LESSON PLAN IN MATHEMATICS GRADE 10
(March 02, 2023)
I. Objectives
A. Content Standard: The learners will demonstrates understanding of
key concepts of combinatorics and probability.
B. Performance Standard: The learners will able to use precise counting
technique and probability in formulating conclusions and making
decisions.
C. Learning Competencies: (M10SP-IIlb-1) solve problems involving
permutations
D. Learning Objectives:
At the end of the lesson, the students should be able to:
a. define circular permutation
b. solve problems involving circular permutation
c. use the derived formula in solving problems involving clockwise
and counter clockwise orders
d. relate circular permutations in real-life situations.
II. Subject Matter
A. Topic: Circular Permutations
B. Materials: Laptop, PowerPoint, Chalk, Manila Paper, Marker
C. References: Mathematics Quarter 3 – Module 1
D. Values Integrated: Self-reliance and attentiveness
III. Procedure
A. Preparatory Activities
1. Prayer
2. Greetings
3. Checking of Attendance
B. Developmental Activities
Motivation
The teacher will show a picture and let the students analyse
what the picture is all about. Ask them what they have observed about
the picture
C. Activity
Group Activity: LET’S THINK!
Direction: The teacher will divide the students into 4 groups and let
them answer the question.
In how many ways can 3
students seated in a
circular/round table?
D. Analysis
Answer the following questions:
1. What have you observed in the activity?
2. What strategy did you use to get the possible ways?
E. Abstraction
CIRCULAR PERMUTATION
Circular permutation is the arrangement of objects in a circular
manner. It is the total number of ways in which n distinct object can be
arranged around a fixed circle defined as,
P= ( n−1 ) !
Analyze this:
Suppose it happens that (1) Jose, (2) Wally and (3) Paolo will visit you
in your house, how can you arrange them in a round table if you will
prepare them a snack?
These are 3 possible arrangements if we will arrange them in
clockwise position:
1
(1) Jose, (2) Wally, (3) Paolo
(2) Wally, (3) Paolo, (1) Jose
(3) Paolo, (1) Jose, (2) Wally 3 2
(a)
These are the 3 possible arrangements if we will arrange them in
counter clockwise position:
1
(1) Jose, (3) Paolo, (2) Wally
2 3
(b)
(3) Paolo, (2) Wally, (1) Jose
(2) Wally, (1) Jose, (2) Paolo
Thus, the permutation of n objects arranged in a circle is
P= ( n−1 ) !
Wherein:
n- is the no. of objects
To solve the given problem lets apply the formula
Given:
n= 3 (Jose, Paolo, Wally)
Solution:
P= ( n−1 ) !
P= (3−1 ) !
P=2 !
P=2 ×1
P=2
Therefore, there are 2 possible ways we can arrange Jose, Wally and
Paolo if they will seat in a round table.
There are two types of circular permutation:
a. When clockwise and counter-clockwise orders are different
b. When clockwise and counter-clockwise orders are the same
a. When clockwise and counter-clockwise orders are different/ If
the clockwise and counter-clockwise orders CAN be
distinguished, then the total number of circular permutations of n
elements taken all together is
Pn=n−1 !
Example 1:
Suppose 7 students are sitting around a circle. Calculate the
number of permutations if clockwise and anticlockwise arrangements
are different.
Pn=n−1 !
Substitute the values in the above formula to get the number of
combinations:
Pn=7−1 !
Pn=6!
Pn=6⋅5 ⋅ 4 ⋅3 ⋅2⋅ 1
¿ 720
Hence, there are 720 possible arrangements of 7 students around a
circle, given the fact that clockwise and anticlockwise arrangements
are different.
Example 2:
In how many ways can 8 people be seated at a round table?
Solution:
Pn=n−1 !
Pn=8−1 !
Pn=7 !
Pn=7 ⋅ 6 ⋅5 ⋅ 4 ⋅3 ⋅ 2⋅1
Pn=5040
Hence, 5040 different combinations are possible of 8 balls in a circle,
given the fact that the clockwise and anticlockwise arrangements are
different.
b. Observe the arrangement of different beads in a bracelet, keys on
the key rings, and the like. The clockwise and the counter-clockwise
orders are not distinguishable. So, when clockwise and counter-
clockwise orders are the same/ If the clockwise and counter-
clockwise orders CANNOT be distinguished, then the total number
of circular permutations of n elements taken all together is
n−1!
P= (without lock) and
2
But if bracelets, key rings, and the like have a lock, then the
permutation becomes linear and can be denoted as,
n!
P= (with lock)
2
where:
n - represents the number of objects in a set
Example 1:
In how many ways can 5 different beads be arranged if:
a. a bracelet has no lock?
b. a bracelet has a lock?
Solutions:
a.
5−1!
P=
2
4!
P=
2
24
¿
2
¿ 12
P=12 ways
b.
5!
P=
2
120
P=
2
P=60 ways
Example 2:
Suppose 7 students are sitting around a circle. Calculate the
number of permutations if clockwise and anticlockwise arrangements
are the same.
n−1!
P=
2
Substitute the values in the above formula to get the number of
combinations:
7−1!
P=
2
6!
P=
2
720
¿
2
¿ 360
Hence, there are 360 permutations if 7 students are sitting around a
circle given that the clockwise and anticlockwise arrangements are the
same.
F. Application
The teacher will divide the student into 5 groups and choose a
representative each group to present their answer in the class.
Direction: Brainstorming. Pick a color and answer the following
questions correspond and show your solution. Write it in the Manila
paper provided by the practice teacher.
1. In how many ways can 10 keys be arranged on a key ring if a key
ring has no lock?
2. 11 boy scouts are scatted around a camp fire. How many ways can
they be arranged?
3. In how many ways can eight different beads be arranged on a
bracelet if a bracelet has a lock?
4. Find the number of different ways that a family of 7 can be seated
around a circular table with 7 chairs.
5. 9 students are sitting around a circle. Calculate the number of
permutations if clockwise and anticlockwise arrangements are the
same.
Generalization: The teacher will ask the following questions.
1. How did you come up with your answer?
IV. Evaluation/Assessment
Direction: In a ½ sheet of paper. Answer the following questions and show
your solution. 5 points each.
1. How many ways can 10 different colored toy horses be arranged on a
merry-go-round?
2. In how many ways can 6 different beads be arranged if:
a. a bracelet has no lock?
b. a bracelet has a lock?
V. Assignment
The teacher will give an assignment to reinforce the lesson that will be
discuss next meeting.
Study in advance the following topic:
Illustrate the combination of objects
Prepared by: Checked by:
STEFANIE A. GRIJALDO JANICE F. CAGAS
Practice Teacher Cooperating Teacher
