Grade 10 TG Math 3rd Quarter
Grade 10 TG Math 3rd Quarter
Grade 10 TG Math 3rd Quarter
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Mathematics
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Teacher’s Guide
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Unit 3
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Education at [email protected].
Department of Education
Republic of the Philippines
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Mathematics – Grade 10
Teacher’s Guide
First Edition 2015
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Introduction
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A. Learning Outcomes. Each module contains the content and
performance standards and the products and/ or performances
expected from the learners as a manifestation of their
understanding.
B. Planning for Assessment. The assessment map indicates the
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type of assessment and categorized the objectives to be assessed
into knowledge, process/skills, understanding, and performance
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C. Planning for Teaching-Learning. Each lesson has Learning
Goals and Targets, a Pre-Assessment, Activities with answers,
What to Know, What to Reflect on and Understand, What to
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Transfer, and Summary / Synthesis / Generalization.
D. Summative Test. After each module, answers to the summative
test are provided to help the teachers evaluate how much the
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clearly described.
F. References and Other Materials. This provides the teachers with
the list of reference materials used, both print and digital.
We hope that this Teacher’s Guide will provide the teachers with the
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Table of Contents
Curriculum Guide: Mathematics Grade 10
Unit 3
Module 6: Permutations and Combinations ......................................... 242
Learning Outcomes ............................................................................................242
Planning for Assessment ....................................................................................243
Planning for Teaching-Learning .........................................................................246
Pre-Assessment .................................................................................................248
Learning Goals and Targets ...............................................................................248
Lesson 1: Permutations ........................................................................................248
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Activity 1 ..................................................................................................249
Activity 2 ..................................................................................................250
Activity 3 ..................................................................................................252
Activity 4 ..................................................................................................253
Activity 5 ..................................................................................................255
Activity 6 ..................................................................................................256
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Activity 7 ..................................................................................................256
Activity 8 ..................................................................................................257
Activity 9 ..................................................................................................258
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Summary/Synthesis/Generalization ...................................................................259
Lesson 2: Combination..........................................................................................259
Activity 1 ..................................................................................................259
Activity 2 ..................................................................................................260
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Activity 3 ..................................................................................................261
Activity 4 ..................................................................................................265
Activity 5 ..................................................................................................265
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Activity 6 ..................................................................................................265
Activity 7 ..................................................................................................267
Activity 8 ..................................................................................................268
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Activity 9 ..................................................................................................269
Summary/Synthesis/Generalization ...................................................................270
Summative Test .......................................................................................................271
Glossary of Terms...................................................................................................277
References and Website Links Used in This Module ....................................278
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Lesson 1: Union and Intersection of Events ....................................................288
Activity 1 ..................................................................................................288
Activity 2 ..................................................................................................289
Activity 3 ..................................................................................................290
Activity 4 ..................................................................................................291
Activity 5 ..................................................................................................292
Activity 6 ..................................................................................................292
Activity 7 ..................................................................................................293
Activity 8 ..................................................................................................294
Activity 9 ..................................................................................................295
Summary/Synthesis/Generalization ...................................................................295
Lesson 2: Independent and Dependent Events ..............................................296
Activity 1 ..................................................................................................296
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Activity 2 ..................................................................................................298
Activity 3 ..................................................................................................298
Activity 4 ..................................................................................................298
Activity 5 ..................................................................................................299
Activity 6 ..................................................................................................299
Summary/Synthesis/Generalization ...................................................................300
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Lesson 3: Conditional Probability ......................................................................300
Activity 1 ..................................................................................................300
Activity 2 ..................................................................................................301
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Activity 3 ..................................................................................................302
Activity 4 ..................................................................................................303
Activity 5 ..................................................................................................304
Activity 6 ..................................................................................................305
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Activity 7 ..................................................................................................305
Summary/Synthesis/Generalization ...................................................................306
Summative Test .......................................................................................................307
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Glossary of Terms...................................................................................................312
References and Website Links Used in This Module ....................................313
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Module 6: Permutations and Combinations
A. Learning Outcomes
Content Standard:
Performance Standard:
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Unpacking the Standards for Understanding
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Topic: Permutations,
Combinations 2. Derive the formula for finding the number of
Lessons: permutations of n objects taken r at a time
1. Permutations
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3. Solve problems involving permutations
Illustration of the
Permutations of
Objects 4. Illustrate the combination of objects
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Permutations of n
5. Differentiate permutation from combination of
Objects Taken r at a
n objects taken r at a time
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Time
Solving Problems
6. Derive the formula for finding the number of
Involving
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Combinations of n
Objects Taken r at a
Time
Solving Problems
Involving
Permutations and
Combinations
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Essential Essential
Understanding Question:
Students will understand How do the concepts
that the concepts of of permutations and
permutations and in combinations help
combinations are in forming
important tools in forming conclusions and in
conclusions and in making wise
making wise decisions. decisions?
Transfer Goal:
Students will be able to apply the key concepts of
permutations and combinations in forming
conclusions and in making wise decisions.
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B. Planning for Assessment
Product/Performance
The following are products and performances that students are expected
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to come up with in this module.
1. Enumerate situations in real life that illustrate permutations and
combinations
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2. Formulate equations involving permutations and combinations that
represent real-life situations
3. Solve equations involving permutations and combinations
4. Formulate and solve problems that involve permutations and
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combinations
5. Role-play to demonstrate the applications of the concepts of
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Assessment Map
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Pre- Pre-Test: Pre-Test: Pre-Test:
Assessment/ Part I Part I Part I
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Diagnostic
Identifying Solving Solving problems
situations that equations involving
involve involving permutations and
permutations or permutations combinations
combinations and
combinations Differentiating
of n objects between
taken r at a permutations and
time combinations
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PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Pre-Test: Pre-Test: Pre-Test: Pre-Test:
Part II Part II Part II Part II
Situational Situational Situational Situational
Analysis Analysis Analysis Analysis
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mathematics equations the week sample menu for
concepts or formed the week
principles that
are involved in
the situation
Formative Quiz: Quiz: Quiz: Quiz:
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Lesson 1 Lesson 1 Lesson 1 Lesson 1
b.) permutations
of objects when
some of them are
identical
c.) circular
permutations
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PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Solving problems
involving both
permutations and
combinations
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combinations combinations
Differentiating of n objects
between taken r at a
permutations time
and
combinations
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Post-Test: Post-Test: Post-Test: Post-Test:
Part II Part II Part II Part II
Situational
Analysis
C Situational
Analysis
Situational
Analysis
Situational
Analysis
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Assessment Matrix (Summative Test)
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and combinations.
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25%
C Part II items 6,7
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In Lesson 1, students will identify real-life situations that involve
permutations, illustrate permutations of objects, and solve problems involving
permutations of n objects taken r at a time.
As an introduction to the lesson, show the students the pictures below, then
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ask the questions that follow.
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Look at the pictures. Have you ever wondered why some locks such as the
one shown have codes in them? Do you know why a shorter code is “weak,”
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Objectives:
After the students have gone through the lessons in this module, they should
be able to:
1. identify real-life situations that illustrate permutations and combinations;
2. write mathematical expressions and equations to represent situations
involving permutations and combinations;
3. solve equations involving permutations and combinations; and
4. formulate and solve problems involving permutations and combinations
PRE-ASSESSMENT:
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Check students’ prior knowledge, skills, and understanding of mathematics
concepts related to Permutations and Combinations. Assessing these will
facilitate teaching and students’ understanding of the lessons in this module.
Answer Key
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Part I
1. A 11. C 21. C Part II
2. C 12. D 22. B (Use the Rubric to
3. D 13. B 23. C
C rate students’
4. A 14. C 24. B works/outputs.)
5. D 15. B 25. D
6. C 16. B 26. A
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7. B 17. C 27. B
8. C 18. A 28. B
9. A 19. B
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10. B 20. C
Solutions of some of the problems can be found at the end of this section.
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Lesson 1: Permutations
What to KNOW
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they must keep in mind the important question: How does the concept of
permutations help in formulating conclusions and in making wise decisions?
Let students do Activity 1 in pairs, using the “Think-Pair-Share” strategy.
Since it is a review activity, this strategy is suggested to allow students to think
individually about the answers first, make their own list as required, then discuss
with a partner to come up with a final answer, which they will share to the class
afterwards. This activity aims to make them list their answers first and then lead
them to recall the FCP.
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skirt - red, pink, black
possible outfits:
blouse - skirt blouse - skirt
stripes - red long-sleeved - red
stripes - pink long-sleeved - pink
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stripes - black long-sleeved - black
ruffles - red sleeveless - red
ruffles - pink sleeveless - pink
ruffles - black sleeveless
C - black
2. 12 blouse-and-skirt pairs are possible
3. Another way of answering item 1 is through a tree diagram.
blouse skirt
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red
stripes pink
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black
red
ruffles pink
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black
red
long-sleeved pink
black
red
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sleeveless pink
black
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B. 1. Possible codes containing the four digits 7, 4, 3, 1:
(The list must be made systematically to ensure completeness.)
1347 3147 4137 7134
1374 3174 4173 7143
1437 3417 4317 7314
1473 3471 4371 7341
1734 3714 4713 7413
1743 3741 4731 7431
2. There are 24 possible codes.
3. The list is quite long.
Again, using the Fundamental Counting Principle:
1st digit 2nd digit 3rd digit 4th digit
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4 choices • 3 choices • 2 choices • 1 choices = 24 possible choices
Ask or point out to the students why the number of choices is decreasing.
Answers to Guide Questions:
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a. We determined the different possibilities asked for by listing. We also
used tree diagram as well as the Fundamental Counting Principle.
Another way of finding the answers is by making a table. Making a table is
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especially appropriate if the problem/situation involves a pair of dice. You
may make an example on the dice after this particular activity.
b. It is hard making a list when the list is long.
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Having recalled the Fundamental Counting Principle, let the students do
Activity 2. This activity provides them some more opportunities to use the
Fundamental Counting Principle. When students present the solutions to the
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class, ask some questions regarding the parts of the solution, such as why are
the factors being used decreasing, or how do they know how many factors will be
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Answer Key
1. 720 6. 11 880
2. 216 7. 15 120
3. 720 8. 6
4. 360 9. 120
5. 72 10. 6720
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Answers to Guide Questions:
b. Solutions:
1. Number of possible outcomes for winners is:
1st place 2nd place 3rd place
= 10 possible winners x 9 possible winners x 8 possible winners
= 720 possible outcomes for the top three in the race
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2. N = number of shirts x number of pants x number of shoes
= (12)(6)(3)
= 216 possible outfits
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3. N = (6)(5)(4)(3)(2)(1) because there are 6 choices for the
1st position, 5 choices left for the
2nd position, 4 choices for the 3rd, and so on.
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N = 720 possible arrangements of the plants
A B C B A
3 roads 4 roads 3 roads 2 roads
N = (3)(4)(3)(2)
N = 72 possible ways of going from town A to town C and back to
town A through town B
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6. N = (12)(11)(10)(9)
N = 11 880 possible ways of electing the president, vice president,
secretary and treasurer
7. N = (9)(8)(7)(6)(5)
N = 15 120 possible ways of placing 9 books on a shelf if there is
space enough for only 5 books
8. N = (3)(2)
N = 6 possible meals
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9. N = (5)(4)(3)(2)(1) or 5!
N = 120 possible ways of arranging the 5 people in a row for picture
taking
10. N = (8)(7)(6)(5)(4)
N = 6720
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Activity 3. Does order matter?
Answer Key
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1. In situations 1, 3, 6, 7, and 9, order is important.
2. Number 1: example : 1st place – runner number 8
2nd place – runner number 5
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3rd place – runner number 4
Number 3: Example: She may arrange the plants according to height, or
according to kind, according to appearance, or any basis she
wants.
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Number 6: Example: 1 possible result is:
President – Mrs. Cavinta
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Number 9: Example: If the five people are Joyce, Valerie, Aira, Gillian,
and Khyzza, one possible arrangement is:
Aira – Gillian – Joyce – Khryzza – Valerie.
Another possible arrangement, which is different from the first
is: Valerie – Gillian – Aira – Khryzza – Joyce
There are many other different possible arrangements.
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Activity 4. Let’s Find Out!
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Number of
Number of Pieces Used Possible Arrangements Arrangements/
C Permutations
A. two number cards 1 piece at a time:
2
(e.g, 1, 2) 1, 2
2 pieces at a time:
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2
12, 21
B. three number cards 1 piece at a time:
3
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(e.g, 1, 2, 3) 1, 2, 3
2 pieces at a time:
12, 13, 21, 23, 6
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31, 32
3 pieces at a time:
123, 132,
6
231, 213
312, 321
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1 piece at a time:
4
1, 2, 3, 4
2 pieces at a time:
12, 13, 14,
21, 23, 24, 12
C. four number cards 31, 32, 34,
(e.g, 1, 2, 3, 4) 41, 42, 43
3 pieces at a time:
123, 124, 132, 134,
142, 143, 213, 214, 24
231, 234, 241, 243,
312, 314, 321, 324,
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Number of
Number of Pieces Used Possible Arrangements Arrangements/
Permutations
341, 342, 412, 413,
421, 423, 431, 432
4 pieces at a time:
1234, 1243, 1342, 1324,
1423, 1432, 2134, 2143,
2341, 2314, 2413, 2431, 24
3124, 3142, 3214, 3241,
3412, 3421, 4124, 4142,
4213, 4231, 4312, 4321
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Results: (Summary)
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2 1 2
2 2 C 2
3 1 3
3 2 6
3 3 6
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4 1 4
4 2 12
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4 3 24
4 4 24
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4 2 12 (4)(3) = 12 (2 factors)
4 3 24 (4)(3)(2) = 24 (3 factors)
4 4 24 (4)(3)(2)(1) = 24 (3 factors)
Notice that the first number in the multiplication in the fourth column is
equal to the value of n in the first column, and that the number of factors is equal
to the value of r in the second column.
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What to PROCESS
Having learned the key concepts about permutations, let the students
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apply them in the succeeding activities. Activity 5 provides them the chance to
practice their computational skills as they solve for the value of P, n, or r in
equations involving permutations.
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Activity 5. Warm That Mind Up!
Answer Key
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1. 720 6. 5
2. 4 7. 336
3. 5 8. 9
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4. 9 9. 3
5. 30 240 10. 2
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.
(n r )!
b. Aside from the concept of permutations, we applied the meaning of the
term factorial, which says that the factorial of a number is equal to the
product of the number and all the positive integers less than it.
c. There is some difficulty when the figures are large. Solving can then be
facilitated by using a calculator and/or by applying cancellation in
multiplication and division.
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Activity 6. Mission Possible
Answer Key
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permutations, with some restrictions or conditions, expects students to think
critically, instead of using the formula right away.
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Answer Key
1. 40 320 4. a. 39 916 800
2. a. 362 880
C b. 2 177 280
b. 5760 c. 32 659 200
c. 2880
3. a. 240 5. 6
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b. 3 628 800
Solutions:
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1. P(8, 8) = 8!
= 40 320
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2. a. P(9, 9) = 9!
= 362 880
b. P = (4! • 5!) • 2! We multiply by 2! because there are 2 subject
= 5760 areas and Mathematics books may be followed
by Science books, or the Science books may be
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b. When three people insist on sitting beside each other, we treat
these three persons “as one.” It is as if there are only 10 people.
P = 9! • 3! 3! is the number of permutations of the 3
people.
= 2 177 280
c. Consider first the case that the two said persons always sit
beside each other. Like in (b), it is as if there are only 11 people.
The number of ways that they all can be seated is
P = 10! • 2!
P = 7 257 600
From (a), the number of ways that they can be seated if they sit
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anywhere is 39 916 800. Thus, the number of ways that they can
all be seated if two refuse to sit beside each other is
P = 39 916 800 – 7 257 600
P = 32 659 200
5. P(n, 2) = 30
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So n = 6
After doing Activity 7, let the students recount the important things they
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learned about permutations. You may now ask them to visualize and cite
situations where their knowledge of permutations can help them formulate
conclusions and make wise decisions.
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What to REFLECT on and UNDERSTAND
Answer Key
1. A situation or problem involves permutations if the order of the objects is
important.
2. The permutations of n distinct objects taken r at a time is obtained through
n!
the formula P n, r . Basically the objects are being arranged in a
n r !
row.
The circular permutations of n objects refers to the different
arrangements of the objects when arranged in a circle; it is obtained with the
help of the formula P (n 1)!
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Let students explain why this is (n – 1)! as opposed to n! for non-circular
permutations. For further clarification refer to the Learner’s Material page 295
of Module 6.
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n!
(n n 1)!
n!
1!
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n!
b. P(n, n) n! by definition. C
c. The two answers are equal. This makes sense because in arranging n-
1 objects out of n objects, there is only 1 object or element left each
time, and there is only one way to arrange the 1 object left. That is why
there are equal number of ways in arranging n -1 objects and n objects
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out of n given objects.
4. My knowledge of permutations will tell me that there are 24 possible
arrangements of the numbers in the code. If I have enough time, I would try
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all of them, while making a systematic list to eliminate the wrong codes. If I
am in a hurry, I would leave my bike with the security guard temporarily and
find another way to go home.
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(Outputs will vary in content. Use these as a basis for further clarification
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when necessary.)
Give a formative test to the students before moving on to the next section.
What to TRANSFER
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Summary/Synthesis/Generalization:
This lesson was about permutations and their applications in real life. The
lesson provided students with opportunities to identify situations that describe
permutations and differentiate them from those that do not. The students were
also given the chance to perform practical activities for them to further
understand the topic. In addition, they were given the opportunity to formulate
and solve problems on permutation and apply their knowledge in formulating
conclusions and in making decisions. Their understanding of this lesson as well
as the other Mathematics concepts previously learned will help them learn the
next topic, Combinations.
PY
Lesson 2: Combination
What to KNOW
O
extent of their learning as this will help students’ understanding of combinations.
Remind them that as they go through the lesson, they must always remember
the important question: How does the concept of combinations help in
C
formulating conclusions and in making wise decisions?
time. You can separate items 9 and 10 and place them in two different stations.
The students may also move through the stations in small groups or in batches if
EP
Answer Key
1. 72 5. 1 108 800
2. 360 360 6. 48
3. 120 7. 840
4. 5040 8. 5760
259
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9. Given the number of different dishes that our catering business can prepare, I
would suggest that the dishes be combined in different ways. Moreover if we
were to cater for an occasion which is three or more days long, I would
suggest different orders of preparing the dishes so that it would not be
predictable. On the financial side, I would also study which set of meals gives
the best return or profit.
10. As an administrator in the school, I would recommend that schedules of
students be made in such a way that their lunch breaks and dismissal
time will not all fall at the same hour.
PY
concept of permutations in some, and the Fundamental Counting Principle
in the others.
b. The situations in numbers 2, 4, 5, 6, 7, and 8 illustrate permutations, while
the rest do not. In said items, order is important, while in the others, it is
not.
O
Let the students answer Activity 2. In this activity, they will determine
whether in doing some tasks, order or arrangement is important or not. It will lead
C
them to identify which situations involve permutations, and which involve
combinations.
260
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composed of Melvin, Rissa, Ramon, Rosalino, and Clarita.
(e) If six points, L, E, A, R, N, and S are on a plane and no three of them
are collinear, we can name triangles such as RAN and ARN. In
naming the triangles, the order of the letters does not matter.
(g) Since there was no mention of 1st, 2nd, or 3rd prize, then it is
assumed that the prizes are of equal worth. Thus, drawing the
numbers 3, 5, 10, 17, 23, and 28 is the same as drawing the
numbers 23, 17, 10, 28, 3, and 5.
(i) From posters marked as A, B, C, D, E, and F, selecting posters A, D,
and E is the same as selecting D, E, and A.
(j) Let S = {1, 2, 3, 4, 5, 6}.
If A = {2, 4, 6} and B = {4, 6, 2), then A and B are subsets of S.
Moreover, A = B.
PY
Let students do the next activity through Cooperative Learning. The
activity gives students the opportunity to experience a hands-on task in which
order does not matter, and thus involves the concept of combinations.
O
Activity 3. Let’s Discover! C
Answer Key
Assume the available fruits are mango (M), guava (G), banana (B), pomelo (P),
and avocado (A). Please use whatever fruits are available in your locale.
D
Number of
Number of
E
2 1 M; B 2
(mango (M),
2 M-B 1
banana (B))
3 1 M; B ; G 3
(mango (M), 2 M-B; M-G; B-G 3
D
banana (B),
3 M–B–G 1
guava (G)
1 M; B; G;P 4
4
M-B ; M-G ; M-P ;
(mango(M), 2 6
B-G ; B-P ; G-P
banana (B),
M-B-G ; M-B-P ;
guava (G), 3 4
M-G-P ; B-G-P
pomelo (P))
4 M-B-G-P 1
5 1 M;B;G; P; A 5
(mango (M), 2 M-B ; M-G ; M-P ; M-A ;
banana (B), B-G ; B-P ; B-A ; 10
guava (G), G-P ; G-A ; P-A
261
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Number of
Number of
Number of Fruits Different Selections/
Combination
Fruits (n) Taken at a Combinations
s
Time (r)
pomelo (P) 3 M-B-G ; M-B-P ; M-B-A ;
avocado (A)) M-G-A ; B-G-P ; B-G-A ;
10
G-P-A ; G-P-M ;
P-A-M ; P-A-B
4 M-B-G-P ; M-B-G-A ;
M-G-P-A ; B-G-P-A ; 5
M-B-P-A
5 M-B-G-P-A 1
PY
Results: (Summary)
O
2 1 2
2 2 C 1
3 1 3
3 2 3
3 3 1
4 1 4
D
4 2 6
4 3 4
4 4 1
E
5 1 5
5 2 10
EP
5 3 10
5 4 5
5 5 1
D
262
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Number of
Number Number of
Objects
of Possible Pattern
Taken at a
Objects(n) Combinations
Time (r)
2 = 2 There are 2
2 1 2 possible ways of selecting
1 object from 2 objects.
(2)(1)
1 Two positions
2
2 2 1 to be filled, divided by the
number of permutations
of the 2 objects (2!)
PY
3 = 3 There are 3
possible ways of selecting
3 1 3
1 object from 3 objects
(3!).
O
(3)(2)
= 3 Two positions
2
3 2 3 to be filled, divided by the
C number of permutations
of the 2 objects(2!)
(3)(2)(1)
= 1 Three
6
D
3 3 1 positions to be filled,
divided by the number of
E
permutations of the 3
objects (3!)
4 = 4 There are 4
EP
4 2 6 positions to be filled,
divided by the number of
permutations of the 2
objects (2!)
(4 )(3)(2)
=4 Three
6
4 3 4 positions to be filled,
divided by the number of
permutations of the 3
objects (3!)
(4 )(3)(2)(1)
4 4 1 =1 Four
24
263
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Number of
Number Number of
Objects
of Possible Pattern
Taken at a
Objects(n) Combinations
Time (r)
positions to be filled,
divided by the number of
permutations of the 4
objects (4!)
5 = 5 There are 5 ways
5 1 5 of selecting 1 object from
5 objects.
(5)(4 )
= 10 Two
PY
2
5 2 10 positions to be filled,
divided by the number of
permutations of the 2
objects (2!)
O
(5)(4 )(3)
= 10 Three
6
5 3 10 positions to be filled,
C divided by the number of
permutations of the 3
objects (3!)
(5)(4 )(3)(2)
D
=5 Four
24
5 4 5 positions to be filled,
E
(5)(4)(3)(2)(1)
=1 Five
120
positions to be filled,
5 5 1 divided by the number of
D
permutations of the 5
objects (5!)
Let students briefly summarize what they learned from the activities done.
Let them make connections between the activities and the current lesson,
combinations. Then, let them read and study the notes and examples of
combinations.
264
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What to PROCESS
In this section, let the students apply the key concepts of combinations to
answer the next activities.
Ask the students to do Activity 4. In this activity, they will determine which
situations involve permutations and which involve combinations. Let them explain
their answers.
Answer Key
PY
1. Situations 1, 4, 5, and 7 illustrate permutations.
Situations 2, 3, 6, 8, 9, and 10 illustrate combinations.
2. The situations in which order is important involve permutations, while
those in which order is not important involve combinations.
O
To help sharpen students’ computational skills, ask them to do Activity 5.
In this activity, they will solve for C, n, or r as required.
C
Activity 5. Flex that Brain!
D
Answer Key
1. 56 6. 3
E
2. 6 7. 13
3. 2 and 6 8. 3 and 8
4. 1 9. 28
EP
5. 7 10. 1001
Answer Key
1. 66 6. 350
2. 99 7. 1.027 x 1010
3. 2 598 960 8. 3150
4. 252 9. 315
5. 126 10. 504
265
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Solutions to Problems in Activity 6:
n!
We generally use the formula for combinations which is C(n, r ) .
(n r )! r !
1. C(12, 2) = 66
PY
3. C(52, 5) = 2 598 960
4. C(10, 5) = 252
5. If out of the 10 problems you are required to solve number 10, then you only
have 9 choices for the other four problems that you must solve.
9!
O
C(9, 4) =
5! 4!
= 126 possible ways of selecting the four problems
C
6. N = C(5, 2) C(7, 3)
5! 7!
=
D
3! 2! 4! 3!
= 10 • 35
= 350 ways
E
5! 7! 6!
=
3! 2! 5! 2! 4! 2!
= 10 • 21 • 15
= 3150 ways
D
10!
10. C(10, 5)
5! 5!
= 252 different sets of gowns
252 sets x 2days = 504 days before she runs out of a new set
set
266
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Let the students master their skill in calculating combinations. Ask them to
do Activity 7. This activity provides more opportunities for them to apply the
concept in solving real-life problems.
Answer Key
1. 103 680 6. 160
2. 240 7. 224
3. 325 8. 90
4. 277 200 9. 302 400
PY
5. 35 10. 135
O
(n r )! r !
n!
and the formula for permutations which is P (n, r ) .
(n r )!
1. N = 5! • 4! • 3! • 3!
C
= 103 680 ways
2. If there are 6 students but two must always sit beside each other, then it is as
D
if there are only 5 students to be arranged. The 5 students can be arranged in
5! ways, while the two who insist on sitting beside each other can arrange
E
= 240 ways
3. C(52, 5) = 300
4. n 12, p 3, q 4, r 2, s 3
D
n!
P
p! q! r ! s!
12!
P
3! 4! 2! 3!
P = 277 200
5. C(26, 2) = 325
7. From 6 red and 8 green marbles, picking three marbles, at least 2 of which
are green, implies that there are either 2 green marbles and 1 red marble
267
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picked, or there are 3 green marbles and no red marble picked. The number
of ways N of picking such is given by:
PY
=
8!
= 90 rays
9. The first step which is selecting seven out of ten books involves combinations,
while the second step which is arranging only five out of the seven books
involves permutations. The number of ways N of doing this is:
O
N = C(10, 7) P(7, 5)
10! 7!
=
7! 3! 2!
C
= 120 • 2 520
= 302 400 ways
D
10. C(7,1) C(7,2) C(7, 3) C(7,4) C(7,5) C(7,6) C(7,7)
= 148
E
Let the students do Activity 8. This activity provides an opportunity for them to
examine and evaluate their own understanding of the lesson by solving problems
which involve both permutations and combinations.
D
Answer Key
268
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3. a. 17 325
b. 3 991 680
4. a. 42 d. 60
b. 10 e. 73
c. 2520
Solutions:
3. a. C(12,8) • C(7, 4) = 17 325
b. P(12, 7) = 3 991 680
PY
C(4, 2) =
2! 2!
= 6 elimination games in each group
6 games/group x 7 groups = 42 games in all
b. In the final round:
O
5!
C(5, 2) =
3! 2!
= 10 games
C
c. In the semi-finals:
P(7, 5) = (7)(6)(5)(4)(3)
= 2520 ways of coming up with the top 5 out of seven
D
d. P(5, 3) = 60
E
e. C(4, 2) x 7 = 42
C(7, 2) = 21
C(5, 2) = 10 Total = 73
EP
(Outputs will vary in content. Use these as basis for further clarification
D
when necessary.)
Find out how well the students understood the lesson by giving them a
formative test before they proceed to the next section.
What to TRANSFER
269
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Summary/Synthesis/Generalization
This lesson was about combinations and its applications in real life.
Through the lesson, students were able to identify situations that describe
combinations and differentiate them from those that do not. They were also given
the opportunity to perform practical activities to further understand the topic,
formulate related real-life problems, and solve these problems. They also applied
their knowledge of this concept in formulating conclusions and in making wise
decisions.
PY
O
C
E D
EP
D
270
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SUMMATIVE TEST
Part I
Choose the letter that you think best answers the question
Note: Students may be allowed to use their calculators, but find a way to ensure
that they really know the calculations involved. It is suggested that you
require students to show solutions for some of the items.
PY
2. Which situation illustrates permutation?
A. forming a committee of councilors
B. selecting 10 questions to answer out of 15 questions in a test
C. choosing 2 literature books to buy from a variety of choices
D. assigning rooms to conference participants
O
3. It is the selection of objects from a set.
A. combination C. permutation
B. differentiation
C D. distinction
271
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7. A certain restaurant allows you to assemble your own vegetable salad. If
there are 8 kinds of vegetables available, how many variations of the
salad can you make containing at least 5 vegetables?
A. 56 B. 84 C. 93 D. 96
9. How many different 3-digit numbers can be formed from the digits 1, 3, 4,
6, 7, 9 if repetition of digits is not allowed?
A. 840 B. 720 C. 360 D. 120
10. Miss Cruz plotted some points on the board, no three of which are colinear.
PY
When she asked her student to draw all the possible lines through the
points, he came up with 45 lines. How many points were on the board?
A. 10 B. 9 C. 8 D. 7
O
A. 7 B. 6 C. 5 D. 3
13. If x = P(7, 4), y = P(8, 4), and z = P(9, 3), arrange x, y, and z from
smallest to greatest.
D
A. x, y, z B. z, x, y C. y, x, z D. x, z, y
7!
E
14. Calculate .
3! 2!
A. 420 B. 840 C. 1680 D. 2520
EP
A. 7 B. 8 C. 9 D. 10
18. Let a = C(7, 4), b = C(7, 5), c = C(7, 6) and d = C(7, 7). If there are 7
points on the plane, no three of which are collinear, what represents the
total number of polygons that can be formed with at least 5 sides?
A. a + b C. a + b + c
B. c + d D. b + c + d
272
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19. Find C(18, 4).
A. 2400 B. 3060 C. 4896 D. 73 440
21. In how many different ways can 7 potted plants be arranged in a row?
A. 5040 B. 2520 C. 720 D. 210
PY
23. In how many possible ways can Juan answer a 10-item matching type
quiz if there are also 10 choices and he answers by mere guessing?
A. 3 628 800 B. 40 320 C. 720 D. 10
24. Khristelle was able to calculate the total number of 3-digit numbers
O
that can be formed from a given set of non zero digits, without
repetition. If there were 60 numbers in all, how many digits were
actually given?
A. 8 B. 7
C C. 6 D. 5
25. How many different rays can be formed from 8 distinct points on a
plane, no three of which lie on the same line?
D
A. 56 B. 28 C. 26 D. 4
27. In a gathering, each of the guests shook hands with everybody else. If
D
a total of 378 handshakes were made, how many guests were there?
A. 30 B. 28 C. 25 D. 23
28. If 4 marbles are picked randomly from a jar containing 8 red marbles
and 7 blue marbles, in how many possible ways can at least 2 of the
marbles picked are red?
A. 1638 B. 1568 C. 1176 D. 1050
273
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Part II
Read and understand the situations below then answer or perform what are
asked. Your answers will be rated based on the Rubric for Problem Formulated
and Solved.
Assume the role of the class president in your play presentation. As part of
the safety awareness campaign in your school, your teacher assigns you to take
charge of the class activity. You need to make a plan about how you will carry
out the activity. You are to assign some group leaders in your class to make a
project about road safety, disaster prevention, risk reduction, and the like.
1. If there must be five groups, whom will you assign to be the group
leaders? Why?
PY
2. Enumerate five different possible activities that your class can make (e.g,
exhibit, poster-making, etc.)
3. Explain how you will do your groupings and your task assignment.
4. What mathematical concepts can you relate with this situation?
5. Formulate 2 problems involving these mathematics concepts or principles.
O
6. Write the equation(s) that describe the situation or problem.
7. Solve the equation(s) and the problems formulated.
C
Summative Test
Answer Key
D
I.
1. C 11. D 21. A
2. D 12. C 22. C
E
3. A 13. B 23. A
4. B 14. A 24. D
EP
5. B 15. C 25. A
6. D 16. D 26. C
7. C 17. B 27. B
8. B 18. D 28. D
9. D 19. B
D
10. A 20. B
II. Check students’ answers using the Rubric on Problems Formulated and
Solved.
274
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P = (7 – 1)! • 2! The 2! is the number of permutations of the said two
people.
P = 6! • 2!
= 1440 ways
8. Observations show (aside from the formula in Geometry) that the number of
diagonals D of an n-sided polygon is equal to C(n, 2) – n.
If n = 9, then D = C(9, 2) - 9
9!
= - 9
7! 2!
= 36 – 9
= 27.
PY
Thus, n = 9, and it is a nonagon.
O
11. P(12, 3) = 1320
17. P = 4! 3!
275
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
26. N = C(9, 3) • C(9, 4)
(9)(8)(7) (9)(8)(7)(6)
= •
3! 4!
= 10 584
27. To start the solution means to combine any two of the n equations.
C(n, 2) = 10
n(n 1)
= 10
2!
n(n 1)
= 10
2
PY
n 2 n 20
n 2 n 20 0
(n 5)(n 4) 0
Thus n = 5. (n cannot be –4 of course.)
378
2!
n(n 1) 756
n 2 n 756 0
(n 28)(n 27) 0
D
n 28 .
28. Either 2 of the marbles picked are red, or 3 of them are red, or 4 of them
are.
N C (8, 2) C (7, 2) C (8, 3) C(7, 1) C(8, 4) C(7, 0)
8! 7! 8! 7! 8! 7!
=
6! 2! 5! 2! 5! 3! 6! 1! 4! 4! 7! 0!
= 28 • 21 + 56 • 7 + 70 • 1
= 588 + 392 + 70
= 1050
276
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
GLOSSARY OF TERMS
Combinations – the number of ways of selecting from a set when the order is
not important. The number of combinations of n objects taken r at a time is given
n!
by C(n, r) = , n≥r
(n r )! r !
PY
n!
P= .
p! q! r !...
O
activities A, B, and C can be done simultaneously in n1 n2 n3 ways.
References:
EP
Books:
Bennett, J. & Chard, D. (2005). Pre-Algebra. Texas: Holt, Rinehart and Winston.
Bhowal, M. & Barua, P. (2008). Statistics: Volume 1 (2nd ed.) New Delhi: Kamal
D
Jagasia
277
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Websites Links as References:
PY
Retrieved from www. beatthegmat.com/mba/2013/09/27/does-order-matter-
combinations-and-non-combinations-partiii.
O
The Fundamental Counting Principle and Permutations. Retrieved from
http://www.classzone.com/eservices/home/pdf/student/LA212AAD.pdf.
C
The Importance of Permutations and Combinations in Modern Society. Retrieved
from http://voices.yahoo.com/the-importance-permutations-combinations-in-
10262.html?cat=41
E D
EP
D
278
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Module 7: Probability of Compound Events
A. Learning Outcomes
Content Standard:
The learner demonstrates understanding of key concepts of combinatorics
and probability.
Performance Standard:
The learner is able to use precise technique and probability in formulating
conclusions and in making decisions.
PY
Quarter: Third Quarter 1. Illustrate the probability of a union
of two events and intersection of
Topic: Probability of compound events, events
independent and dependent events, 2. Illustrate and find probability of
conditional probability
probability
Transfer Goal:
The learners will recognize real-life situations where key
concepts of counting technique and probability of compound
events, probability of independent events, and conditional
probability can be applied in formulating conclusions and in
making decisions.
279
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B. Planning for Assessment
Product/Performance
The following are products and performances that students are expected to
come up with in this module.
PY
6. Investigating real phenomena which need decision making using
conditional probabilities
PROCESS/ PERFORMANCE/
TYPE KNOWLEDGE UNDERSTANDING
SKILLS REASONING
Pre- Part 1 Part 1 Part 1
assessment/
Diagnostic Identifying
probability of O
Solving probability
of simple and
Identifying real life
situations which
C
simple and compound events illustrate
compound conceptual
events; Using the Venn understanding of
independent and diagram to solve probability of
dependent probability compound events,
ED
solving probability
of compound Solving problems
events involving
probability of
Solving probability independent and
of dependent and dependent events,
D
280
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
PROCESS/ PERFORMANCE/
TYPE KNOWLEDGE UNDERSTANDING
SKILLS REASONING
wise decisions. Formulating
alternatives or
options in
making
decisions and
in evaluating
the merit of
each option
Formative Quiz: Quiz: Quiz:
Lesson 1 Lesson 1 Lesson 1
PY
experiment
Solving probability
Recognizing Using the Venn involving union
union and diagram to and intersection of
intersection of illustrate union events
events and intersection
Recognizing
Oof events
Using permutation
combination and
permutation in Formulating and
determining the describing
number of ways situation in real life
an event can involving events
occur and in that are mutually
EP
phenomenon
involves mutually
exclusive events
Determining the
different ways of
how the concept
of probability is
used in print
media and
entertainment
industry
281
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PROCESS/ PERFORMANCE/
TYPE KNOWLEDGE UNDERSTANDING
SKILLS REASONING
Formative Quiz: Quiz: Quiz:
Lesson 2 Lesson 2 Lesson 2
Solving probability
involving
independent and
dependent events
Formulating and
PY
describing
situations or
problems in real
life involving
events that are
independent and
Quiz:
C
Lesson 3 Lesson 3 Lesson 3
probability conditional
probability
Formulating and
describing
D
situations or
problems in real
life involving
conditional
probability
282
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PROCESS/ PERFORMANCE/
TYPE KNOWLEDGE UNDERSTANDING
SKILLS REASONING
and conditional of events independent and
probabilities dependent events,
Applying counting and conditional
techniques in probabilities
solving probability
of compound Solving problems
events involving
probability of
Solving probability independent and
involving mutually dependent events,
exclusive events mutually exclusive
events, and
Solving probability conditional
of dependent and probabilities
independent
events
PY
Part II Part II Part II Part II
Problem Problem Solving Problem Solving Problem
Solving Solving
Identifying options
Identifying or alternative Explaining how Making wise
concepts of
probability that
are applied in
Osolutions in
solving real-life
problems
the concepts of
probability (such
as independent
decision in a
varsity try out
and trying to
C
solving real life and dependent win in a game
problems events, conditional show
probability) are
used in making Formulating
ED
283
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Assessment Matrix (Summative Test)
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intersection of for every correct
events answer in the sub-
items
Illustrate and find Part I Items 2, 4, 6, 1 point for every
probability of 7, 8, 9, 10 correct answer
mutually exclusive
events
Identify conditional
probability
EP
Solve problems on
conditional
probability
Part II Items 19, 20 Use the Scoring
Rubric
Criteria:
D
1. Problem
Product/Performance Solving
30% 2. Reasoning
3. Communication
4. Connection
5. Representation
284
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C. Planning for Teaching and Learning
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understanding of the concept of the probability of simple events. Eventually,
they will identify and differentiate simple events from compound events. As
they work on the different activities, they will apply the concepts of sets, Venn
diagram, and counting techniques in solving the probability of compound
events and in illustrating union and intersection of events. Putting together
these concepts, they will illustrate and solve problems on probability involving
O
mutually exclusive and not mutually exclusive events.
smokes if the household has two parents who smoke? These few questions
may lead the students to the concept of conditional probability. This lesson
exposes the students to situations in which they could make prediction or
make decision as they solve problems on conditional probability.
D
285
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As an introduction to the lesson, ask the students to look and observe
the pictures found in their module. You may also post these pictures on the
board. However, you may use pictures similar to the one shown below.
PY
What do these different pictures tell us about different phenomena?
Can you think of a situation that you are not certain whether it will happen or
not and when it will occur? What are the necessary preparations that might
be done to minimize the impact of such phenomena?
O
Ask the students to talk about their experiences or their observations
when a certain phenomenon happened. Ask them about the importance of
C
preparation in time of this event.
Objectives:
ED
After the students have gone through the lessons of this module, they are
expected to:
PRE-ASSESSMENT
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Answer Key
1. B 11. D
2. D 12. A
3. C 13. B
4. D 14. A
5. A 15. B
6. A 16. A
7. C 17. D
8. D 18. a.) A
9. A b.) The number of dolphins remains
10. a.) A b.) D c.) B the same after 6 months.
PY
1 – g = probability of losing when playing with the good player, G
1 – t = probability of losing when playing with the top player, T
One option is the sequence TGT. The result is given below:
T G T Probability
Win
Win
Loss
OWin
Win
Win
Win
Loss
Win
tgt
tg(1 - t)
(1 - t)gt
C
Pertinent to the previous discussion is the observation that the first
two rows naturally combine into one: the probability of the first two wins is
P(WinWin) = tgt + tg(1 - t) = tg,
ED
which is simply the probability of winning against both T and G (in the first
two games in particular).
Since winning the first two games and losing the first game but
winning the second and the third are mutually exclusive events, the Sum
EP
Rule applies. Gaining acceptance playing the TGT sequence has the total
probability of
P(TGT) = tg + (1 - t) tg = tg(2 - t).
Similarly, the probability of acceptance for the GTG schedule is
based on the following table:
D
G T G Probability
Win Win gt
Loss Win Win (1 - g)tg
The probability on this case is found to be P(GTG) = gt + (1 - g)
gt = gt(2 - g).
Assuming that the top member T is a better player than just the
good one G, t < g. But then, gt(2 - g) < tg(2 - t). In other words,
P(GTG) < P(TGT).
You have a better chance of being admitted to the club by playing
the apparently more difficult sequence TGT than the easier one GTG.
Perhaps there is a moral to the story/problem: the more difficult tasks offer
greater rewards.
287
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20. Let :
V = event that a student has more than one viand
F = event that a student prefers fish as viand
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probability in formulating conclusions and in making decisions.
What to KNOW
O
Begin Lesson 1 of this module by assessing students’ knowledge and
skills of the different mathematics concepts related to counting techniques and
C
probability of simple events as well as concepts of sets they previously studied.
Tell them that these knowledge and skills are important in understanding the
probability of compound events. As they go through this lesson, encourage the
students to think of this question, Why do you think is the study of probability so
ED
Answer Key
1. Sample space: {1, 2, 3, 4, 5, 6}
1
a. The probability of obtaining a 5 is .
D
6
1
b. The probability of obtaining a 6 is .
6
3 1
c. The probability of obtaining an odd number is or .
6 2
288
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2. Sample Space:
{red, red, red, yellow, yellow, yellow, yellow, yellow, blue, blue}
5 1
a. The probability that a yellow ball is picked at random is or .
10 2
3
b. The probability that a red ball is picked at random is .
10
Ask the students to list the sample space for each and ask them to explain
their answers. Point out that these are simple events. Help them recall by
discussing the following:
When the sample space is finite, any subset of the sample space is an
event. An event is any collection of outcomes of an experiment. Any subset of
the sample space is an event. Since all events are sets, they are usually written
as sets (e.g., {1, 2, 3} ).
PY
Probability of Simple Events: An event E, in general, consists of one or more
outcomes. If each of these outcomes is equally likely to occur, then
number of ways the event can occur
Probability of event E P E
number of possible outcomes
O
When you roll a die, you get anyone of these outcomes: 1, 2, 3, 4, 5, or 6.
This is the sample space, the set of all outcomes of an experiment. Thus, we say
that an event is a subset of the sample space. And so the probability of an event
C
E can also be defined as
number of outcomes in the event
E P E
number of outcomes in the sample space
ED
{(fr, ca, pj), (fr, ca, oj), (fr, p, pj), (fr, p, oj), (sr,ca, pj), (sr, ca, oj), (sr, p, pj),
(sr, p, oj)}
There are a total of 8 possible outcomes.
D
289
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2 1
9. or
8 4
2 1
10. or
8 4
Based on the answers of the students, ask them the following questions:
a. What does the tree diagram tell you?
The tree diagram shows the total number of outcomes.
b. How did you determine the sample space?
The sample space is obtained by listing all the outcomes that are
obtained using the tree diagram.
c. Differentiate an outcome from a sample space. Give another example
of an outcome.
An outcome is an element of a sample space. One example is (sr, p,
PY
pj).
d. Aside from a tree diagram, how else can you find the total number of
possible outcomes?
The total number of possible outcomes can also be found using the
fundamental counting principle (multiplication rule).
O
The students should be able to point out that the tree diagram is very
helpful in listing all the possible outcomes in a sample space. This will help them
C
recall their lesson in Grade 8 about counting techniques using a tree diagram.
Help them recognize that the events in this activity are not like the events in the
previous activity. This activity will help them differentiate simple events from
compound events.
ED
Simple Events: Any event which consists of a single outcome in the sample
space is called an elementary or simple event.
Compound Events: Events which consist of more than one outcome are called
compound events. A compound event consists of two or more simple events.
EP
290
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Activity 4: Taking Chances with Events A or B
The next activity will help students understand the concepts of events which
are mutually exclusive and which are not mutually exclusive. Prior to answering this
activity, remind the students to try to figure out events which are mutually exclusive
and which are not.
1 1 2
1. a. P(7 or 15)
15 15 15
1 5 6 2
b. P(5 or a number divisible by 3) or
15 15 15 3
7 5 2 10 2
c. P(even or a number divisible by 3) or
15 15 15 15 3
5 3 1 7
d. P(a number divisible by 3 or 4)
PY
15 15 15 15
14 18 32 8
2. P(red or yellow) or
44 44 44 11
2107 807 303 2611
3. P(dog or cat)
5200
them so they could tell that these two events illustrated are mutually exclusive. In
Activity 4, you may point out the event, getting 5 or a number divisible by 3 in the set
{1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15} as an example of mutually exclusive
event.
EP
If two events, A and B, are mutually exclusive, then the probability that either
A or B occurs is the sum of their probabilities. In symbols,
D
291
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A B
P (A or B)
If two events, A and B, are not mutually exclusive, then the probability that
either A or B occurs is the sum of their probabilities decreased by the probability
of both occurring. In symbols,
P(A or B) = P (A)+ P (B) – P (A and B).
To find out whether students have understood the concept of mutually
exclusive events, ask them to do Activity 5.
PY
Activity 5: More Exercises on Mutually Exclusive and Not Mutually
Exclusive Events
10 8 18 3
1. a. P(chocolate or coffee) or
15
4. Let P(Q) = the probability that a license plate contains a double letter and
an even number
26 1 10 10 5
P(Q)
26 26 10 10 10
D
5 1
P(Q) or
26 10 52
292
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1
3. Non-Mutually Exclusive:
4
4. Mutually Exclusive: 75%
In the next activity, ask the students to observe how the concepts of
permutation and combination are used in solving probability problems.
PY
28 7
b. 48 or 12
2. a.
28C 3
48C 3
28 27 26
3 2 1
48 47 46 O
C
3 2 1
28 27 26
ED
48 47 46
7 9 13
4 47 23
EP
819
or 0.189
4,324
28C1 20C 2
b.
48C 3
D
28C1 48C 2
3.
48C 3
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What to REFLECT on and UNDERSTAND
At this time students must already have a clear understanding of the concept
of probability and other concepts such as counting techniques, combination, and
permutation. Help them reflect and further apply their understanding of compound
events, as well as of mutually and not mutually exclusive events as they go through
the next activity.
PY
1. How does a simple event differ from a compound event?
Any event which consists of a single outcome in the sample space is called
an elementary or simple event. On the other hand, events which consist of
more than one outcome are called compound events. A compound event
consists of two or more simple events.
O
2. Differentiate mutually exclusive events from non-mutually exclusive events.
C
Mutually exclusive events are two or more events having no common
elements, while the events which are not mutually exclusive are two or more
events which have common elements.
ED
3. Suppose there are three events A, B, and C that are not mutually exclusive.
List all the probabilities you would need to consider in order to calculate
P(A or B or C). Then, write the formula you would use to calculate the
probability.
The probabilities needed:
EP
What to TRANSFER
This time, students should already know how to apply what they have
learned in real-life situations. You can ask them to do certain tasks that will
demonstrate their understanding of probability of compound events, mutually
exclusive events, and non-mutually exclusive events.
294
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Activity 9: Where in the Real World?
Answer the following questions. Write a report of your answers using a minimum
of 120 words. Be ready to present your answers in class.
1. Describe a situation in your life that involves events which are mutually
exclusive and not mutually exclusive. Explain why the events are mutually
exclusive or not mutually exclusive.
PY
your friends ordering the same food or drinks (e.g, rice, drinks) may not be
mutually exclusive because you may be ordering the same drink.
The answers provided may serve as your guide in engaging the students in
D
Summary/Synthesis/Generalization:
In this lesson, students were able to recall and use their knowledge and
understanding of the concept of the probability of simple events in solving
problems involving probability of compound events. The different activities
required them to make connections and apply concepts of union and intersection
of sets, specifically using Venn diagrams to illustrate mutually exclusive as well
as non-mutually exclusive events. Also, students were given problems that
required them to use concepts which they have previously learned on
permutation and combination in solving real-life problems. Most importantly, the
295
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different tasks and activities were opportunities for them to use their reasoning
and mathematical skills in solving real-life problems.
What to KNOW
Activity 1: Understanding Independent and Dependent Events
PY
Consider the situations below and answer the questions that follow.
12 12 14 9
Situation 1: a. P(blue, blue) b. P(red, yellow)
35 35 35 35
Situation 2: a. P(red, blue)
14 12
35 34
O b. P(yellow, yellow)
9 8
35 34
C
After the activity, you may go through the following questions to help
students reflect on their own answers and solutions.
Reflect:
ED
In situation 1, the ball was put back inside the box before getting the
second ball. In situation 2, the ball was not put back inside the box.
EP
In situation 1, the probability of getting the second ball was the same as
the probability of getting the first ball. On the other hand, the probability of
D
obtaining the second ball was affected since the ball was not put back
inside the box. Thus, the number of ball was changed.
c. What conclusion can you make about the events in the given situations?
How are these events different?
296
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Example: When a coin is tossed and a die is rolled, the event that a coin
shows up head and the event that a die shows up a 5 are independent
events.
Two events are independent if the occurrence of one of the events gives
us no information about whether or not the other event will occur; that is, the
events have no influence on each other.
When the outcome of one event affects the outcome of another event,
they are dependent events. In situation 2 above, if the ball was not placed back
PY
in the box, then drawing the two balls would have been dependent events. In this
case, the event of drawing a yellow ball in the second draw is dependent on the
event of drawing a yellow ball in the first draw.
Example: A box contains 7 white marbles and 7 red marbles. What is the
probability of drawing 2 white marbles and 1 red marble in succession
without replacement?
O
In the first draw, the probability of getting a white marble is
7
. In the
C
14
6
second draw, the probability of getting a white marble is . Then in the
13
7
ED
If two events, A and B, are dependent, then the probability of both events
occurring is the product of the probability of A and the probability of B after A
occurs. In symbols,
P(A and B) = P(A) • P(B following A)
The symbols, P(A and B) = P(A) • P(B following A) is used in this lesson to
D
show that two events A and B are independent. The symbol, P(B following
A) means “the probability of B following the occurrence of A.” In the
sequence of the lesson, the concept of conditional probability is discussed
after the lesson on dependent and independent events.
What to PROCESS
This section requires students to use the mathematical ideas that they
learned from the previous activities and from the discussion. You may ask
students to answer the problems. Encourage them to present different solutions
to the problems.
297
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Activity 2: More on Independent and Dependent Events
6 4 8
1. P(blue, yellow)
21 21 147
5
2. P(milk chocolate, white chocolate)
46
6
3. P(green, gray)
203
See to it that students are able to answer all the questions correctly. If not,
find out their difficulty and help them understand independent and dependent
events. By now, they should clearly distinguish the difference between
independent events and dependent events.
The next activity requires students to determine whether the events are
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independent or dependent.
3. The events are independent. Let P(blue, blue) be the event that Nick’s
pick is a blue pen in either the first or second pick:
4 4 16
P(blue, blue)
9 9 81
EP
Prior to the next activity, you may ask students to write a short reflection
D
10 10 5 125
1.
28 28 28 5 488
10 9 10 5
2. or
19 18 38 19
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Activity 5: Are the Events Independent or Dependent?
Two events are independent if the occurrence of one event does not
affect the occurrence of the other (e.g., random selection with replacement).
Independent events are events for which the probability of any one
event occurring is unaffected by the occurrence or non-occurrence of any
PY
of the other events. On the other hand, two events are dependent if the
occurrence of one event affects the occurrence of the other.
O
event? How would you make connections of this topic to other topics that you
previously learned? How would you use these concepts in real life?
C
Journal Writing: Ask students to write their realizations and answers to these
questions on a piece of paper that will serve as a reflection paper.
ED
What to TRANSFER
This section provides students with opportunities to apply what they have
learned in this lesson to real-life situations. Ask them to discuss in pairs or in
small groups.
EP
Possible Answer:
An example of dependent event: Parking illegally and getting a parking
ticket. Parking illegally increases your chances of getting a ticket.
299
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Possible Answers:
Summary/Synthesis/Generalization:
PY
In this lesson, students were introduced to the concept of independent
and dependent events. It is important to emphasize that two events are
independent if the occurrence of one of the events gives no information about
whether or not the other event will occur; that is, the events have no influence on
each other. The problems that they solved required them to apply their
O
knowledge and skills learned in the previous lesson which helped them formulate
their own real-life problems. Their understanding of this lesson will also facilitate
their learning of the next lesson, which is conditional probability.
C
Lesson 3: Conditional Probability
ED
battery.
First Battery Second Battery
Selected Selected
g2
g1 g3
d
g1
g2 g3
d
g1
g3 g2
d
g1
d g2
g3
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2. Sample Space:
{( g1, g2 ), ( g1, g3), ( g1, d), ( g2, g1), ( g2, g3), ( g2, d), ( g3, g1), ( g3, g2),
( g3, d), ( d, g1), ( d, g2), ( d, g3)}
9 3
3. P(second is g) = or
12 4
6
P g2 g1 12 2
4. P g 2 |g1
P g1 9 3
12
In Activity 1, guide the students in pointing out that a condition was given
when they were asked to find the probability of an event. This shows an example of
probability involving conditions which is referred to as conditional probability. To
understand conditional probability further, ask students to proceed to Activity 2.
PY
Activity 2: More on Conditional Probability
1. Two events are dependent if the probability that one event occurs
changes based on whether the other event has occurred. Find the
probability of P given that M has occurred and see if it is different from the
O
probability of P. Note that two events are independent if P(P|M) = P(P) or
P(M|P) = P(M) or P(P and M) = P(P)P(M).
24 3 36 3
C
P P|M or and P P or
40 5 60 5
Since these probabilities are the same, events P and M are independent.
Emphasize that P inside the parentheses represents the event “Pass.” Ask
ED
the students to refer to the given table where this symbol was used to denote
the event “Pass.”
36 3
2. Events P and F are also independent since P P|F
60 5
60 3
EP
and P P
100 5
Again, emphasize that P inside the parentheses represents the event “Pass.”
Ask the students also to refer to the given table where this symbol was used
to denote the event “Pass.”
D
301
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The usual notation for "event A occurs given that event B has occurred" is
"A|B" (A given B). The symbol | is a vertical line and does not imply division. P(A|B)
denotes the probability that event A will occur given that event B has occurred
already. We define conditional probability as follows:
For any two events A and B with P(B) > 0, the conditional probability of A
given that B has occurred is defined by
P A B
P A|B
P B
When two events, A and B, are dependent, the probability of both events
occurring is P(A and B) = P(B) P(A|B). Also, P(A and B) = P(A) P(B|A).
Sample Problem: A mathematics teacher gave her class two tests. Twenty-five
percent of the class passed both tests and 42% of the class passed the first test.
What percent of those who passed the first test also passed the second test?
PY
Solution: This problem involves a conditional probability since it asks for the
probability that the second test was passed given that the first test was passed.
P First and Second
P Second |First
P First
O 0.25
0.42
C
25
42
0.60 or 60%
ED
1. P(X) = 0.15 S X A
2. P(A) = 0.40
EP
P X A
4. P X |A
P A 0.51
0.06
D
0.40
0.15
Take note that items 1 and 4, P(X) and P(X|A) are both equal to 0.15.
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is supplied. If the extra information provided by knowing that an event B has
occurred does not change the probability of A, that is, if P(A|B) = P(A), then
events A and B are said to be independent. Since
P A B
P A|B
P B
Let us look at some other problems in which you are asked to find a
conditional probability in Activity 4.
PY
What to PROCESS:
This section requires you to use the mathematical ideas you learned
from the previous activities and from the discussion. Answer the problems in
O
the following activities in different ways when possible.
C
Activity 4: Conditional Probability Independent and Dependent Events
1. a. P S Q P S |Q P Q
ED
P Q
P Q P S Q
P Q
0.5 0.2
D
0.5
0.6
P S Q
d. P S | Q '
P Q
P S P S Q
1 P Q
0.3 0.2
0.2
1 0.5
303
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2. a. The event T is just the union of S and Q, so
P(T) = P(SQ)
= P(S) + P(Q) − P(S)P(Q)
= 0.44
b. P R P S Q P S P Q
= 0.38
P S R 7
c. P S|R
P R 19
P R S
d. P R|S 0.7
P S
e. S and R are not independent since P S|R P S , but it should be
PY
P(R|S) = P(R)
Reflect:
a. What do you notice about the conditional probability of independent
events?
O
b. How about the conditional probability of dependent events?
C
Activity 5: Solving Problems Involving Conditional Probability
2
1. P second isG|at least oneG
ED
3
First Child Younger Child
G (B,G)
B
EP
B (G, B)
G
G (G, G)
D
There are three outcomes which are (B,G), (G,B), and (G,G). For
the probability that the younger child is a girl, we have (B,G) and (G,G).
So, there are 2 out of three possible outcomes.
2. Let W = the event that a fan waved a banner, and A = the event that a fan
cheered for team A
0.20 1
So, P W |A
0.80 4
This activity will help you find out how much students learned from the
previous discussion on conditional probability.
304
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Activity 6: Using Venn Diagram
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by the probability of event A.
To get the conditional probability, divide the overlap of the two circles by
the circle on the left. P(B|A) = P(A and B) divided by P(A).
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3. At San Isidro High School, the probability that a student joins Technology
Club and Mathematics Club is 0.087. The probability that a student joins
Technology Club is 0.68. What is the probability that a student joins the
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Mathematics Club given that the student is a member of the Technology
Club?
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What to TRANSFER
This section is an opportunity for students to apply what they have learned
in this lesson to real-life situations. Ask students to do the task in Activity 6 to
demonstrate their understanding of conditional probability.
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How can we use statistics and probability to make informed decisions about any
of the following topics?
Recommended Topics:
1. Driving and cell phone use
2. Diet and health
3. Professional athletics
4. Costs associated with a college education
The research report should contain the following:
1. Situation (Problem situation in real life about the topic. This includes
analysis of the impact of the problem if not properly addressed)
2. Problem Solution (Suggested solution illustrating how statistics and
probability can be applied in minimizing the impact of the problem)
3. Strategies on how to inform and convince others about the situation
305
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
4. Reflections and insights which contain a critical analysis
Note: Guide your students in formulating criteria on how the report should be
graded. The objective of this research report is to demonstrate their
understanding and apply their knowledge and skills on probability in
solving real-life problems specifically on decision making.
Summary/Synthesis/Generalization:
This lesson was about conditional probability and their applications in real-
life. The lesson provided the students with different opportunities to make
connections, to use their reasoning ability in solving problems on conditional
probability, and eventually communicate their research findings. Their
understanding of this lesson and other previously learned concepts and
principles will help them in making decisions when confronted with real-life
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problems involving probability.
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C
ED
EP
D
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
SUMMATIVE TEST
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1 1 1 2
A. B. C. D.
6 4 3 3
3. If a coin is tossed 3 times, what is the probability that all three tosses
come up heads given that at least two of the tosses come up heads?
A.
1
6
B.
O1
4
C.
1
3
D.
3
8
C
4. Among a large group of patients recovering from shoulder injuries, it was
found that 22% visit both a physical therapist and a chiropractor, whereas
12% visit neither of these. The probability that a patient visits a
chiropractor exceeds by 0.14 the probability that a patient visits a physical
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80 9
75 8
Suppose that a student passes the course if she or he gets a grade of 80.
If a student is randomly picked from this class, what is the probability that
the student’s grade is 95 if it is known that the student is passing the
course?
5 5 5 5
A. B. C. D.
35 43 40 28
307
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
6. Barbara, Carol, Alice, Perla, and Sabrina are competing for two roles in a
play. Assume that the two to get roles will be randomly chosen from the
five girls. What is the conditional probability that Perla gets a role if we
know that Carol does not get a role?
1 1 1 3
A. B. C. D.
4 3 2 4
For numbers 7 to 8. Two men and three women are in a committee. Two of
the five are to be chosen to serve as officers.
7. If the officers are chosen randomly, what is the probability that both
officers will be women?
3 1 3 3
A. B. C. D.
4 3 8 10
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8. What is the probability that both officers will be women given that at least
one is a woman?
3 1 3 3
A. B. C. D.
4 3 8 10
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9. Mario has 5 blocks of different colors in a bag. One block is red, one is
yellow, one is green, one is blue, and one is black. Mario pulls out a block,
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looks at it, and puts it back in the bag. If he does this 3 times, what is the
probability that the 3 blocks selected are all of the same color?
5 1 4 5
A. B. C. D.
53 53 53 4x5
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10. In a small town with two schools, 1000 students were surveyed if they had
mobile phone. The results of the survey are shown below:
Phone Phone
School A 365 156 521
School B 408 71 479
Total 773 227 1000
D
308
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Part II. Problem Solving
10. James and Jenny are playing games. James places tiles numbered 1 to
50 in a bag. James select a tile at random. If he selects a prime number
or a number greater than 40, then he wins. What is the probability that
James will win on his first turn?
For numbers 12 to 15, use the following situation:
The international club of a school has 105 Korean Chinese
members, many of whom speak multiple
languages. The most commonly spoken
languages in the club are English, 7 3 2
Korean, and Chinese. Use the Venn
8
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diagram below to determine the 33 13
probability of selecting a student who:
11. Does not speak English. 35
15. Billy, Raul, and Jose are in a bicycle race. If each boy has an equal
chance of winning, find each probability below. Draw a tree diagram to
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16. There are four batteries, and one is defective. Two are to be selected at
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random for use on a particular day. Find the probability that the second
battery selected is not defective, given that the first was defective.
17. Suppose that a foreman must select one worker from a pool of four
available workers (numbered 1, 2, 3, and 4) for a special job. He selects
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the worker by mixing the four names and randomly selecting one. Let A
denote the event that worker 1 or 2 is selected, let B denote the event
that worker 1 or 3 is selected, and let C denote the event that worker 1 is
selected. Are A and B independent? Are A and C independent? Justify
your answer.
18. Blood type, the best known of the blood factors, is determined by a single
allele. Each person has blood type A, B, AB, or O. Type O represents the
absence of a factor and is recessive to factors A and B. Thus, a person with
type A blood may be either homozygous (AA) or heterozygous (AO) for this
allele; similarly, a person with type B blood may be either homozygous (BB)
or heterozygous (BO). Type AB occurs if a person is given an A factor by one
parent and a B factor by the other parent. To have type O blood, an individual
309
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
must be homozygous O (OO). Suppose a couple is preparing to have a child.
One parent has blood type AB, and the other is heterozygous B. What are the
possible blood types that the child will have and what is the probability of
each?
19. A driver knows that there are traffic lights around the corner. There is a
red light, a yellow light, and a green light. He thinks that since there are
three lights, his probability of encountering a red light or a yellow light is
2
. Is the driver right? Explain.
3
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O
You are a contestant in a game show. You will win if you select the
door behind which the prize is hidden. Suppose you have selected a door.
Before opening your choice, the emcee selected and opened one of the
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two closed doors revealing an empty stage. Will you change your original
choice and select the only remaining door? How will your chances
change if you switch?
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Summative Test
Answer Key
Part I
1. C 6. A
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2. A 7. D
3. B 8. B
4. D 9. B
5. A 10. C
Part II
D
23
11.
50
16
12.
105
41
13.
89
21
14.
26
33
15.
105
1 1 1
16. a.) b.) c.)
3 3 6
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
17. 1
1
18. The name is selected at random, so we can assign a probability of to
4
1 1 1
each individual worker. Then P(A) = , P(B) = , and P(C) = . The
2 2 4
1
intersection AB contains only worker 1, P(A and B) = . Now,
4
1
P(A and B) = = P(A)P(B), so A and B are independent. Since
4
1
intersection AC also contains only worker 1, P(A and C) = .But,
4
1 1 1 1
P(A and C) = which is not equal to P(A)P(C) = or , so A and
4 2 4 8
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C are not independent.
19. Solution:
B
O A
O
C
B
B
O
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The four possible outcomes are AB, AO, BB, and BO which are equally
likely. The probability that the child will have type B blood is 0.5
because BB and BO are both expressed as type B. The probabilities of
type AB and type A (AO) are each 0.25.
EP
20. No. The time span for the yellow light to turn on is less than the time
span for the other lights to turn on.
21. Here are the key points to understand the problem in this Game show:
If there are two choices and you know nothing about them, then
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the probability of each choice to contain a prize is 0.5. The flaw in this
Game Show is not taking the emcee’s hints into account, thinking the
chances are the same before and after. The goal is not to understand
this puzzle — it is to realize how subsequent actions and information
challenge previous decisions.
1
Solution: There is a chance that you will get the door with the prize,
3
2
and a chance that you will miss the prize. If you do not switch, the
3
1
probability that you will get the prize is . However, if you missed, then
3
the prize is behind one of the remaining two doors (with the probability
311
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
2
of ). Furthermore, of these two, the emcee will open the empty one,
3
leaving the prize door closed. Therefore, if you miss and then switch,
you are certain to get the prize. Summing up, if you do not switch, your
1
chance of winning is whereas if you do switch your chance of
3
2
winning is .
3
Glossary of Terms
Complement of an Event – a set of all outcomes that are NOT in the event. If A
is the event, the complement of the event A is denoted by A’
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Compound Events – a composition of two or more simple events
Conditional Probability – The conditional probability of event B given A is the
probability that the event B will occur given that event A has already occurred.
This probability is written as P(B|A) and read as the probability of B given A. In
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the case where events A and B are independent (where event A has no effect on
the probability of event B), the conditional probability of event B given event A is
simply the probability of event B, that is, P(B).
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Dependent Events – Two events are dependent if the occurrence of one event
does affect the occurrence of the other (e.g., random selection without
replacement).
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Independent Events – events for which the probability of any one event
occurring is unaffected by the occurrence or non-occurrence of any of the other
events. Formally, A and B are independent if and only if P(A|B) = P(A).
Intersection of Events – a set that contains all of the elements that are in both
events. The intersection of events A and B is written as A B .
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
References and Website Links in this Module
Canonigo, A. ( 2000). Historical, philosophical and psychological considerations
in probability theory. Intersection: Official journal of Philippine Council of
Mathematics Teacher Educators (MATHED), Inc. Lee-Chua, editor.
MATHED, Inc: Quezon City. 1(2), 22-32.
Carpenter, T. Corbitt, M., Kepner,H., Lindquist, M., and Reys, R. (1981). What
are the chances of your students knowing probability? The Mathematics
Teacher 74(5), 342-344.
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from http://people.hofstra.edu/stefan_waner/realworld/tutorialsf3/ frames6_5.html
Conditional Probability.Wolfram MathWorld. Retrieved from
http://mathworld.wolfram.com/ConditionalProbability.html
Conditional probability: Definitions and non-trivial examples. Cut the Knot.
Retrieved from http://www.cut-the-
O
knot.org/Probability/ConditionalProbability.shtml
Conditional probability. Retrieved from http://www.stat.yale.edu/Courses/1997-
C
98/101/condprob.htm
Independent Events.Math. Retrieved from
Goodies.http://www.mathgoodies.com/lessons/vol6/independent_events.html
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.