Counting Principles, Permutations, and Combinations: Free Response
5 questions in parts, 77 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.
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1. Two builds, two very different products . Foundational, 15 points. Question 1 of 5.
A track program and its equipment shed both need a count, and both counts are built by filling a fixed number of slots one at a time. The two builds look alike on the page. They are not alike underneath, and telling them apart is the whole point of this question.
- Part A.
A coach has sprinters trying out for a -person relay, and the four legs (first, second, third, fourth) are different jobs: no sprinter may run two legs. In how many ways can the coach fill the four legs?
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
Separately, the equipment shed is protected by a -symbol keypad code, where each symbol is one of the digits through and a digit may be reused as many times as needed. How many keypad codes are possible?
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part C.
Both counts were built by filling slots in sequence and multiplying, yet one product shrinks () and the other does not (). Explain, in terms of the hypothesis of the multiplication principle, exactly what is different about the two builds that produces this.
Explain why it works A sentence or two. Reasons, not steps. 5 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Both problems fill a fixed number of slots in order, so the multiplication principle governs both. The question that separates them is not about the method, it is about a single fact concerning each stage.
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Hint 2 of 3 · Part A
A leg is a specific job (first, second, third, fourth), and no sprinter fills two of them, so once a sprinter runs a leg that sprinter is gone from every later leg.
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Hint 3 of 3 · Part C
Read the multiplication principle's hypothesis again: it is a claim about a NUMBER staying constant, not about a SET staying the same. Ask what happens to the pool of remaining choices after one decision in each of the two builds.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
ways.
Part B
codes.
Part C
The multiplication principle only requires that, at each stage, the option COUNT be fixed regardless of earlier choices, not the same count stage to stage. A relay leg removes a sprinter from later legs, so the count drops by one each time; a keypad digit is never removed, so every stage still offers all digits.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Filling a leg uses up a sprinter, so each leg offers one fewer option than the leg before it, and the multiplication principle applies because that shrinking count does not depend on which particular sprinters were already placed. Filling the four legs in order gives
Multiplying the four factors in order,
There are ways to fill the relay.
Part B
Here every one of the five symbol slots offers all digits again, because a digit that was already used is still available for the next slot. That is five stages that each contribute the same option count , so
There are keypad codes.
Part C
The multiplication principle needs one thing at each stage: whatever the earlier decisions were, the number of ways to make the next decision is the same. It says nothing about the options staying the same set.
In the relay, placing a sprinter in one leg removes that sprinter from the pool available to every later leg. The set of sprinters left over does depend on who ran earlier, but the SIZE of that set does not: it is always exactly one smaller than before. That is why the option count shrinks by one at every stage, giving the product .
In the keypad code, using a digit does not remove it. Whatever digits were typed into the earlier slots, the next slot still has all digits available, so the option count is the constant at every stage, giving . The two products side by side make the difference visible:
So the difference between a shrinking product and a constant power is not about how the counting was carried out, since both were built the same way, slot by slot with the multiplication principle. It comes entirely from a single fact about the situation: whether an object, once used, is available again. That fact is exactly the "repetition allowed or not" question that decides between and .
In one line
The coach can fill the relay in ways, and the shed has possible keypad codes. Both counts come from the multiplication principle, but the relay's stage count shrinks because a placed sprinter is removed from later legs, while the keypad's stage count stays at because a used digit is never removed; the principle only ever required the option COUNT to be fixed at each stage, not the options themselves.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Recognizes the build as ordered slots filled without repetition from sprinters, and sets up the shrinking product . . Worth 2 points.
Multiplies the four shrinking factors correctly, in order, through to the final product. . Worth 2 points.
States the answer as a count of relay assignments, not as a bare number with no context. . Worth 1 point.
Part B 5 points
Recognizes that repetition is allowed here, so every one of the five stages keeps the full option count of . . Worth 2 points.
Writes the count as and evaluates that power correctly. . Worth 2 points.
States the answer as a count of possible codes. . Worth 1 point.
Part C 5 points
States the hypothesis of the multiplication principle precisely: the COUNT of options at a given stage must stay fixed regardless of the earlier choices, not that the count itself is the same from stage to stage, and not the options themselves. . Worth 2 points. needs an explanation, not just an answer
Explains that the relay's count shrinks because a placed sprinter is removed from later legs, while the keypad's count stays fixed because a used digit remains available. . Worth 2 points. needs an explanation, not just an answer
Connects the distinction to the repetition question that separates from . . Worth 1 point.
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2. Filling three slots, then filling all seven . Application, 14 points. Question 2 of 5.
A hiring committee has narrowed a search to finalists and needs to schedule interviews. Two different scheduling questions turn out to be the same kind of count wearing different clothes, and the closed form for is what makes that visible.
- Part A.
The committee has distinct interview slots on one morning (9 a.m., 10 a.m., 11 a.m.) and will assign of the finalists to them, one finalist per slot, with no finalist interviewed twice that morning. In how many ways can the morning be scheduled?
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
Suppose instead the committee decides to interview all finalists on that same day, using distinct time slots, one finalist per slot. Write this count using the notation with the correct values of and , and evaluate it.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part C.
Use the closed form to recompute part A's count from , showing the cancellation step explicitly, and confirm it matches your answer from part A. Then explain in a sentence or two why dividing by removes exactly the unwanted tail of the factorial and nothing else.
Carry your own answer forward Use your own value of from part B to carry out this cancellation; the credit here is for the cancellation step and the explanation, not for re-deriving from scratch.
Justify your claim State the claim, then give the reason it has to be true. 5 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
One schedule fills of the slots and the other fills all . Ask what value of each situation calls for, keeping fixed in both.
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Hint 2 of 3 · Part B
A permutation that uses every one of the objects, with none left over, is precisely the situation the factorial notation was invented to shorten.
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Hint 3 of 3 · Part C
Write as a product of seven factors and mark where the first three end. The remaining four factors are exactly what computes, as a single block, not as separate numbers to compare against the first three.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
schedules.
Part B
.
Part C
, matching part A. Dividing by cancels the trailing factor that carries past the third factor, leaving exactly the three factors .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Filling three distinct time slots without repeating a finalist is a permutation of objects chosen from . Fill the slots one at a time; each slot loses one finalist from the pool available to the next:
Multiplying the three factors,
There are ways to schedule the morning.
Part B
Now every finalist gets a slot, so and : this is , filling all slots from all finalists with none left over.
A permutation that uses every object is exactly what the factorial counts,
Multiplying it out,
So there are full-day schedules.
Part C
Start from the closed form with and :
Write out far enough to see the cancellation, since and the trailing is exactly the denominator:
This is the same found in part A, computed a second way.
Why does the division work out so cleanly? Write as the product , splitting off the last four factors as the single block , which is by definition . The numerator and the denominator then carry the SAME symbol , not merely two numbers that happen to share a factor, so it cancels to exactly the way cancels to for any . That is the whole content of the closed form: it is a shortcut for writing down and immediately cutting off the tail you never wanted, by naming that tail and dividing it away.
In one line
Filling of the slots gives schedules. Filling all slots gives schedules. The closed form confirms the first result directly from the second, since : dividing by removes exactly the trailing four factors of , which appear together as the single block in both the numerator and the denominator, and leaves the three wanted factors untouched.
Another way: Build the closed form's tail before dividing
Instead of writing in full, notice ahead of time that needs only the top factors of , so write down directly and never form the trailing at all. This is the same number the cancellation in part C produces, reached without ever computing or .
When it is worth it When is large and would be a huge number to compute only so it can immediately cancel. Stopping the product after factors skips that detour entirely.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Sets up the count as a permutation of finalists chosen from for the three distinct time slots. . Worth 2 points.
Multiplies the three shrinking factors correctly, in order, through to the final product. . Worth 2 points.
States the answer as a count of possible schedules. . Worth 1 point.
Part B 4 points
Identifies that arranging all finalists is , with . . Worth 2 points.
Connects to and evaluates that factorial correctly. . Worth 2 points.
Part C 5 points
Carries out the cancellation explicitly, showing the trailing being removed rather than just quoting the final number. . Worth 2 points.
Confirms the result agrees with part A's answer. . Worth 1 point.
Explains why dividing by removes exactly the unwanted tail of and leaves the wanted factors untouched, because the numerator and denominator carry the identical factorial as a single block rather than merely sharing numeric factors. . Worth 2 points. needs an explanation, not just an answer
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3. One bank of problems, two different questions . Application, 16 points. Question 3 of 5.
A study group is building a practice packet from a bank of problems: of them are algebra problems and are geometry problems. A packet is just a set of problems, so the order they are listed in never matters.
- Part A.
How many different -problem packets can be chosen from the bank of , with no restriction on which problems they are?
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
Now require the packet to contain exactly algebra problems and exactly geometry problems. How many such packets are possible?
Solve and show your work Write each step out, and end with the value and its units. 6 points
- Part C.
Explain why the count in part B is the PRODUCT of two separate combination counts, and , rather than a single combination count taken over all problems at once the way part A was.
Justify your claim State the claim, then give the reason it has to be true. 5 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
A packet is a set, never a list, so every count here is a combination. The question is how many separate combinations are being made, and whether the outcome of one affects the options open to another.
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Hint 2 of 3 · Part B
The requirement names an exact count from each of two groups. Treat choosing from each group as its own stage and ask what the multiplication principle needs of two stages before their counts can be multiplied.
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Hint 3 of 3 · Part C
Compare how many separate pools of problems each part is choosing from, and how many decisions that forces. Part A never mentions algebra or geometry at all.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
packets.
Part B
packets.
Part C
Part A chooses problems from one undivided pool of , a single combination. Part B fixes how many come from each of two separate pools, so it is two stages, algebra then geometry, and the number of geometry choices left does not depend on which algebra problems were picked, so the two counts multiply.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
A packet is a set of problems chosen from , and rearranging the list changes nothing, so this is a combination:
Cancel the against the tail of , leaving six factors on top and on the bottom:
There are possible packets.
Part B
Build the packet in two independent stages: choose which of the algebra problems go in, and choose which of the geometry problems go in. Neither stage is ordered, so each is a combination:
Whichever algebra problems are chosen, there are still ways to choose the geometry problems, so the multiplication principle applies to the two stages:
There are packets with exactly algebra and geometry problems.
Part C
In part A, a packet is any -element subset of a single pool of problems, with no restriction on where the problems come from. There is exactly one decision to make, choose items out of , so it is a single combination.
Part B is different because the requirement, exactly algebra and geometry, splits the pool into two separate pools before any choosing happens, and it fixes how many come from each one. Building such a packet is genuinely two decisions: choose the algebra problems, and separately choose the geometry problems. Each decision is itself unordered, so each is a combination, for the first and for the second.
The two decisions are independent in exactly the sense the multiplication principle needs: no matter which algebra problems were chosen, there are still ways to choose the geometry problems, so the number of options at the second stage does not depend on the outcome of the first. That is why the two combination counts multiply rather than add,
and it is also why part A never split into stages: with no requirement on where the problems come from, there was only one pool and only one decision to make.
In one line
There are packets of problems with no restriction, and packets with exactly algebra and geometry problems. The second count is a product because the requirement splits the choice into two independent stages, one combination per pool, while the first count has only one undivided pool and so is a single combination.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Recognizes the packet as an unordered selection and sets up . . Worth 2 points.
Cancels the closed form correctly and carries the division through to a final count. . Worth 2 points.
States the answer as a count of packets. . Worth 1 point.
Part B 6 points
Splits the packet into two independent combination stages, algebra problems and geometry problems. . Worth 2 points.
Computes and correctly, each from its own pool size. . Worth 2 points.
Multiplies the two stage counts rather than adding them. . Worth 1 point.
States the result as a count of packets meeting the exact algebra-and-geometry split, distinguishing it from part A's unrestricted count. . Worth 1 point.
Part C 5 points
States that part A has a single undivided pool while part B fixes a split between two pools, so part B genuinely involves two decisions. . Worth 2 points. needs an explanation, not just an answer
Identifies that each of the two decisions is itself unordered, so each is a combination, and that the algebra count does not affect how many geometry choices remain. . Worth 2 points. needs an explanation, not just an answer
Names the multiplication principle as the reason the two stage counts are multiplied rather than added. . Worth 1 point.
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4. Arranging pots that are not all distinct . Reasoning, 17 points. Question 4 of 5.
A garden designer is arranging potted plants in a single row along a walkway: identical rosemary pots, identical lavender pots, and identical sage pots. Pots of the same herb cannot be told apart once placed, so swapping two rosemary pots produces a row that looks exactly the same.
- Part A.
How many distinguishable rows can the designer make?
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
A colleague computes the same count as , dividing by the plain repeat counts instead of their factorials, and gets . Identify the error and give the correct value.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points
- Part C.
Now argue the general case. For objects split into types with identical copies of each type (), prove that the number of distinguishable rows is rather than . Your argument should explain exactly how many tagged arrangements collapse onto one visible row.
Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 7 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Give every pot of the same herb a private label ( for the rosemary pots, and so on) so that all pots are temporarily different, and count the labeled arrangements first.
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Hint 2 of 3 · Part B
Ask how many different orders the three labeled rosemary pots alone could sit in among themselves. That number, not , is how many labeled arrangements erase to the same visible row just from the rosemary pots.
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Hint 3 of 3 · Part C
Fix one visible row and count, type by type, how many ways its own labeled copies could have been shuffled among that type's positions without changing what is visible. Multiply those counts across the types.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
rows.
Part B
The error is dividing by instead of . Only the factorials count every internal reordering of the identical pots within each herb; the correct value is , not .
Part C
Tagging all objects gives arrangements. Each visible row comes from exactly of them, since type 's tags can be reordered among its own positions in ways with no visible effect, so there are visible rows.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
If all pots were different there would be orders, but every row here is overcounted, once for each way the identical pots within a herb could be shuffled among themselves without changing what is visible. Divide by the factorial of each repeat count:
There are distinguishable rows.
Part B
The colleague's division removes far too little. Dividing by instead of by leaves
which is twelve times too large, since .
The reason the raw repeat counts are the wrong divisor is that they undercount how many ways the identical pots within one herb can be shuffled with no visible effect. Three rosemary pots are not interchangeable in ways, they are interchangeable in ways, once for every ordering of the three of them, and every one of those six orderings produces the identical-looking row. The same holds for the lavender pots ( internal shuffles) and the sage pots ( internal shuffles). The true overcount factor is the product of these, , not , and dividing by the smaller number leaves most of the overcounting in place. The correct value is , as found in part A.
Part C
Give every one of the objects a temporary tag so that all are distinguishable, exactly as the lesson tags the A's in BANANA. With every object now different, there are tagged arrangements in total.
Group the tagged arrangements by the visible row they produce once the tags are erased. Two tagged arrangements erase to the same visible row exactly when they place the same TYPE in the same position throughout, differing only in which tagged copy of a type sits in which of that type's own positions.
Fix one visible row and count how many tagged arrangements erase to it. The positions holding type can be filled by the tagged copies of type in any of their orders, and every one of those orders erases to the same visible placement of type , since the tags themselves are invisible in the final row. The same holds for type , with orders, and so on through type . These choices are made independently, one per type, so by the multiplication principle the number of tagged arrangements erasing to this one visible row is
This count is the same for every visible row, because it depends only on the type sizes , never on which row is being examined. So the division principle applies directly, with tagged arrangements and arrangements per visible row, giving
distinguishable rows. The plain product would only be correct if each type's copies could be reordered among their own positions in just ways rather than ways, and an ordering of tagged copies is itself a permutation of all of them, which is , not , exactly as counted for one herb in part B.
In one line
The garden row has distinguishable arrangements. Dividing by the plain repeat counts instead of their factorials, as the colleague did, gives the wrong value , since identical pots really have interchangeable internal orders, not . In general, tagging all objects gives arrangements, and exactly of them erase to any one visible row, so the number of distinguishable rows is .
Another way: Place one type at a time with combinations
Instead of dividing by three factorials at once, choose the positions for the rosemary pots out of the available, then the positions for lavender out of the that remain, then the remaining positions go to sage automatically:
the same found by dividing directly.
When it is worth it When it is easier to think about placing one type of object at a time than to track a single large factorial ratio, especially once more than two or three types are involved.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Sets up the count as divided by the factorials of the three repeat counts. . Worth 2 points.
Evaluates and the denominator , then carries the division through to a final count. . Worth 2 points.
States the answer as a count of distinguishable rows. . Worth 1 point.
Part B 5 points
Identifies the specific error: dividing by the repeat counts rather than their factorials . . Worth 2 points. needs an explanation, not just an answer
Explains that identical pots have internal shuffles that leave the row unchanged, not , and states the analogous count for the other two herbs. . Worth 2 points. needs an explanation, not just an answer
Reports the corrected count, clearly distinguished from the colleague's flawed one. . Worth 1 point.
Part C 7 points
Tags every object to make all distinct, and states that this gives tagged arrangements. . Worth 2 points.
Argues that for a FIXED visible row, the tagged copies of type can be redistributed among that type's own positions in ways with no visible effect, and that this count is the same for every visible row. . Worth 3 points. needs an explanation, not just an answer
Applies the division principle correctly to reach , and states why is the right per-type count rather than . . Worth 2 points. needs an explanation, not just an answer
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5. Counting the repeats by counting what avoids them . Reasoning, 15 points. Question 5 of 5.
A weather buoy signals with a mast of light positions, and each position shows one of possible colors. A color may appear in more than one position. Some signal patterns repeat a color and some do not, and counting the repeating ones directly turns out to be a trap.
- Part A.
How many total signal patterns are possible, and how many of them use different colors with no color repeated? Use these two counts to find how many patterns have at least one repeated color.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
A technician tries to count the patterns with at least one repeat directly: pick which color repeats ( ways), pick of the positions for it to occupy ( ways), then fill the other positions with any color ( ways), for a total of . Explain why this overcounts, and give one specific signal pattern that gets counted more than once by this method.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points
- Part C.
Explain, in general terms that go beyond this one example, why an "at least one repeat" condition tends to resist a direct count while its complement, "no repeats at all", counts cleanly as a single permutation. Tie your answer to the addition principle.
Justify your claim State the claim, then give the reason it has to be true. 5 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Ask which of the two descriptions, "no repeats" and "at least one repeat", names one clean kind of outcome and which one names many different kinds bundled under one name.
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Hint 2 of 3 · Part B
Try building a pattern that has two DIFFERENT colors each showing up twice, and ask whether the technician's method could have arrived at it by more than one choice of "the" repeated color.
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Hint 3 of 3 · Part C
The addition principle needs cases that overlap nowhere. Ask whether the natural ways of splitting "at least one repeat" into cases (one color repeated, a different number of repeats, two colors repeated) actually manage that, or whether "repeat at all" versus "no repeat" is a cleaner split.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
total patterns, with all four colors different, and with at least one repeated color.
Part B
A pattern that has two DIFFERENT colors each repeated twice, for example red-red-blue-blue, gets built once when red is chosen as "the repeated color" and again when blue is, so this method counts it (at least) twice; it also mishandles a color repeated three or four times.
Part C
"No repeats" is one uniform class of outcomes, counted in a single step by . "At least one repeat" bundles many different repeat patterns that overlap in how they are built, so a direct count needs uneven casework the addition principle cannot absorb cleanly; total minus none avoids building those cases at all.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Each of the light positions independently shows any of the colors, with repetition allowed, so the total count is
A pattern with no color repeated is an ordered choice of different colors out of , a permutation:
Every pattern either repeats a color at least once or it does not, and those two cases overlap nowhere and cover everything, so subtracting gives the count with at least one repeat:
There are patterns with at least one repeated color.
Part B
The method names one color as "the" repeated color, but a signal pattern is not required to have only one repeated color, and it is not required to repeat a color exactly twice.
Take the pattern red, red, blue, blue. The technician's method builds this pattern once by choosing red as the repeated color, placing it in positions and , and filling positions and with blue and blue. It also builds the exact same pattern a second time by choosing blue as the repeated color, placing it in positions and , and filling positions and with red and red:
Nothing distinguishes these two constructions once the pattern is finished, so this one pattern is counted twice.
A pattern with one color appearing three or four times causes a related problem: choosing that color and only of its or matching positions to be "the repeated pair" can be done in more than one way, so that pattern is counted several times as well, and by a different amount than a pattern with two separately repeated colors. Because different patterns are overcounted by different amounts, there is no single number to divide by afterward, which is exactly the situation the division principle cannot repair.
The complement method in part A never runs into this. It asks a single yes-or-no question, does this pattern repeat a color at all, and the two answers to that question split every pattern into two piles that overlap nowhere.
Part C
"No repeats at all" describes one uniform kind of pattern: an ordered choice of different colors from , with no further structure to sort through. That is precisely what counts, in one clean step.
"At least one repeat" is not one kind of pattern, it is a name for many different kinds bundled together: a pattern could repeat exactly one color twice, repeat one color three or four times, or repeat two different colors each twice, and so on. Counting it directly means breaking it into cases like these and adding, and the addition principle only adds case counts cleanly when the cases overlap nowhere and miss nothing. Here they do not overlap cleanly, because a naive way of building one case, such as "choose the repeated color, then place it," can build the same finished pattern from what looks like more than one starting choice, exactly as part B showed for red-red-blue-blue. Getting the cases right without overlap is possible in principle but is real, delicate work.
The complement sidesteps all of it. "Has at least one repeat" and "has no repeats" are two cases that, between them, cover every pattern and share none, so the addition principle applies to THEM in its cleanest form:
Since the total and the "no repeats" count are both single clean counts, the case that was hard to build directly is found by subtraction instead, with no casework ever attempted on it.
In one line
There are total signal patterns and with all four colors different, so patterns repeat at least one color. Counting that repeating case directly overcounts, since a pattern like red-red-blue-blue is built twice by "choose the repeated color, then place it", once for red and once for blue, and a triple or quadruple repeat is overcounted by yet another amount. "No repeats" is a single clean permutation, while "at least one repeat" bundles many overlapping repeat structures together, which is exactly why total minus none is the reliable route rather than direct casework.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Computes the total count as a power and the all-different count as a permutation, each correctly. . Worth 2 points.
Subtracts the all-different count from the total to reach the count with at least one repeat, rather than attempting to count that case directly. . Worth 2 points.
States that the two cases, all different and at least one repeat, overlap nowhere and cover every pattern, which is what licenses the subtraction. . Worth 1 point.
Part B 5 points
Produces a specific signal pattern, such as red-red-blue-blue, rather than describing the problem only in general terms. . Worth 2 points.
Explains that this pattern is built twice, once for each of its two repeated colors chosen as "the" repeated color. . Worth 2 points. needs an explanation, not just an answer
Notes that the overcount amount is not the same for every pattern (a triple or quadruple repeat is overcounted differently), so no single division could fix it. . Worth 1 point.
Part C 5 points
States that "no repeats" is a single uniform outcome (a permutation) while "at least one repeat" bundles many different repeat structures together. . Worth 2 points. needs an explanation, not just an answer
Connects the difficulty of a direct count to the addition principle's requirement that cases overlap nowhere, and notes that a naive casework of repeats tends to violate this. . Worth 2 points. needs an explanation, not just an answer
States that total minus none applies the addition principle to the two cases (repeat, no repeat) that genuinely do partition the whole set with no overlap. . Worth 1 point.
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