- the fundamental counting principle
- permutations (excluding circular permutations)
- combinations.
[ME, PS, R, T, V]
| (a) |
Represent and solve counting problems using a graphic organizer. |
| (b) |
Develop, generalize, explain, and apply the fundamental counting principle. |
| (c) |
Identify and justify assumptions made in solving a counting problem. |
| (d) |
Create and solve situational questions involving the fundamental counting principle. |
| (e) |
Develop, generalize, explain, and apply strategies for determining the number of arrangements of n elements taken n at a time. |
| (f) |
Explain, using examples, how factorials are related to the determination of permutations and combinations. |
| (g) |
Determine, with or without technology, the value of a factorial. |
| (h) |
Solve equations that involve factorials. |
| (i) |
Develop, generalize, explain, and apply strategies for determining the number of permutations of n elements taken r at a time. |
| (j) |
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. |
| (k) |
Solve situational questions involving probability and permutations. |
| (l) |
Explain, using examples, why order is or is not important when counting arrangements. |
| (m) |
Identify examples relevant to one's self, family, and community where the number of possible arrangements would be of interest to explain why the order within any particular arrangement does or does not matter. |
| (n) |
Develop, generalize, explain, and apply strategies for determining the number of combinations of n elements taken r at a time. |
| (o) |
Critique statements such as "If a question about determining the number of possible arrangements gives the names of the people involved, then it is a permutation question". |
