Unit Assessment Map-Permutation

UNIT ASSESSMENT MAP
LEARNING AREA GRADE LEVEL

Mathematics Grade 10
ACTIVITY TITLE
Permutation
CONTENT STANDARD PERFORMANCE TASK

The learner demonstrates understanding of The learner is able to use precise counting
key concepts of combinations and technique and probability in formulating
probability conclusions and making decisions.
COMPETENCY CODE LEARNING COMPETENCY
(M10SP-IIIb-1) Solves problems involving permutations.
I. OVERVIEW OF LEARNING ACTIVITIES
Learners have performed activities which allowed them to demonstrate understanding of
permutation. They were given opportunities to represent permutation and solve problems
involving permutation.
The succeeding activities deepen the learners’ skills in involving problems on permutation
specially those real-life situations.
II. ASSESSMENT CRITEARIA

Knowledge
Learners demonstrate understanding of permutations.
Skills
Solve problems involving permutations.
ASSESSMENT METHODS (Put an x mark on the blank where appropriate.)
__/___ Observation _____ Analyses of learners’ product

__/___ Tests _____ Talking to learners
III. ASSESSMENT ACTIVITY

Give the learners the following directions:
1. Individually, do Exercise 1 (Priming) to assess the prior knowledge to the lesson. Discuss
and exchange worksheet with your seatmate. Collaborate with each other by stating the
differences and similarities of their work. Learners will review the item/s which had not
been answered correctly for them to really understands the lesson.
2. The learners do Exercise 2 (Independent Activity). The teacher will discuss the solution to
each task. Each learner is given opportunity to check their papers honestly and then after
that exchange them with their seatmates to review their answers.
3. The teacher group the class into 5 groups. The group task is to answer Exercise 3 ( Group
Activity). Each group present their work in class. They are graded using the rubrics that
teacher prepared.
RECORDING METHODS (Put an x mark on the blank where appropriate.)

_____ Checklists (See attached) _____ Marks
_____ Class grids _____ Anecdotal records
__/___ Grades __/___ Comments on learners’ work
_____ Portfolios _____ Self-assessment records
_____ Audio recording, photographs, video
footages
MAKING CONSISTENT JUDGEMENTS (Put an x mark on the blank where appropriate.)
__/___ Rubric linked to the assessment criteria

_____ Marks scheme linked to the assessment
criteria
FEEDBACK ( Put an x mark on the blank where appropriate.)
__/___ Oral feedback from peers/teacher/others

_____ Written feedback from peers/teacher/others. (See attached written feedback sheet.)
_____ Self – reflection
Exercise 1: Review
Find out how much you already know about the topics in this module. Choose the letter that you
think best answers the question. Please answer all the items. Take note of the items that you were
not able to answer correctly and find the right answer as you go through this module.
1. Choosing a subset of a set is an example of ___.
A. combination C. integration
B. differentiation D. permutation
2. Which of the following situations or activities involve permutation?
A. matching shirts and pants
B. forming different triangles out of 5 points on a plane, no three of which are collinear
C. assigning telephone numbers to subscribers
D. forming a committee from the members of a club
3. The product of a positive integer n and all the positive integers less than it is _____.
A. powers of n C. n – factors
B. multiples of n D. n factorial
4. Two different arrangements of objects where some of them are identical are called _______.
A. distinguishable permutations C. circular permutations
B. unique combinations D. circular combinations

5. How many different 4-digit even numbers can be formed from the digits 1, 3, 5, 6, 8, and 9 if no
repetition of digits is allowed?
A. 1 680 B. 840
C. 420 D. 120
Exercise 2: Can you show me the way?
A. A close friend invited Anna to her birthday party. Anna has 4 new blouses (stripes, with ruffles,
long-sleeved, and sleeveless) and 3 skirts (red, pink, and black) in her closet reserved for such
occasions.
1. Assuming that any skirt can be paired with any blouse, in how many ways can Anna select her
outfit? List the possibilities.
2. How many blouse-and-skirt pairs are possible?
3. Show another way of finding the answer in item 1.
B. Suppose you secured your bike using a combination lock. Later, you realized that you forgot the 4-
digit code. You only remembered that the code contains the digits 1, 3, 4, and 7.
1. List all the possible codes out of the given digits.
2. How many possible codes are there?
3. What can you say about the list you made?
Questions:
a. How did you determine the different possibilities asked for in the two situations? What methods
did you use?
b. What did you feel when you were listing the answers?
Group Activity
Exercise 3: To the Next level!
Do the following tasks by group.
A. Give 3 examples of problems or situations in real life that involve permutations. In each example,
1. explain the problem or situation.
2. solve the problem.
3. discuss how you can use these sample situations in your daily life, especially in formulating
conclusions and/or making decisions.
B. It is in international summits that major world decisions happen. Suppose that you were the
overall in charge of the seating in an international convention wherein 12 country-representatives
were invited. They are the prime ministers/presidents of the countries of Canada, China, France,
Germany, India, Japan, Libya, Malaysia, Philippines, South Korea, USA, and United Kingdom.
1. If the seating arrangement is to be circular, how many seating arrangements are possible?
2. Create your own seat plan for these 12 leaders based on your knowledge of their backgrounds.
Discuss why you arranged them that way.
Assessment Criteria
Prepared by: Approved by:
MARIBETH M. SEBOLINO, LPT. MS. JERLYN V. LOPEZ
Teacher Assistant Principal
Noted by:
JACQUELINE T. MORTEL, Ed. D.
High School Principal

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UNIT ASSESSMENT MAP

LEARNING AREA GRADE LEVEL

CONTENT STANDARD PERFORMANCE TASK

II. ASSESSMENT CRITEARIA

ASSESSMENT METHODS (Put an x mark on the blank where appropriate.)

__/___ Observation _____ Analyses of learners’ product

III. ASSESSMENT ACTIVITY

RECORDING METHODS (Put an x mark on the blank where appropriate.)

MAKING CONSISTENT JUDGEMENTS (Put an x mark on the blank where appropriate.)

__/___ Rubric linked to the assessment criteria

FEEDBACK ( Put an x mark on the blank where appropriate.)

__/___ Oral feedback from peers/teacher/others

1. Choosing a subset of a set is an example of ___.

2. Which of the following situations or activities involve permutation?

A. matching shirts and pants

C. assigning telephone numbers to subscribers

D. forming a committee from the members of a club

A. distinguishable permutations C. circular permutations

B. unique combinations D. circular combinations

Exercise 2: Can you show me the way?

2. How many blouse-and-skirt pairs are possible?

3. Show another way of finding the answer in item 1.

1. List all the possible codes out of the given digits.

2. How many possible codes are there?

3. What can you say about the list you made?

Exercise 3: To the Next level!

Do the following tasks by group.

2. solve the problem.

Prepared by: Approved by:

MARIBETH M. SEBOLINO, LPT. MS. JERLYN V. LOPEZ

Teacher Assistant Principal

JACQUELINE T. MORTEL, Ed. D.

High School Principal

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/_ Observation _____ Analyses of learners’ product

/_ Rubric linked to the assessment criteria

/_ Oral feedback from peers/teacher/others