DAILY LESSON LOG OF MA10SP- IIIC-2 (Week Three-Day Three)
School Esperanza National High Grade Grade 10
School Level
Teacher Rosesalee L. Jaducan Learning Mathematics
Area
Teaching Date March 22, 2023/ 2:00 pm-
Quarter III
and Time 3:00 pm
I. Objectives
At the end of the lesson, students should be able to:
a. Identify the situations that involve permutation and
combination,
b. Differentiate permutation from combination of n objects taken
r at a time; and
c. Demonstrate appreciation in differentiating permutation from
combination of n objects taken r at a time.
Content Standards:
The learners demonstrate understanding of key concepts of
combinatorics and probability.
Performance Standards:
The learners are able to use precise counting technique and
probability in formulating conclusions and making decisions.
II. Subject Matter
Learning Competency: Differentiates permutation from combination of
n objects taken r at a time (MA10SP- IIIC-2)
Topic: Combination
Reference: Mathematics Learner’s Module for Grade 10 pages (301-
309)
III. Procedures
A. Preliminary Activities
1. Drill
Prayer
Greetings
Checking of Attendance
Checking of Assignment
Dissemination of Classroom Rules
2. Review
The teacher will ask the students about the previous lesson
The teacher will ask the students about what they have
learned about the previous lesson
3. Motivation
The teacher lets the students answer an activity to review
the previous lesson.
“IDENTIFY ME”
Which tasks/activities illustrate permutation or combination?
1. Choosing 10 questions to answer out of 15 questions
in a test.
2. Drawing a set of 6 numbers in a lottery containing
numbers 1 to 58.
3. Winning in a singing contest.
4. Selecting 3 people to form a committee.
5. Opening a combination lock of a bicycle.
Answer:
3 and 5- permutation
1, 2, and 4 – combination
B. Lesson Proper
1. Activity
The teacher lets the students work by pair and let them answer the
exercise:
Identify which situations illustrate permutation and which illustrate
combination
1. Choosing four of your friends to attend in your debut.
2. A teacher wants to assign 4 different tasks to her four students.
3. Twelve people occupy the 12 seats in a front row in a theater.
4. Picking 9 balls from a basket of 20 balls.
5. A researcher selects a sample with a size of 7 from a population of
30 households.
Answer:
1, 4, and 5 – illustrate combination
2 and 3 –illustrate permutation
2. Analysis
After completing the activity, answer the guide questions below.
1. What do you call the different ways of arranging a set of
objects in a specific order?
2. What do you call the number of ways of selecting from a set
when the order is not important?
3. Abstraction
The teacher will let the students realize which situation involve
permutation and which involve combination.
The fundamental difference between permutation and combination
is the order of objects. In permutation the order of objects is very
important and in the case of combination the order is not important.
The teacher summarizes the mathematical concepts on the
difference of permutation and combination through question like:
The teacher will ask students how did they differentiate situations
that involve permutations from those that involve combination?
Answer:
The situations in which order is important
involve permutations, while those in which
order is not important involve combinations.
4. Application
a. The teacher will divide the class into 10 groups and will
distribute manila papers and felt-tip-pen each group.
b. After 5 minutes, each group representatives will present their
outputs.
The teacher lets the students work by pair and let them answer the
exercise:
Identify which situations illustrate permutation and which illustrate
combination
1. Choosing four of your friends to attend in your debut.
2. A teacher wants to assign 4 different tasks to her four students.
3. Twelve people occupy the 12 seats in a front row in a theater.
4. Picking 9 balls from a basket of 20 balls.
5. A researcher selects a sample with a size of 7 from a population of
30 households.
Answer:
1,4, and 5 – illustrate combination
2 and 3 –illustrate permutation
C. Concluding Activities
1. Valuing
Ask the learners about the importance of knowing the
difference between the combination and permutation
2. Generalization
Ask the learners to summarize the lesson about the
difference between permutation and combination
IV. Evaluation
Let the students answer individually the formative assessment.
Identify which situation illustrate permutation and which illustrate combination.
Use Activity 4. “Perfect Combination” numbers 1-10, page 310 of the
Learner’s Module.
Answer Key:
Situations 1,4, 5, and 7 – illustrate permutation
Situations 2, 3, 6, 8, 9, and 10 – illustrate combination
V. Assignment
Essay: ¼ sheet of paper
1. What is the importance of permutation and combination in our daily
lives?
2. What is the difference between permutation and combination? (In your
own words)
Prepared by: Reviewed by:
ROSESALEE L. JADUCAN MERLY A. ITIL
PST Teacher III
Checked by: Approved by:
JOY L. OGUES LATREIA E. ESTABILLO
Master Teacher II Principal I
