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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.

Free response · work it on paper Question 1 of 5
  1. 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.

    1. Part A.

      A coach has 1212 sprinters trying out for a 44-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

    2. Part B.

      Separately, the equipment shed is protected by a 55-symbol keypad code, where each symbol is one of the 1010 digits 00 through 99 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

    3. Part C.

      Both counts were built by filling slots in sequence and multiplying, yet one product shrinks (12×11×10×912 \times 11 \times 10 \times 9) and the other does not (10×10×10×10×1010 \times 10 \times 10 \times 10 \times 10). 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 k=4k = 4 ordered slots filled without repetition from n=12n = 12 sprinters, and sets up the shrinking product P(12,4)P(12,4). . 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 1010. . Worth 2 points.

    Writes the count as 10510^5 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 P(n,k)P(n,k) from nkn^k. . Worth 1 point.

  2. 2. Filling three slots, then filling all seven . Application, 14 points. Question 2 of 5.

    A hiring committee has narrowed a search to 77 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 P(n,k)P(n,k) is what makes that visible.

    1. Part A.

      The committee has 33 distinct interview slots on one morning (9 a.m., 10 a.m., 11 a.m.) and will assign 33 of the 77 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

    2. Part B.

      Suppose instead the committee decides to interview all 77 finalists on that same day, using 77 distinct time slots, one finalist per slot. Write this count using the notation P(n,k)P(n,k) with the correct values of nn and kk, and evaluate it.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    3. Part C.

      Use the closed form P(n,k)=n!(nk)!P(n,k) = \dfrac{n!}{(n-k)!} to recompute part A's count from 7!7!, showing the cancellation step explicitly, and confirm it matches your answer from part A. Then explain in a sentence or two why dividing by (nk)!(n-k)! removes exactly the unwanted tail of the factorial and nothing else.

      Carry your own answer forward Use your own value of 7!7! from part B to carry out this cancellation; the credit here is for the cancellation step and the explanation, not for re-deriving 7!7! 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 33 finalists chosen from 77 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 77 finalists is P(7,7)P(7,7), with n=k=7n = k = 7. . Worth 2 points.

    Connects P(7,7)P(7,7) to 7!7! and evaluates that factorial correctly. . Worth 2 points.

    Part C 5 points

    Carries out the cancellation 7!/4!7!/4! explicitly, showing the trailing 4!4! 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 (nk)!(n-k)! removes exactly the unwanted tail of n!n! and leaves the wanted kk 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

  3. 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 1515 problems: 99 of them are algebra problems and 66 are geometry problems. A packet is just a set of problems, so the order they are listed in never matters.

    1. Part A.

      How many different 66-problem packets can be chosen from the bank of 1515, 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

    2. Part B.

      Now require the packet to contain exactly 44 algebra problems and exactly 22 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

    3. Part C.

      Explain why the count in part B is the PRODUCT of two separate combination counts, (94)\binom{9}{4} and (62)\binom{6}{2}, rather than a single combination count taken over all 1515 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 (156)\binom{15}{6}. . 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 (94)\binom{9}{4} and (62)\binom{6}{2} 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.

  4. 4. Arranging pots that are not all distinct . Reasoning, 17 points. Question 4 of 5.

    A garden designer is arranging 99 potted plants in a single row along a walkway: 33 identical rosemary pots, 44 identical lavender pots, and 22 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.

    1. 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

    2. Part B.

      A colleague computes the same count as 9!3×4×2\dfrac{9!}{3 \times 4 \times 2}, dividing 9!9! by the plain repeat counts instead of their factorials, and gets 15,12015{,}120. 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

    3. Part C.

      Now argue the general case. For nn objects split into rr types with n1,n2,,nrn_1, n_2, \ldots, n_r identical copies of each type (n1++nr=nn_1 + \cdots + n_r = n), prove that the number of distinguishable rows is n!n1!n2!nr!\dfrac{n!}{n_1!\,n_2!\cdots n_r!} rather than n!n1n2nr\dfrac{n!}{n_1\,n_2\cdots n_r}. 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 9!9! divided by the factorials of the three repeat counts. . Worth 2 points.

    Evaluates 9!9! and the denominator 3!×4!×2!3! \times 4! \times 2!, 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 3×4×23 \times 4 \times 2 rather than their factorials 3!×4!×2!3! \times 4! \times 2!. . Worth 2 points. needs an explanation, not just an answer

    Explains that 33 identical pots have 3!3! internal shuffles that leave the row unchanged, not 33, 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 nn distinct, and states that this gives n!n! tagged arrangements. . Worth 2 points.

    Argues that for a FIXED visible row, the tagged copies of type ii can be redistributed among that type's own positions in ni!n_i! 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 n!/(n1!nr!)n!/(n_1!\cdots n_r!), and states why ni!n_i! is the right per-type count rather than nin_i. . Worth 2 points. needs an explanation, not just an answer

  5. 5. Counting the repeats by counting what avoids them . Reasoning, 15 points. Question 5 of 5.

    A weather buoy signals with a mast of 44 light positions, and each position shows one of 77 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.

    1. Part A.

      How many total signal patterns are possible, and how many of them use 44 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

    2. Part B.

      A technician tries to count the patterns with at least one repeat directly: pick which color repeats (77 ways), pick 22 of the 44 positions for it to occupy ((42)=6\binom{4}{2} = 6 ways), then fill the other 22 positions with any color (7×7=497 \times 7 = 49 ways), for a total of 7×6×49=2,0587 \times 6 \times 49 = 2{,}058. 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

    3. 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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.