝐴 and is denoted by 𝑛(𝐴).
 The probability 𝑃 of an eent 𝐸 is computed using the formula
𝑛(𝐸)
𝑃(𝐸) = , where 𝑛(𝐸) is the number of favorable otcomes 𝐸 can occur and 𝑛(𝑆) is the
𝑛(𝑆)
total number of possible outcomes

Essential Questions:
At the end of the chapter, the students should be able to answer the following questions:
 LESSON PLAN IN MATHEMATICS 10

1. How do we determine the probability of an event?

2. How are the counting principles applied in determining the probability of an event?

Valuing: Fortitude

LESSON 1: ADDITION RULE AND PROBABILITY OF MUTUALLY EXCLUSIV

EVENTS
Pacing: 5 days

Review:
Answer the following questions:
1. Three coins are tossed simultaneously. In how many ways can you get one head?
2. Two fair dice are rolled. In how many ways can you get a sum less than 6?
3. Two fair dice are rolled. In how many ways can you get a sum of 9?

Facilitating the Learning Process:

A. Motivation
The students will play rocks, papers, scissors ten times. They will record their losses and
wins. At the end of the game, the teacher will ask the students whether the game is fair or
not.

B. Lesson Proper:
1. Define it.
Procedure:
a. Write the terms experiment, outcome, sample space, element, event, simple
event, compound event, cardinality of a set and probability of an event on the
board.
b. Ask the students to define the terms in their own words.
2. Give an exercise involving the terms in step 1.
3. Roll two fair dice and determine the probability of the following:
a. Getting a sum of more than 10
b. Getting a sum that is an odd number
c. Getting a product of 12
4. Discuss union and intersection of events, complement of an event, and mutually
exclusive events using the examples in the textbook.
5. Discuss the addition rule for unions. Use the examples in the textbook.
6. Do an activity.
a. Adie is rolled. The probability of getting a number less than an integer 𝑛 or a number
2
greater than or equal to 2n is 3. Find the possible values of 𝑛.
b. In the different 6-letter permutations of the word COFFEE, what is the probability
that the two letter Es will be consecutive?
7. Go back to the motivational activity. The students will now mathematically answer the
question: “ is the game fair?”
a. Ask the students to determine all th possible outcomes of the game.
b. Ask them to determine the probability of winning and losing. They should be able to
see that the probabilities are the same, thus making the game fair.

Evaluation:
 LESSON PLAN IN MATHEMATICS 10

Solve the following:

1. A coin is tossed twice. What is the probability of getting both tails?
2. A coin is tossed twice. What is the probability of getting at least one head?
3. Two fair dice are rolled. What is the probability of getting a sum of at least 8 or a sum less
than 3?

Prepared by: Checked by

SHACARMI GAY S. GUIROY JANRYL DUCALA

Math 10 Teacher Academic Coordinator-JHS