GRADE 10 School BIGNAY NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON LOG

Teacher CRISELDA C. ANDADOR Learning Area MATHEMATICS

Teaching Dates and Time FEBRUARY 19-23,2024 Quarter THIRD

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

1. Content Standards The learner demonstrates understanding of key concepts of combinatorics and probability

2. Performance Standards The learner is able to use precise counting technique and probability in formulating conclusions and making decisions.

3. Learning Competencies/ Objectives Illustrates the combination of objects. (M10SP-IIIc-1) Illustrates the permutation of objects. (M10SP-IIIa-1) Differentiates permutation from combination of n objects taken r at a time. To help students become more proficient writers,
(M10SP-IIIc-2) critical thinkers, readers, and analysts.
Defines combination of objects and illustrates the formula for Solves simple problems involving combination of objects

combinations of n objects taken r at a time. Relates combination of objects to permutation of objects and differentiates
permutation from combination of n objects taken r at a time

II. CONTENT COMBINATION COMBINATION COMBINATION & PERMUTATION CATCH-UP FRIDAY

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Math MELCs DBOW Math MELCs DBOW Math MELCs DBOW

p. 110 p. 110 p. 110

2. Learner’s Materials pages MATHEMATICS LEARNER’S pages 301-316 MATHEMATICS LEARNER’S pages 301-316 MATHEMATICS LEARNER’S pages 301-316

3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources / Materials

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new ENGAGE: ENGAGE: ENGAGE:

lesson 4 Pics 1 Word's gameplay is very simple: each level displays four RECALL:
The students will be given passage to read.
pictures linked by one word - the player's aim is to work out what Determine whether each situation involves a permutation or a combination.
After reading a passage they answer the follow up
the word is, from a set of letters given in the pictures. 1. Five badminton players chosen from a group of 9
question and check if their answers are correct.
2. Seven toppings for a pizza

3. A classroom seating arrangement

 4. 15 books in a library shelf

5. Choosing a class president, vice president, and a secretary

6. Eight outfits chosen from fifteen outfits to be modeled

B. Establishing a purpose for the lesson ENGAGE:

1. Begin the lesson by posing a question to the class: ENGAGE:
ENGAGE:

"How many different combinations of toppings can you make for a Begin the lesson by presenting a scenario to the class: "You are
Begin the lesson by asking students: "Imagine you have a set of 5 different books on
pizza with pepperoni, mushrooms, and olives?" planning a trip to the amusement park and need to decide which
2. Allow students a few minutes to discuss their answers rides to go on. How many different combinations of three rides can
your shelf. How many different ways can you arrange these books?"

with a partner or in small groups. you choose from the available options?"
Allow students a few minutes to discuss their thoughts with a partner or in small
3. Facilitate a brief class discussion, encouraging Allow students a few minutes to discuss their approaches with a
groups.
students to share their thought process and reasoning. partner or in small groups.
Facilitate a brief class discussion, encouraging students to share their
Facilitate a brief class discussion, prompting students to consider the concept of
strategies for solving the
permutations and how it relates to arranging objects.

C. Presenting examples/ instances of the lesson

D. Discussing new concepts and practicing new skills EXPLORE: EXPLORE: Permutation is a method of arranging all the members in order.

#1 Discuss: Review the concept of combinations, explaining that combi-

The combination is selection of elements from a collection, in such a way that the
A combination is a mathematical technique that determines the nations involve selecting objects without considering the or-
order of the objects does not matter.
number of possible arrangements in a collection of items where the der.
order of the selection does not matter. Let the students analyze the problem.
The combination means “Selection of things”, where the order of
things has no importance.
Study the tasks or activities that follow, and then answer the questions below.

1. In which tasks/activities is order or arrangement important?

2. In which task/activities is order not important

E. Discussing new concepts and practicing new skills EXPLORE: EXPLORE:

#2

F. Developing mastery EXPLAIN: EXPLAIN:

(Leads to Formative Assessment 3) GROUP ACTIVITY

Break down the components of the formula, explaining the
EXPLAIN:
meaning of
n!(factorial of 1.How many choices of 5 pocketbooks to read can be made a set of
PERMUTATION OR COMBINATION?
n) and how it represents the number of ways to arrange nine pocketbooks? 1. In how many ways can five cars line up for a race?
n objects. 2. In how many ways can five players for a team be chosen from seven players?
Clarify the concept of factorial and provide examples to 2.From a class of 32 girls and 18 boys, how many study groups of 3
3. You have 5 shirts but you will take with you only 3 for your vacation. In how many
demonstrate its calculation. girls and 2 boys can be formed?
ways can you do this?
4. In how many ways can three painting be displayed from a collection of 10
3.A box contains 8 blue balls, 6 white balls, and 4 black balls. In how
THINK-PAIR-SHARE: 5. How many quadrilaterals can be drawn on a plane using 12 non-collinear points?
Let the students answer many ways can we select 4 balls such that two are blue, one white,

Activity 2: Put Some Order Here page 303 and one black

G. Finding practical applications of concepts and skills ELABORATE: ELABORATE:

in daily living Activity 4: Think-Pair-Share ELABORATE:

Perfect Combinations Activity 4: Think-Pair-Share

Decision making (selection of food or clothes, etc.)
Answer nos. 1-5 Perfect Combinations
Answer nos. 6-10 Possible Outcomes/Ways

H. Making generalizations and abstractions about the ELABORATE: ELABORATE: ELABORATE:

lesson GUIDE QUESTION GUIDE QUESTION

GUIDE QUESTION
What is combination? How do you solve problems involving Combinations? What is permutation?
Summarize the key concepts covered in the lesson, empha-
What is combination?
sizing the importance of understanding combination.

What is the difference between permutation and combination?

I. Evaluating learning EVALUATE: EVALUATE: EVALUATE:

Choose the letter of the correct answer.

GUIDE QUESTION FROM ACTIVITY 3
1. Nine points are marked on a circle. How many quadrilaterals can be

1.Did it matter in what order you selected the objects? formed?

a. 35 b. 84 c. 126 d. 3024

2.Give an example to justify your answer

2. Find the number of words with or without meaning, that can be formed

with the letters of the word CHAIR.

3.What do you call each unique selection?

a. 10 b. 25 c. 120 d. 3125

4.Can you find any pattern in the results? 3. How many ways can a club elect a president, vice president and a

secretary from a group of 5 people?

5.Can you think of other ways of finding these answers?
a. 10 b.20 c. 30 d. 60

4. Anabelle would like to invite 9 friends to go on a trip but has room for

only 5 of them. In how many ways can they be chosen?

a. 1520 b. 225 c. 156 d. 126

5. From a class of 12 girls and 18 boys, how many study groups of 3

girls and 2 boys can be formed?

a. 33 660 b.67 320 c. 142 506 d. 17 100 720

J. Additional activities for application or remediation ELABORATE: Do Activity 6: Choose Wisely, Choose Me 311
Do Activity 5: Flex That Brain page 311

V. REMARKS

VI. REFLECTION

1. No. of learners who earned 80% on the formative

assessment

2. No. of learners who require additional activities for

remediation.

3. Did the remedial lessons work? No. of learners who have

caught up with the lesson.

4. No. of learners who continue to require remediation

5. Which of my teaching strategies worked well? Why did

these work?

6. What difficulties did I encounter which my principal or

supervisor can help me solve?

7. What innovation or localized materials did I use/discover

which I wish to share with other teachers?