Annex 1B to DepEd Order No. 42, s.
2016
GRADES 1 to 12 School PANABO CITY Grade Level
DAILY LESSON LOG NATIONAL HIGH 10
SCHOOL
Teacher JOHN MARK B. BARRIGA Learning Area
MATHEMATICS
Teaching Date & Time March 9, 2023; 7:30-8:30 Quarter 3
am. March 13, 2023; 4-5
pm.
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of combinatorics and
probability.
B. Performance The learner is able to use precise counting technique and probability in formulating
Standards conclusions and making decisions.
C. Learning Illustrates the permutation of objects. (M10SP-IIIa-1)
Competencies Derives the formula for finding the number of permutations of n objects
taken r at a time. (M10SP-IIIa-2)
Solves problems involving permutations. (M10SP-IIIb-1)
II. CONTENT Circular Permutation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Learning
Materials from LR
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous After the class management, the teacher gives brief review for what is the last
lesson or discussion’s topic.
presenting the
lesson After these, the teacher will give a sample problem relating to the topic of the day.
The general discipline of the discussion is the teacher should let the students
participate on the board work and try to avoid doing majority of the thinking process
to let the students try harder and develop critical thinking to respect metacognitive
process of the students with the current topic.
Question:
“Get the permutation of 3 students sitting in a round table.”
To illustrate the solution, the teacher with the students used FCP to lead them to the
final formula of the permutation case.
The teacher will ask the students to volunteer to answer this situation to give
appreciation to those who advanced study the topic.
If there is, ask the student how he/she comes-up with the solution. Then proceed to
the flow-plan of the discussion even the student can or cannot explain the concept
for those students who needed time to comprehend the concept.
Guide questions:
What do you understand from the given situation?
What are our given?
What is our total of elements or “n”?
What is the condition?
After the guide questions, the teacher will give activity to students where each one
of them have to participate for step-by-step understanding of the concept through
illustration of the solution of the problem.
Teacher: “There are many methods to understand and answer this problem. One
effective method is through Fundamental counting principle (FCP) and illustrating
the problem.”
“If we use linear permutation we can have the outcome of 6 since 3! is
equal to 6.”
“But that's not the case here. The problem talks about Circular.”
To fully understand this,
1. list all possible arrangements. Then,
2. Make circles equal to possible arrangements.
3. Distribute each possible arrangement around each circle.
The teacher will ask the students to follow the steps through board work or on their
own.
Guide Questions:
What can you have observed from our illustration?
How about the arrangements of the students around the cicle?
By these observations, what can you conclude to some arrangements that are
the same?
Are there changes from the linear permutation outcomes to our illustration?
To fully understand the concept, the teacher will give another condition from the
example above to differentiate.
Teacher: “How about we have 4 students to be arrange on the circular table?”
The students use the same method for illustrating the problem.
Guide Questions:
Is there a change of possible outcomes from using linear permutation to
illustrating the problem?
Observe how the value of each sample have changed.
From these, can we construct a formula for this case problem?
Other way to understand this case is to observe the illustration.
The teacher will ask the students to erase the arrangements in the board for
observation. Then distribute student 1 to different slots around the circle in every
different circles. Then try to observe what is the difference between each circle.
Then support the observation when we add 2 in every different slot in every circles.
Guide Questions:
What have you observed from the 2nd element in every circles. Are they different
arrangements or the same?
By these observations what can we conclude?
Can we construct a formula concluding this observation?
B. Establishing a The teacher will reveal the title of the discussion and will ask the students to read
purpose for the the learning objectives presented through a PowerPoint presentation.
lesson
At the end of the session, the learners are expected to;
1. Illustrate Circular permutation.
2. Understand the formula of circular permutation. And,
3. Evaluate different problems involving circular permutation.
CIRCULAR PERMUTATION
Circular permutation is the total number of ways in which n distinct objects can be
arranged around a fix circle.
C. Presenting To support their learning from the discussion, the teacher will give examples
examples/instance that the student will answer.
s of the new lesson
You and your peers attended a wedding ceremony. If you have 6 peers, in
how many possible ways can all of you be sit in a round table?
Solution:
Since you and your peers are going to sit in a round table, therefore there are
7 people to include in counting the arrangements.
n=7
Type of Problem = Circular permutation
P⁷ = (7-1)!
= 6!
= 6*5*4*3*2*1
= 720 possible arrangements
D. Discussing new
concept and
practicing new
skills #1
E. Developing
Mastery (Leads to
Formative
Assessment)
F. Finding practical
applications of
concepts and skills
in daily living
G. Making
generalization and
abstraction about
the lesson
H. Evaluating learning NA
I. Additional activities The teacher will give instructions for continuation of the topic next meeting.
for application or Next meeting we will have a set of problems to evaluate with regards to circular
remediation
permutation.
After the next meeting we will have a long quiz consisting with distinguishable
permutation, permutation with and without repetition, permutation permutation
with certain condition, and circular permutation.
V. REMARKS
VI. REFLECTION
A. Number of learners who
earned 80% in the evaluation.
B. Number of learners who
require additional activities for
remediation who scored below
80%.
C. Did the remedial lessons work?
Number of learners who have
caught up with the lesson.
D. Number of learners who needs
to continue to remediation.
E. Which of my teaching
strategies works well? Why did
this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared and implemented by:
JOHN MARK B. BARRIGA
Practice Teacher
Checked by:
JAY CRIS C. BALADJAY
Master Teacher I
