Unit 2 - Lesson 6

MDM4U-B
6
Organized Counting and Permutations
Mathematics of Data Management MDM4U-B
Lesson 6
Introduction
In this lesson, you will learn about organized counting. Organized counting is a type of
combinatorics. Combinatorics is the branch of mathematics that deals with counting the
number of ways in which something can be done in order to show you what the possible
outcomes are. Combinatorics has many applications that include scheduling (flights,
deliveries, timetables, and so on), finding the most efficient way to route Internet traffic,
and working out the probabilities in games of chance, such as lotteries.
Combinatorics is also an important foundation for many other statistical and probability
analyses that you will learn about in later units.
Here are some examples of problems that you will be able to solve in this course, using
organized counting techniques:
If a track team consists of 12 members, how many ways can the coach choose four of
the members to fill the four different positions in a relay race?
If an ice cream store sells 31 different flavours of ice cream, how many ways can you
order a cone that contains three scoops of ice cream?
In some lottery games, you choose six numbers from the numbers 1 through 49. How
many different possible lottery tickets are there?
Planning Your Study

You may find this time grid helpful in planning when and how you will work through
this lesson.
Suggested Timing for This Lesson (Hours)
Multiplicative Counting Principle
Permutations
Ordered N-tuples
Factorial Notation and Permutations
Key Questions
What You Will Learn

After completing this lesson, you will be able to
use the appropriate counting techniques to find the number of outcomes of a given
experiment or situation
use factorials to simplify the process of solving counting problems
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Copyright 2009 The Ontario Educational Communications Authority. All rights reserved.
Lesson 6
Multiplicative Counting Principle

Combinatorics is the branch of mathematics that deals with calculating the number
of possible outcomes in situations. This tells you what is possible. Once you know what
is possible, statistics can be used to determine the likelihood that a particular outcome
will occur out of all of the possible outcomes. As you will see later in this course, many
statistical analyses (for example, binomial probability) are based on these concepts. Thats
why it is important to learn something about them now.
One of the main rules you will use in solving counting problems is the multiplicative
counting principle. First, take a look at an example to illustrate this important principle.
Suppose that Nora wants to do her grocery shopping. She likes to shop at the farmers
market for fresh local produce, and the grocery store for household staples such as rice,
diapers, and detergent. She also likes to shop at the farmers market first, because she
doesnt want to have to carry heavy grocery items like laundry detergent around the
market. Suppose that there are three different routes from her home to the market, three
routes from the market to the grocery store, and two routes from the grocery store to her
home. How many routes can Nora take to do her shopping and return home?
You can use a diagram to help you count the possible number of routes. This diagram is
called a tree diagram. Each line represents a route or branch. For example, after Noras
market stop, there are three different routes to the grocery store. One of the branches
through Noras tree diagram shown here has been highlighted, to demonstrate one of her
possible shopping routes.
Grocery store
House
House
Market
Grocery store
Grocery store
Grocery store
House
Market
Grocery store
Grocery store
Grocery store
Market
Grocery store
Grocery store
House
House
House
House
House
House
House
House
House
House
House
House
House
House
House
House
Figure 6.1: Tree diagram showing Noras potential shopping routes
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Lesson 6
The number of routes corresponds to the number of times the word House appears on
the right-hand side of the diagram. If you count them, you get a total of 18 routes.
Write down the number of routes for each portion or stage of Noras shopping trip:
House to market = 3
Market to grocery store = 3
Grocery store to house = 2
The total number of routes that Nora can take is 3 3 2 = 18.
Suppose that the number of options is too big to draw out in a tree diagram and instead,
you want to use a general rule to count the number of ways of performing a task. Suppose
also that in order to perform the task, you have to perform all of a collection of sub-tasks
or stages. If the number of ways of doing the sub-tasks are a, b, c, and so on, then the total
number of ways to perform the task is a b c . This is called the multiplicative
counting principle.
Example:
Rajs favourite restaurant has a fixed menu from which he can choose an appetizer from
three choices, a main course from three choices, and a dessert from two choices. How
many different ways can Raj order his meal?
Solution:
In order for Raj to order his meal, he needs to order an appetizer, a main course, and a
dessert.
The number of ways to accomplish the first task (ordering an appetizer), a = 3
The number of ways to accomplish the second task (ordering a main course), b = 3
The number of ways to accomplish the third task (ordering dessert), c = 2
You can use the multiplicative counting principle to find the number of different ways
that Raj can order his meal, which is:
a b c = 3 3 2 = 18
Raj can order his meal in 18 different ways.
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Lesson 6
Support Question
Do not send your answers in for evaluation.
1.
Lisa decides to fly from Windsor to Vancouver and return by train. For her flight,
she can choose from three airlines: High Flights, ZoomAir, and Fly by Canada.
For her trip back, she can travel by train with either QuickRail or ZoomRail. Draw
a tree diagram and find the number of different ways in which Lisa can make the
round trip to Vancouver.
There are Suggested Answers to Support Questions at the end of this unit.
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Lesson 6
Permutations
In this section, you are concerned with problems where the order of selection is
important. An arrangement of objects where order matters is called a permutation. (A
selection of objects where order doesnt matter is called a combination; you will learn
about combinations in the next lesson.)
In the introduction, you saw examples of the kinds of problems that organized counting
tries to solve. Here are those examples again:
If a track team consists of 12 members, how many ways can the coach choose four of
the members to fill the four different positions in a relay race?
If an ice cream store sells 31 different flavours of ice cream, how many ways can you
order a cone that contains three scoops of ice cream?
In some lottery games you choose six numbers from the numbers 1 through 49. How
many different possible lottery tickets are there?
One thing you might have noticed about the above examples is that order is important in
some of the questions, but not in others. In the relay example, if the coach puts Pedro in
the third position and Jason in the fourth position, thats different from putting Jason in
third and Pedro in fourth, because you usually put the fastest person on your team in the
fourth position. Because order is important in this case, this is a permutation problem.
In contrast, in the lottery ticket example, the order in which the numbers on the ticket
are chosen (and the order in which the winning numbers are drawn) is not important.
Because order is not important, this is a combination problem. You will learn how to
solve combination problems in the next lesson. The ice cream example could be either
a combination problem or a permutation problem, depending on whether you cared if
a particular kind of ice cream was on the top, in the middle, or at the bottom. If this
sequence didnt matter, it would be a combination problem.
Now, suppose you replace the numbers 12, 31, or 49 in the above examples with smaller
numbers. Then it might be possible to answer the questions simply by writing out all of
the possibilities. You will look at some examples with smaller numbers, where you can do
just that. These examples with smaller numbers will be used to illustrate general methods
that you can use to solve problems with bigger numbers.
Heres an example using small numbers to illustrate how you might go about counting
permutations.
Example:
A small ice cream store has four different flavours of ice cream for sale: Apricot,
Blueberry, Coffee, and Dutch Chocolate. Ivanka wants to buy a cone with two scoops
of ice cream. Shes very particular about her ice cream, and considers a scoop of Apricot
on top of a scoop of Coffee to be different from a scoop of Coffee on top of a scoop
of Apricot! She also doesnt mind having two scoops of the same flavour. How many
possibilities are there for Ivankas ice cream cone?
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Lesson 6
Solution:
Ivankas cone is going to be built in two stages. First, a scoop of one of the four flavours
of ice cream (A, B, C, or D) is placed on the cone. This can be done in four different ways,
one for each flavour. Next, the second scoop is placed on top of the first scoop. This can
also be done in four different ways. The numbers here are small enough to make it easy
for Ivanka to have an exhaustive list of all of the different possibilities:
First scoop is A
First scoop is B
First scoop is C
First scoop is D
AA
BA
CA
DA
AB
BB
CB
DB
AC
BC
CC
DC
AD
BD
CD
DD
Notice that there are four ways to choose the first scoop and then four ways to choose the
second scoop. When you can count up all of the possible ways, you get 16.
What if Ivanka decides she doesnt want two scoops of the same flavour? For this new
problem, you can also make an exhaustive list of all of the possibilities:
First scoop is A
First scoop is B
First scoop is C
First scoop is D
AB
BA
CA
DA
AC
BC
CB
DB
AD
BD
CD
DC
When you can count all of the possible outcomes, you get 12.
Here is another way of arriving at the answer in the ice cream example. Consider each
scoop as a separate choice. The first choice represents the first scoop of ice cream placed
on the cone, and the second choice represents the second scoop, which is placed on top of
the first.
If Ivanka doesnt mind having two scoops of the same flavour, then there are four
different ways for the first choice to occur and four different ways for the second choice to
occur. The total number of possibilities in that case is:
4 4 = 16
Does this approach look familiar? What principle do you think is being used here? It is
the multiplicative counting principle.
Now suppose that Ivanka doesnt want two scoops of the same flavour. There are still
four different ways for the first choice to be made, but once the first choice is made, there
are now only three different ways for the second choice to occur. The total number of
possibilities in this case is:
4 3 = 12
Heres another more complex example using the multiplicative counting principle.
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Lesson 6
Example:
Hannah wants to choose a personal identification number (PIN) for her bank card. It has
to be four digits long. Each digit can be any number from 0 to 9, but Hannah doesnt want
to repeat any digits. How many different possible PINs can Hannah create?
Solution:
To answer this using the multiplicative counting principle, start by considering the
number of separate choices you need to make to solve this problem. Since the PIN must
be four digits long, you need to make four separate choices. The first digit can be filled
with any of the numbers from 0 to 9, so there are 10 possibilities. Then, once the first
digit has been chosen, there are nine possibilities for the second digit (remember that
the second digit can be any number except whatever was chosen for the first digit). After
that, there are eight possibilities for the third digit (that is, it can be any number except
the ones chosen for the first two digits). Finally, there are seven possibilities left for the
last digit. The total number of possible personal identification numbers that Hannah can
create is:
10 9 8 7 = 5040
Here is a more complicated example with more conditions on the desired outcome.
Example:
How many three-digit numbers can be formed from the five numbers {1, 2, 3, 4, 5}, if each
three-digit number must be odd?
Solution:
Again, begin with deciding how many separate choices need to be made with the different
numbers. Since you want a three-digit number, you need to make three separate choices.
You must also account for the fact that the number must be odd, so the last digit can only
be a 1, 3, or 5. Thus, the last digit (on the right) may be filled in only three different ways:
__ __ 3
The first digit of the number can be any of the four remaining numbers, so there are four
possibilities for it. Finally, there are three possibilities for the second digit. So, you get:
4 3 3 = 36
Therefore, the total number of odd three-digit numbers that can be formed from the
numbers {1, 2, 3, 4, 5} is 36.
Not all problems can be solved in just one step, like the ones you have just looked at. Here
is an example of a problem that requires a two-part solution.
Example:
How many four-digit numbers can be formed from the eight numbers {0, 1, 2, 3, 4, 5, 6,
7}, if the resulting four-digit numbers can only be even numbers?
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Lesson 6
Solution:
Since the number must be even, the last digit on the right must be one of {0, 2, 4, 6}. This
problem is a bit more challenging than the odd-number case you have just done, because
the number of options for the first digit will depend on whether the last digit is a zero or
not. This means that there are potentially two simultaneous restrictions on the location
for zeroit cant be in the first position by definition, and it may have to be in the last
position, to get an even number.
Its easiest to solve this problem in two parts. First, solve for those even numbers with a
zero in the last digit and second, for those even numbers that do not end in zero.
Even numbers with 0 on the right:
Zero is the rightmost number, so there is only one way to choose the rightmost number.
Starting from the left now, you can choose the first number in seven different ways, the
second number in six different ways, and the third number in five different ways. The
number of even numbers that can be formed from the above set with 0 on the right is:
7 6 5 1 = 210
Even numbers without the 0 on the right:
In this case, you have three choices for the rightmost digit (that is, 2, 4, or 6). The first
digit can be chosen from six numbers, because it cant be the even number chosen on
the right or zero. However, you still have six choices for the second digit, because it can
include zero. Finally, you have five choices for the third digit and you already know that
you have three choices for the fourth digit. So, the number of even numbers that can be
formed without a 0 is:
6 6 5 3 = 540
Therefore, the total number of even numbers is 210 + 540 = 750.
Support Questions
2. A store sells six different kinds of toothpaste and five different styles of toothbrush.
How many ways can a customer choose one tube of toothpaste, and then one
toothbrush?
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___________________________________________________________________
___________________________________________________________________
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3.
Lesson 6
How many four-digit numbers can be formed from the numbers {1, 2, 3, 4, 5, 6}, if
you only want the result to be even numbers?
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Ordered N-tuples
Any sequence of two elements where order matters (for example, where [A,B] is
considered to be different from [B,A]), is called an ordered pair. Similarly, a sequence
of three elements where order is important can be called an ordered triple; an ordered
sequence of four elements can be called an ordered quadruple; and so on. The general
way of naming these is to call them ordered N-tuples.
Using this new terminology, the example with Hannahs personal identification number
can be rephrased as: How many ordered quadruples can be formed using the digits 0
through 9, if repetition is not allowed?
Problems involving ordered N-tuples can also be solved using the multiplicative counting
principle.
Example:
How many ordered triples can be formed from a set containing 17 objects if repetition is
allowed? What if repetition is not allowed?
Solution:
If repetition is allowed, then the first object can be chosen in 17 different ways. The
second object can also be chosen in 17 different ways, and the third object can be chosen
in 17 different ways as well. Therefore, using the multiplicative counting principle, the
total number of possible ordered triples is:
17 17 17 = 4913
However, if repetition is not allowed, then there are still 17 different ways to choose the
first object, but only 16 ways to choose the second object, and only 15 ways to choose the
third object. In that case, the total number of possible ordered triples is:
17 16 15 = 4080
Here is an example that involves the arrangement of the letters of a word.
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10
Lesson 6
Example:
How many different ways can you arrange the letters of the word PHONE if:
a) there are no restrictions?
Solution:

Think of the question as, How many different ordered 5-tuples (quintuples) are
possible from the set of the five letters {P, H, O, N, E}? There are five different ways
to choose the first letter in the arrangement, four different ways to choose the second
letter, three different ways to choose the third letter, two different ways to choose the
fourth letter, and finally, one way to choose the last letter. Thus, the total number of
arrangements of the letters of the word PHONE is:
5 4 3 2 1 = 120
b) the first letter must be a vowel?

Solution:

There are two vowels in the word PHONE: O and E. Since the first letter has to be
a vowel, there are only two ways to choose the first letter in the arrangement. There are
four possibilities left for the second position, three for the third position, two for the
second position, and one for the last position. Thus, the total number of arrangements
of the letters where the first must be a vowel is:
2 4 3 2 1 = 48
c) the first letter is a consonant and the last letter is a vowel?

Solution:

There are three consonants and two vowels in the word PHONE. To solve this
problem, start by finding the possible ways to fill the first letter and the last one. There
are three ways to fill the first letter (with a consonant) and two ways to fill the last
letter (with a vowel). After filling the first and last letters, you are then left with three
choices for the second letter, two for the third, and one for the fourth. Therefore, the
total number of arrangements of the letters where the first letter is a consonant and the
last letter is a vowel is:
3 3 2 1 2 = 36
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Lesson 6
Support Questions
4.
How many ordered triples can be formed, using the letters {A, B, C, D, E, F, G, H} if
a) repetition is allowed?

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b) the second letter must be different from the first letter?

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5.
How many different ways can the letters of the word ARTICHOKE be arranged if
a) there are no restrictions?

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b) the first letter must be a vowel and the second letter must be a consonant?

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c) the first letter must be a vowel and the eighth letter must be a consonant?

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12
Lesson 6
6.
How many licence plates can be made if
a) all of the licence plates have three letters followed by three numbers?

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b) no letter can be repeated on a licence plate, but numbers can?

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7.
How many four-digit numbers are possible?
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8.
How many seven-digit telephone numbers are possible? (Note that telephone
numbers cannot start with 0.)
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___________________________________________________________________
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Lesson 6
Factorial Notation and Permutations

In this section, you will learn how to simplify the work required in finding the number of
ways to arrange and choose objects from a group. You have already learned that when the
numbers are small, you can find the answer either by listing all of the possible outcomes
or by using the multiplicative counting principle. But what about situations where the
numbers get too big to work out easily using these methods? Is there an easier way to
do this using a general formula? Fortunately there is, but first you need to learn about
factorials.
Factorial Notation
You have already seen situations where you are looking for the number of ways in which
you can arrange a given number of objects. Heres a similar example.
Example:
Six people are lining up in a row to have their picture taken. How many different ways
can they line up?
Solution:
If you solve this problem using the multiplicative counting principle, you will need to
make six choices, one for each position in the row. The first position in the row can
be filled in six ways (by any of the six people). Once the first choice is made, the next
position can be filled in five ways (by any of the five remaining people). The next position
can be filled in four ways, and so on. Using the multiplicative counting principle, the total
number of ways that six people can line up is:
6 5 4 3 2 1 = 720
In other words, the number of possible ways in which to arrange six distinct objects
in a line is the product of all positive integers from 1 to 6. Similarly, for any value of n,
the number of different ways to arrange n different objects in a line is the product of all
positive integers from 1 to n.
The product of all positive integers from 1 to n has a special name. It is called the
factorial of n, or n factorial, and is written n! (n followed by an exclamation mark). So,
for example, you have:
1! = 1
2! = 2 1 = 2
3! = 3 2 1 = 6
4! = 4 3 2 1 = 24
5! = 5 4 3 2 1 = 120
6! = 6 5 4 3 2 1 = 720
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14
Lesson 6
It is important to note that factorials are only defined for positive integers. They are given
a special name and notation because they are often used in many counting problems.
It is also very important to note that 0! = 1. This might seem strange, but if you think
about the number of ways to arrange nothing, there is only one way to do it.
Here are some examples that will show you how to work with, and manipulate factorials.
Example:
Simplify 19!
16!
Solution:
19! 19 18 17 16 15 ... 1
=
= 19 18 17 = 5814
16 15 ... 1
16!
Notice how you dont have to find the actual values of 19! and 16!. Since the numerator is
the product of all integers from 1 to 19, and the denominator is the product of all integers
from 1 to 16, then you can divide all the like terms, making the equation a lot simpler.
Example:
Simplify:
a)
8!
(8 3)!
Solution:
8!
8! 8 7 6 5 4 ... 1
=
=
= 8 7 6 = 336
(8 3)! 5!
5 4 ... 1
Notice that you can eliminate the common terms 5 4 1 in the numerator and
denominator, making the equation a lot simpler.
b)
n!
(n 4)!
Solution:
n(n 1)(n 2)(n 3)(n 4)(n 5) ...1
n!
=
= nn(n
1)(n
2)(n
3)(n 3)
(n
1)
(n
2)
(n 4)(n 5) ...1
(n 4)!
Again, you can eliminate the common terms in the numerator and denominator, which,
in this case, are (n 4) (n 3) 1.
c)
(n + 1)!
(n 2)!
Solution:
(n + 1)! (n + 1) n (n 1) (n 2) (n 3) ... 1
=
= (n + 1) n (n 1)
(n 2)!
(n 2) (n 3) ... 1
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Lesson 6
The following examples show how to solve equations involving factorials.

Example:
Solve for n in:
(n + 1)!
= 16
n!
Solution:
Simplify the left-hand side. Start by expanding the factorials in the numerator and
denominator and look for common terms:
(n + 1)! (n + 1) (n) (n 1) (n 2) (n 3) (n 4) ... 1

=
n!
(n) (n 1) (n 2) (n 3) (n 4) ... 1
Notice that you can eliminate the common terms (n) (n 1) (n 2) (n 3)
(n 4) . . . 1 in the numerator and denominator. This simplifies the left-hand side
of the equation to:
n+1
Hence, n + 1 = 16, and so n = 15.
Example:
Solve for n:
n!
= 42
(n 2)!
Solution:
You simplify the left-hand side by eliminating the common terms in the numerator and
denominator:
n!
n (n 1) (n 2) ... 1 n (n 1)
=
= n(n 1)
(n 2)!
(n 2) ... 1
So, the equation becomes n(n 1) = 42. This can be expanded into the following
quadratic equation:
n2 n 42 = 0
To solve this equation, use the quadratic formula. Recall that the quadratic formula gives
the solutions to quadratic equations of the form: ax2 + bx + c = 0.
The quadratic formula is:
x=
b b 2 4ac
2a
In this example, a = 1, b = 1, c = 42 and x = n.
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16
Lesson 6
So, the quadratic formula becomes:
(1) (1)2 4(1)(42)

2
1 169
=
2
1 13
=
2
n=
The solutions to n2 n 42 = 0 are n = 14 = 7 or n = 12 = 6 .

2
2
Since n must be a positive integer, then n = 7.
Since n is a positive integer, n2 n 42 = 0 can be solved by factoring
(n 7)(n + 6) = 0
n = 7 or n = 6
n=7
Support Questions
9. Simplify:
5!
3!
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a)
(n + 1)!
n!
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b)
(n + 3)!
(n 1)!
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10.
Solve for n:
(n + 1)!
= 132
(n 1)!
c)
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Lesson 6
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Solving Permutations using Factorial Notation

Now you are going to study situations in which you are looking at the number of
arrangements of r objects that you can get out of n objects. The problems you worked
on earlier involving Hannahs choice of personal identification number (PIN) are an
example of this type of arrangement.
Example:
Recall earlier that Hannah wanted to choose a PIN number for her bank card. It had to be
four digits long. Each digit could be any number from 0 to 9, but Hannah didnt want to
repeat any digits. How many different possible PIN numbers are there?
Solution:
In this example, you are looking at the number of four-item arrangements out of 10.
Recall, earlier in the lesson, that the answer to this was 10 9 8 7 arrangements.
10!
Using factorial notation, this can be written as
.
6!
In general, an arrangement of r objects chosen from n things is called a permutation of n
things taken r at a time. It is denoted by the symbol P(n,r) or nPr . The formula to calculate
a permutation is:
P(n,r) =
n!
(n r)!
For example, the personal identification number scenarios would be written as:
P(10, 4) =
10! 10 9 8 7 6 5 4 3 2 1
=
= 10 9 8 7 = 5040
6!
65 4 3 2 1
Example:
Use factorial notation to find the number of ordered triplets that can be formed from a set
of eight elements.
This question is asking for the number of arrangements of three elements that can
be chosen from the eight elements. Or phrased another way, find the number of
permutations of three elements from a set of eight. The answer, using factorial notation, is:
P(8, 3) =
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8!
8! 8 7 6 5 4 3 2 1
= =
= 8 7 6 = 336
(8 3)! 5!
5 4 3 2 1
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Lesson 6
Here are some additional examples in shorter form:

P(17, 12) = 17 16 15 14 13 12 11 10 9 8 7 6
P(8, 3) = 8 7 6
P(21, 5) = 21 20 19 18 17
Hint: Notice that in the above examples, the final answer can also be found simply by
multiplying the first r terms of n!. So, the quick way to find P(9,4) is just to multiply the
first four terms of 9! (that is, 9 8 7 6), which equals 3024. Using the same logic, you
can see that the answer to P(5,2) would be 5 4 = 20 and that P(14,3) = 14 13 12 =
2184.
More Complex Permutation Problems

What if there are some restrictions on the arrangement of objects in a permutation?
For example, what if the problem asked, In how many ways can five different books be
arranged on a shelf, if two specific books must always remain together?
Since two of the books must be kept together, you can think of them as one book.
Therefore, there are really only four different books to be arranged in P(4,4) ways. The
two books that must remain together can be arranged in P(2,2) ways (such as Treasure
Island and Hamlet, or Hamlet and Treasure Island).
Thus, the number of arrangements is:
P(4, 4) P(2, 2) = (4 3 2 1) (2 1) = 48
You will look at more complicated scenarios of this type in Lesson 8.
Support Questions
11.
Find the value of each of the following using the formula P(n,r).
a) P(7,2)

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b) P(4,1)

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c) P(12,2)

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Lesson 6
d) P(11,4)

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12.
Given the set A = {2, 3, 4, 5, 7}:
a) How many ordered pairs can be formed from Set A, if repetition is allowed?

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b) How many ordered pairs can be formed from Set A, if repetition is not
allowed?

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13.
How many ways can a president, a vice-president, and a treasurer be chosen from
10 candidates?
a) Solve this question using the permutation formula.

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b) Check your answer using the multiplicative counting principle.

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14.
How many four-letter words can be formed from the word HORSE, if no letter
can be used twice?
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15.
Given the set L = {R, S, T, U, V, W}:
a) How many five-letter words can be formed from L without repeating any
letters in the words?

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19
20
Lesson 6
b) How many six-letter words can be formed from the letters in part (a) if the
letters T and U must always be together?

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Key Concepts
Combinatorics: the branch of mathematics that deals with counting the number of ways
in which something can be done
Multiplicative counting principle: a principle stating that if the numbers of ways of
doing sub-tasks are a, b, c, and so on, then the total number of ways to perform the task is
abc
Permutation: an arrangement of objects where order is important
Ordered pair, ordered triple, ordered quadruple, ordered N-tuples, and so on: a
sequence of two (in the case of a pair) or three (in the case of a triple) or more elements
(in the case of N-tuples), where order is important
Factorial: the product of all positive integers from 1 to n. It is called the factorial of n, or
n factorial, or n!.
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Lesson 6
Key Questions
Save your answers to the Key Questions.
When you have completed the unit, submit them to ILC for marking.
Total: 25 marks
19. Simplify: (7 marks total)
a) 23! (1 mark)
20!
b)
(n + 2)! (2 marks)
(n + 2)n!
c) Solve for n: (4 marks)

(n + 2)!
= 110
(n)!

20.
How many different five-digit numbers can be formed from the set of seven
numbers {1, 2, 3, 4, 5, 6, 7} if
a) repetition is allowed?
b) repetition is not allowed?
c) repetition is allowed and the third digit must be different from the second
digit?

Show your calculations. (6 marks: 2 marks for each part)
21.
Determine the number of ways of arranging the letters of the word MUSCLE if
a) there are no restrictions. (2 marks)

b) the third and fourth letters must both be consonants. (3 marks)

Show your calculations. (5 marks total)
22.
How many possible Canadian postal codes are there? (Recall that our postal codes
have the following form: letter number letter, number letter number.)
Show your calculations. (2 marks)
23.
How many five-digit numbers can be formed from the set of nine numbers {0, 1, 2,
3, 4, 5, 6, 7, 8} if no number is repeated and no number starts with a zero, and
a) there are no other restrictions? (2 marks)

b) the result must be an odd number? (3 marks)

Show your calculations. (5 marks total)
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21
22
Lesson 6
Now go on to Lesson 7. Do not submit your coursework to ILC until you have
completed Unit 2 (Lessons 6 to 10).
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Unit 2 - Lesson 6

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MDM4U-B

Mathematics of Data Management MDM4U-B

Planning Your Study

Factorial Notation and Permutations

What You Will Learn

Mathematics of Data Management MDM4U-B

Multiplicative Counting Principle

Figure 6.1: Tree diagram showing Noras potential shopping routes

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Mathematics of Data Management MDM4U-B

Mathematics of Data Management MDM4U-B

Mathematics of Data Management MDM4U-B

Mathematics of Data Management MDM4U-B

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b) the first letter must be a vowel?

c) the first letter is a consonant and the last letter is a vowel?

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b) the second letter must be different from the first letter?

a) there are no restrictions?

Mathematics of Data Management MDM4U-B

How many licence plates can be made if

b) no letter can be repeated on a licence plate, but numbers can?

How many four-digit numbers are possible?

Mathematics of Data Management MDM4U-B

Factorial Notation and Permutations

Mathematics of Data Management MDM4U-B

Mathematics of Data Management MDM4U-B

The following examples show how to solve equations involving factorials.

(n + 1)! (n + 1) (n) (n 1) (n 2) (n 3) (n 4) ... 1

In this example, a = 1, b = 1, c = 42 and x = n.

Mathematics of Data Management MDM4U-B

So, the quadratic formula becomes:

(1) (1)2 4(1)(42)

The solutions to n2 n 42 = 0 are n = 14 = 7 or n = 12 = 6 .

Mathematics of Data Management MDM4U-B

Solving Permutations using Factorial Notation

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Here are some additional examples in shorter form:

More Complex Permutation Problems

Mathematics of Data Management MDM4U-B

Given the set A = {2, 3, 4, 5, 7}:

a) Solve this question using the permutation formula.

b) Check your answer using the multiplicative counting principle.

Given the set L = {R, S, T, U, V, W}:

Mathematics of Data Management MDM4U-B

Mathematics of Data Management MDM4U-B

c) Solve for n: (4 marks)

Show your calculations. (6 marks: 2 marks for each part)

a) there are no restrictions. (2 marks)

Show your calculations. (5 marks total)

Show your calculations. (2 marks)

a) there are no other restrictions? (2 marks)

Show your calculations. (5 marks total)

Mathematics of Data Management MDM4U-B

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