Lesson Plan Title: Permutations with Identical Objects

Date: March 30, 2018

Subject: Foundations of Mathematics 30 Grade: 30
Topic: Permutations Essential Question:

Materials: Foundations of Mathematics 30 Textbook 4.4

- Disc Drop Game Handout

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
By the end of the lesson, the students should be able to determine the number of permutations in situations
where some of the objects are identical or not distinguishable. They need to understand the difference
between a permutation and combination.

Broad Areas of Learning:

Sense of Self, Community, and Place: Through class discussion, students will build relationships that develop
a greater understanding of their peers. They will create a balance between their intellectual, physical, and
emotional dimensions through the interactions with others in a more relaxed setting. In this setting, students
are able to learn more about themselves as a student and how they participate with others.

Lifelong Learners: Using previous knowledge, students can build on these skills by applying it to new
situations. They can demonstrate their ability to learn mathematics in real-world settings through
investigating certain problems. This skill is built to help students adapt what they know to new situations
helping them to become lifelong learners.

Cross-Curricular Competencies:

Developing Thinking: Students will use knowledge from previous lessons to develop the definition of a
permutation that involves identical objects. They will have to think critically and creatively when analyzing the
Disc Drop game determining various possibilities that exist. In groups, students will have the chance to assess
different ideas in solving each problem and present their reasoning to each situation.

Developing Literacies: Using different strategies, students will make sense of numbers and how they can
change in permutations when there are identical objects. Different technology will help to connect the ideas
being discussed and put them in an easier context to understand. Through the involvement of multiple
literacies, students who learn better using different methods will have the chance to gain a deeper
understanding of the methods that they are not as comfortable with therefore developing their literacy skills.

Outcome(s):
FM30.6 Demonstrate understanding of combinatorics including:

 the fundamental counting principle

 permutations (excluding circular permutations)
 combinations.
PGP Goals:
1. 1 the ability to maintain respectful, mutually supportive and equitable professional relationships with
learners, colleagues, families and communities
4. 1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan
lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of
Education
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as social, intellectual, physical and spiritual
beings

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

- Exit slip will give insight into what the students have learned during the lesson

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

- Homework questions
- Midterm-unit review and Unit exam at the end of the unit will determine what knowledge the
students are gaining and whether they have met the outcomes.
- Example videos

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Write on the board:
Learning Objective:
- Develop, generalize, explain, and apply strategies for determining the number of
permutations of n elements taken n at a time where some of the elements are not
distinguishable.

- All examples will be presented using the smartboard. For students who have trouble seeing,
they can connect to the smartboard using Splashtop – displays the smartboard screen or any
device screen connected to wifi onto another screen with access to the code.

- Present the idea of having identical objects in the problem

o Use explore as an example
o Have the students choose two four letter words one of which contains two of the same letter.
From the previous lesson, have them arrange these letters to see how many arrangements
they can find. Explain how having two of the same letters creates less arrangements
 Main Procedures/Strategies:

- Investigate math – will lead the students to discover P = n!/a!b!c!...

- Promote class discussion
- Have the students work in groups on the prompt questions
- The students will present their answers to the questions and why they solved them the way they did
by creating a video that will be posted for the rest of the class to see. This video should describe the
methods to solving each problem and their thought process they went through to find an answer.
They will be able to choose whichever editing applet they want when putting the video together.
These videos will be created from the following examples:
- Look at example 1,2,3 from Chapter 4.4 in the Textbook
- Disc Drop Game: provide handout and load website
o http://coolbuddy.com/games/game.asp?gid=143
o How many ways can you drop the discs if you can land in the same slot?
o How many ways can you drop the discs if you can’t land in the same slot?
o How many combinations of total scores can you get?

Adaptations/Differentiation:

- Create a visual game of the Disc Drop Game rather than on paper

Closing of lesson:

- Remind students to bring problems they are struggling with to the next class
- Assign homework problems
- Exit slip
- If there is time students can play the Disc Drop Game: provide handout and load website
o http://coolbuddy.com/games/game.asp?gid=143
o How many ways can you drop the discs if you can land in the same slot?
o How many ways can you drop the discs if you can’t land in the same slot?
o How many combinations of total scores can you get?

Personal Reflection:
I have not taught this lesson yet.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)