Teaching and Learning Plan Permutations, Combinations & Probability

Lesson Title: Code-Breaker

Prior Knowledge:

Students should have covered the fundamental principle of counting before attempting
this activity.

Students do not require any prior knowledge of probability before beginning this
topic. The content has been designed as a general introduction to probability. Students
should have a general knowledge of Arithmetic before the lesson begins. The teacher
will also have to prepare for this class in advance by teaching general information
about a pack of cards, e.g. How many suits, names of suits, how many black cards,
red cards, Kings, Queens etc.

Learning Outcomes:

All pupils will be able to:

Arrange the letters and numbers in the code exercise to come up with a number of
possible permuations.

Count the number of cards in a certain suit/character to come up with the maximum
number of those cards that could be selected from a deck.

Some pupils will be able to:

Arrange the letters and numbers in the code exercise to come up with a ALL possible
permuations.

Derive an expression to represent the probability of choosing a certain suit/character

card when one card only is chosen from a deck.

A few pupils will be able to:

Come up with the formula for discovering the number of permutations possible from
a given set of data.

Derive an expression to represent the probability of choosing a more specific type of

card (e.g. red Queen), when one card only is chosen from a deck.

Page 1 of 32
New Vocabulary:

Suit Spades Diamonds

Hearts Clubs Probability

Chance Permutations Arrangements

Limitations Selections

Resources:

o Sets of Colour-coded letter and number cards for the code-breaking activity.
o (approximately 14 sets per group of 3 students)

o Code-breaker activity sheet.

o Sets of 4 number cards for the ATM pin activity.

o (approximately 25 sets per group of 3 students)

o ATM pin activity sheet.

o Flashcards for terminology and symbols.

o Deck of cards (one per 3 students).

o Giant deck of cards

o Deck of cards activity sheet.

Possible misconceptions/difficulties for students:

Students may have the misconception that codes cannot begin with the number zero.
They may have difficulty in bringing a logical method to the code exercise.

Key teaching strategies for this topic:

The key strategies required to teach this topic are active, hands-on learning (students
dealing out cards, constructing codes, physically doing exercises during the lesson),
appealing to the students multiple intelligences (visual, kinaesthetic, logical),

Page 2 of 32
constructivism (building on any prior general knowledge the students have of pin-
codes, atm codes, chance, probability etc.).

Real life context:

This activity is very relevant to everyday life: Students selecting an atm code, mobile
phone pin code, security alarm code etc., and realising the number of permutations
available to them.

It also introduces them to new terminology in relation to the deck of cards, and
refreshes their knowledge of the make-up of the deck.

It gives students a concrete example to develop the notion of chance, and to

investigate how the probability of an event can vary by changing one or more
variables.

Syllabus context:

Task 3 - Junior Certificate (ordinary and higher level) / Tasks 1, 2 & 3 - Leaving
Certificate (foundation, ordinary and higher level):

Students should be able to

Use the fundamental principle of counting to determine the total number of possible
outcomes in a given example.

List all the possible outcomes of practical experiments such as rolling a die, tossing a
coin, card drawing, selecting a coloured item from a mixture of coloured items.

Estimate likelihood on a scale of 0 100% or 0 1. Role of expected value in

decision-making.

Determine the probability of desired outcomes in problems involving experiments,

such a coin-tossing, dice-throwing, playing card drawing (one card ordinary, two
cards higher).

Page 3 of 32
1. Detailed Teaching and Learning Plan

Student Learning Tasks: Student Activities: Teachers Support and Actions Checking Understanding
Teacher Input Possible and Expected
Responses
Task 1 Code-breaker Pin code for mobile Write all student responses on The Students discussion
phone, ATM card, the board, in the form of a brain- about various places they
Ask students for examples security alarm. storming activity. use codes will get them
of where they use codes in thinking about the
everyday life. relevance of this topic in
everyday life.
Explain the code-breaker During the activity, the teacher The teacher will note any
activity to the class, using a will move among the students, difficulties students may
Digital Projector. Show answering any possible have as they move around
students the set of colour difficulties they may have, but the classroom, and rectify
coded cards; 3 letters not prompting students who are these as a class
working together. announcement or in
Students must try to come up Students will record individual groups.
with the maximum number of each viable code they A time limit will be set for this
codes possible, using the 3 discover in their exercise to ensure there is ample
letters in each code. copies. time set aside for the activity
sheet on completion of the code-
Teacher will show students an breaking.
example of the first 2 codes on
the Digital Projector to ensure
they understand the exercise.

Some students may

A few minutes into the activity, suggest working the The teacher can ask the
the teacher may ask for the codes out in order, e.g. students why they think
attention of the class in ABC After this suggestion, the teacher listing the codes in a logical
answering the following BCA might want to move to some of order is a better method
question: CBA etc. the weaker groups who may have than listing them randomly,
Is there a LOGICAL way of been coming up with the codes in to check for full
coming up with each code? Some groups will most a random fashion, and explain understanding.
likely give different the logical method to them
answers to others. individually.
Once the time limit has been This gives any group who
reached, the teacher will ask for did not find all the codes an
suggestions for the maximum opportunity to write them
number of codes possible. The teacher will show the down.
students a list of all the possible
codes, via the Digital Projector.

Teacher will try to extract the

formula for completing this
activity from the students, by
asking the following questions:

How many choices do you have

for the 1st letter?
If A is picked, how many choices
do you now have for the 2nd
letter?
If B is then picked, how many
choices do you now have for the
3rd letter?

For this activity, the following Students will use the The teacher will then hand out The purpose of the activity
resources will be required: coloured cards the activity sheet along with the sheet is to bring together
throughout the activity. cards, and ask the class to the active learning activity
Digital Projector complete it in their groups. and a number of questions
Sets of colour-coded cards The activity sheet will that will challenge the
Activity Sheet be handed out at the Teacher will specify that the students.
beginning of the task. answers will be discussed as a
class as soon as the sheet has Some of the better
been attempted by the individual students may even come
 groups. up with the formula for this
exercise.
A time limit will be set for this
activity also.

On completion of the activity

sheet the teacher will take
answers from the class and fill in
correct solutions on an activity
sheet on the Digital Projector

If not already discovered,

students will be introduced to the
formula for determining the
number of permutations possible
from a given set of data.
The new vocabulary for this The teacher may ask a number of To check for understanding,
exercise will only be introduced questions using the new the teacher may ask the
after the worksheet has been vocabulary to get students used students to explain the
attempted by all groups. to hearing these words to words arrangements and
describe the activity they have permutations to them,
The teacher will explain that just completed. either by defining them or
the words arrangements and using them in a sentence.
permutations are just
alternatives to saying ways.

Students are not expected to Students will learn that there Teacher will ask students
have any real misconceptions in may be more permutations what they learned at the
relation to this task, other than possible that they originally end of the task.
the fact that they may not thought by actively completing
expect there to be as many this code-breaker activity, using
permutations possible as there the colour-coded cards.
are, with the set of letters and
numbers they have been given. The cards are colour-coded to
make it easier for students to
 arrange them, and to try to help
eliminate the possibility of
students missing a code.

Task 2 ATM pin

Explain the activity to the class, Students will record During the activity, the teacher The teacher will note any
using the interactive the answers to the will move among the students, difficulties students may
whiteboard. Show students the questions on the answering any possible have as they move around
set of four number cards they activity sheet. difficulties they may have, but the classroom, and rectify
will use. not prompting students who are these as a class
working together. announcement or in
Show students the individual groups.
accompanying activity sheet, A time limit will be set for this
and specify that when exercise to ensure students work
answering some of the quickly.
questions they MAY use the
formula that they discovered in
Task 1. Some groups will most
likely give different
answers to others. This gives any group who
The teacher will work through did not get the correct
Once the time limit has been correct answers with students on answer an opportunity to
reached, the teacher will ask for the Digital Projector write it down.
suggestions to the questions on
the activity sheet.
For this activity, the following Students will use the On completion of the activity The purpose of the activity
resources will be required: number cards as an sheet the teacher will specify sheet is to expand on the
aid throughout the that it is to be placed in each previous Task by
Digital Projector activity. students maths folder, along challenging students with
Sets of number cards with the activity sheet from Task questions that require a
Activity Sheet The activity sheet will 1. little more thought and
 be handed out in debate.
conjunction with the
cards.

The new vocabulary for this The teacher may ask students to To check for understanding,
exercise will only be introduced explain the word limitation, or the teacher may ask the
as the worksheet is being give alternatives to this word. students to explain the
explained. word either by defining it or
using it in a sentence.
The teacher will explain that
some of the questions involve a
limitation, i.e. a restriction.

The only misconception that Students will learn that by Teacher will ask students
students are expected to have placing a limitation in the what they learned at the
is that they may not consider it question, the number of end of the task.
possible to start a code like an permutations possible for a given
ATM pin or phone pin with the set of numbers is greatly
number zero. reduced.
Task 3 Code-breaker 2

Explain the code-breaker During the activity, the teacher The teacher will note any
activity to the class, using the will move among the students, difficulties students may
digital projector. Show students answering any possible have as they move around
the set of colour coded cards; 3 difficulties they may have, but the classroom, and rectify
letters and 2 numbers. not prompting students who are these as a class
working together. announcement or in
Students will record individual groups.
Students must try to come up each viable code they A time limit will be set for this
with the maximum number of discover in their exercise to ensure there is ample
codes possible, using the 3 copies. time set aside for the activity
letters and 2 numbers in each sheet on completion of the code-
code. breaking.

Teacher will show students an

example of the first 2 codes on
the digital projector to ensure
they understand the exercise. Some students may
suggest working the The teacher can ask the
codes out in order, e.g. students why they think
A few minutes into the activity, ABC12 After this suggestion, the teacher listing the codes in a logical
the teacher may ask for the BCA12 might want to move to some of order is a better method
attention of the class in CBA12 etc. the weaker groups who may have than listing them randomly,
answering the following been coming up with the codes in to check for full
question: Some groups will most a random fashion, and explain understanding.
Is there a LOGICAL way of likely give different the logical method to them
coming up with each code? answers to others. individually.
This gives any group who
did not find all the codes an
opportunity to write them
Once the time limit has been The teacher will show the down.
reached, the teacher will ask for students a list of all the possible
suggestions for the maximum codes, via the digital projector.
number of codes possible.
Teacher will try to extract the
formula for completing this
activity from the students, by
asking the following questions:

How many choices do you have

for the 1st letter?
If A is picked, how many choices
do you now have for the 2nd
letter?
If B is then picked, how many
choices do you now have for the
3rd letter?
How many choices do you have
for the 1st digit?
If 1 is picked, how many choices
do you have for the 2nd digit?

For this activity, the following Students will use the The teacher will then hand out The purpose of the activity
resources will be required: coloured cards the activity sheet, along with the sheet is to bring together
throughout the activity. coloured cards. the active learning activity
Digital Projector and a number of questions
Sets of colour-coded cards The activity sheet will Teacher will specify that the that will challenge the
Activity Sheet be handed out at the answers will be discussed as a students.
beginning of the task. class as soon as the sheet has
been attempted by the individual Some of the better
groups. students may even come
up with the formula for this
 A time limit will be set for this exercise.
activity also.

On completion of the activity

sheet the teacher will take
answers from the class and fill in
correct solutions on an activity
sheet on the Digital Projector.

If not already discovered,

students will be introduced to the
formula for determining the
number of permutations possible
from a given set of data.
Students are not expected to Students will learn that there Teacher will ask students
have any real misconceptions in may be more permutations what they learned at the
relation to this task, other than possible that they originally end of the task.
the fact that they may not thought by actively completing
expect there to be as many this code-breaker activity, using
permutations possible as there the colour-coded cards.
are, with the set of letters and
numbers they have been given. The cards are colour-coded to
make it easier for students to
arrange them, and to try to help
eliminate the possibility of
students missing a code.
Task 4 Probability

The teacher hands each group The students will Flashcards showing the names & The teacher can check for
of 3 students a shuffled deck of answer the teachers symbols of the suits and understanding by showing
cards. questions by characters will be displayed on the class a card from the
organising their deck the blackboard so that students giant deck and asking them
Students are asked to find the of cards and counting can refer to them during the to name it or finds its
following 4 cards in the pack, how many activity. equivalent in the deck that
and lay them out on their desk: suits/character cards they possess.
10 of Diamonds there are in the deck.
King of Spades
Queen of Hearts
Six of Clubs

Using flash cards, jumbo cards This exercise is to ensure

and questioning, the teacher students are familiar with exactly
introduces students to the how many cards are in the deck,
terminology associated with a how many suits there are, how
pack of cards. many red cards, black cards, red
kings etc. etc. before the
probability questions are
introduced.

Teacher poses the following Students use prior This activity acts as a bridge
question: knowledge (i.e. between the permutation
How many ways are there of formula) to answer this exercises and the probability task
arranging these 4 cards? question to follow.

Teacher checks student

The teacher hands each group Students will write the A time limit is set for this task. comprehension by taking
of students an activity sheet. answers to Q1 directly answers to the questions as
 on the activity sheet. Students are informed that they soon as the time limit has
Students are to attempt MUST give a reason for every been reached.
question 1 only within their answer that they write.
group.

Students can write the A time limit is set for this task. Learning is checked by
Once Q1 has been completed, answer to the question The teacher can move through asking a number of groups
the teacher guides the students on the activity sheet. the class to answer any to read out what they
through question 2. questions/difficulties which may answered for the sample
arise during the exercise. question.
The students are introduced to
the idea of chance, and the
class discuss the meaning of
the phrase what are the
chances of Students write all
answers directly on the The teacher can check
Students are told to complete activity sheet. comprehension by moving
the remainder of the activity through individual groups
sheet in their groups. and checking their
answers, and importantly,
the reasons that they are
giving to justify those
answers.
For this activity, the following Students will use the On completion of the activity The purpose of the activity
resources will be required: deck of cards as an aid sheet the teacher will specify sheet is to introduce
throughout the activity. that it is to be placed in each students to the very basic
Flashcards students maths folder, along concepts of chance and
Decks of cards The activity sheet will with the activity sheet from Task probability.
Jumbo deck of cards for teacher be handed out once 1 and 2.
Activity Sheet the initial introduction
to the terminology has
been completed.
 The new vocabulary for this The teacher may ask students to See previous.
exercise will only be introduced identify a number of cards from
before the worksheet is handed the giant deck to check their
out through the use of understanding & pronunciation.
flashcards.

The activity sheet reinforces the

new terminology that the
students have learned by
making them repeat and spell
the new words.

Students may have the Students will learn that the Teacher will ask students
misconception that certain chances of choosing a certain what they learned at the
cards are more difficult to card randomly from a deck end of the task.
choose than others, even depends on the number of those
though the same number of cards present, and also on the
them are present in the deck, total number of cards.
e.g. a King being harder to
choose than a Queen, an Ace
being harder than a Jack.

2. Summary and reflection what has been learned

How the lesson Students write How does the teacher help students to
will be rounded down /summarise recall?
off? key learning
points Questioning
Recap of new Teacher needs to stress what needs to be
terminology, & remembered.
setting of
 homework. Formula
Reference can be made to what they will
do next class.

3. Homework

What homework Will students be Is the textbook providing

will consolidate required to use appropriate homework or
and extend the skills learned in would longer term
learning? class and apply investigative work be
the skills in new more appropriate?
Students asked ways?
to think about Both are necessary to
entering a code Yes equip students with the
for their ATM development of necessary skills in
card or security logical thinking understanding the
alarm. Using which is concepts of permutations
digits 0-9 transferable to & probability.
students asked many other
to come up with areas of maths.
the total number
of permutations
possible.

Followed on by a
number of
questions from
Text & Tests 5.

After the lesson summarise the evaluation act on it - make any necessary changes to the T&L plan
 Activity Sheet 1 Code Breaker
A code must consist of 3 letters.

List all the possible codes that can be made from the letters you have been given,
in the box below.

e.g. ABC

How many codes have you?

How many choices do you have for the 1st letter?

If A is picked, how many choices do you now have for the 2 nd letter?

If B is then picked, how many choices do you now have for the 3 rd letter?

Can you come up with an easier way of arriving at your answer for the above
question?
 Activity Sheet 1 Code Breaker with Answers
A code must consist of 3 letters.

List all the possible codes that can be made from the letters you have been given,
in the box below.

e.g. ABC

ABC, ACB, BAC, BCA, CAB, CBA.

How many codes have you?

How many choices do you have for the 1st letter?

If A is picked, how many choices do you now have for the 2 nd letter?

If B is then picked, how many choices do you now have for the 3 rd letter?

1
Can you come up with an easier way of arriving at your answer for the above
question?

3 2 1 6
 Activity Sheet 2. ATM

You must choose a new 4 digit ATM pin number from the numbers
5, 0, 3, 8.

List all the possible pin numbers in the space below.

How many pin numbers in total are possible?

How many of these pin numbers begin with 3?

How many of these pin numbers are greater than 4000?

Can you come up with an easier way of arriving at your answer for
the above question?

How many of these pin numbers are less than 1000?

How many of the pin numbers are odd numbers?

What are the chances that your pin number is odd?

 Activity Sheet 2 ATM with answers

You must choose a new 4 digit ATM pin number from the numbers
5, 0, 3, 8.

List all the possible pin numbers in the space below.

0358 3058 5038 8035

0385 3085 5083 8053

0538 3508 5308 8305

0583 3580 5380 8350

0835 3805 5803 8503

0853 3850 5830 8530

How many pin numbers in total are possible?

24
How many of these pin numbers begin with 3?

How many of these pin numbers are greater than 4000?

12

Can you come up with an easier way of arriving at your answer for
the above question?

2x3x2x1=12

How many of these pin numbers are less than 1000?

6
How many of the pin numbers are odd numbers?

12

What are the chances that your pin number is odd?

12 1

24 2
 Activity Sheet 3: Code Breaker 2
A code must consist of 3 letters followed by 2 numbers.

List all the possible codes that can be made from the letters and numbers you have
been given, in the box below.

e.g. ABC12

How many codes have you?

How many choices do you have for the 1st letter?

If A is picked, how many choices do you now have for the 2 nd letter?
If B is then picked, how many choices do you now have for the 3 rd letter?

How many choices do you have for the 1st digit?

If 1 is picked, how many choices do you now have for the 2nd digit?

Can you come up with an easier way of arriving at your answer for the above
question?

If the above letters & numbers could be arranged in any order, how many codes are
now possible?
 Activity Sheet 3: Code Breaker 2 with answers
A code must consist of 3 letters followed by 2 numbers.

List all the possible codes that can be made from the letters and numbers you have
been given, in the box below.

e.g. ABC12

ABC12 BAC12 CAB12

ABC21 BAC21 CAB21

ACB12 BCA12 CBA12

ACB21 BAC21 CBA21

How many codes have you? 12

How many choices do you have for the 1st letter?

If A is picked, how many choices do you now have for the 2 nd letter?
 2

If B is then picked, how many choices do you now have for the 3 rd letter?

How many choices do you have for the 1st digit?

If 1 is picked, how many choices do you now have for the 2nd digit?

Can you come up with an easier way of arriving at your answer for the above
question?

3X2X1X2X1=12

If the above letters & numbers could be arranged in any order, how many codes are
now possible?

5X4X3X2X1=120
 Activity Sheet 4: What are the chances?.......

A deck of cards is shuffled, and turned upside down in front of

you.

Answer the following questions, giving a reason for your

answers:

Question 1: Will I definitely choose a red card?

2. Which of the following statements BEST describes my chances

of choosing a RED card:

I will not choose a red card.

I might choose a red card.

I will probably choose a red card.

I have equal chances of choosing a Red or a Black card.

Reason:
3. What are the chances of choosing a Black card?

4. What are the chances of choosing a King?

5. What are the chances of choosing a Red King?

6. What are the chances of choosing a picture card?

 Activity Sheet 4: What are the chances?....with
answers.

A deck of cards is shuffled, and turned upside down in front of

you.

Answer the following questions, giving a reason for your

answers:

Question 1: Will I definitely choose a red card?

NO

2. Which of the following statements BEST describes my chances

of choosing a RED card:

I will not choose a red card.

I might choose a red card.

I will probably choose a red card.

I have equal chances of choosing a Red or a Black card.

Reason:
There are the same number of red cards in the deck as black
cards.

3. What are the chances of choosing a Black card?

26 1

52 2

4. What are the chances of choosing a King?

4 1

52 13

5. What are the chances of choosing a Red King?

2 1

52 26

6. What are the chances of choosing a picture card?

12 3

52 13