7.6.4Ma


 * Grade: 7 Unit: 6 Week: 4 **
 * Content: Compound Events **
 * Dates: 4/29/2013 – 5/3/2013 **

How does the probability of an outcome affect the decision making process in real-life situations?
 * __ Theme Essential Question __**** : **


 * __ Essential Questions __**** : **
 * How do you find the probability of a compound event?

**__ Objectives __**** : **
 * __ Standards __**** : **
 * ** 7. **** SP.8a: ** Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
 * ** 7. **** SP.8b: ** Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.
 * ** 7. SP.8c: ** Design and use a simulation to generate frequencies for compound events.
 * The student will use a table with compound events.
 * The student will use a tree diagram with compound events.
 * The student will use a list with compound events.

Students should begin to expand the knowledge and understanding of the probability of simple events, to find the probabilities of compound events by creating organized lists, tables and tree diagrams. This helps students create a visual representation of the data; i.e., a sample space of the compound event. From each sample space, students determine the probability or fraction of each possible outcome.
 * Background Information **

Students often struggle making organized lists or trees for a situation in order to determine the theoretical probability. Having students start with simpler situations that have fewer elements enables them to have successful experiences with organizing lists and trees diagrams. Ask guiding questions to help students create methods for creating organized lists and trees for situations with more elements. Students often see skills of creating organized lists, tree diagrams, etc. as the end product. Provide students with experiences that require the use of these graphic organizers to determine the theoretical probabilities. Have them practice making the connections between the process of creating lists, tree diagrams, etc. and the interpretation of those models.
 * Recommended: For a quick overview of the stands(s) to be addressed in this lesson, see Arizona’s Content Standards Reference Materials at ** @http://www.azed.gov/educator-certification/.


 * __ Assessment __**** : **
 * Product **
 * Each student will design a simulation which requires the use of either a tree diagram, list, or a table simulation of a compound event.
 * Students will exchange their simulation with a partner. The partner will develop and justify their solutions.


 * Key Questions **
 * The student is able to properly select a tree diagram, list, or table to display the sample space of all possible outcomes.
 * The student can use the sample space to interpret and make predictions.


 * Observable Student Behaviors (Performance ** )
 * The students can properly solve a compound event.

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ** Mathematical Practices **


 * __ Vocabulary __**** : **
 * ** Math ** ||
 * Compound event sample space ||


 * __ Suggested Activities __** :
 * // Houghton Mifflin On Core Mathematics Middle School // Grade 7 Unit 7-4, p. 169-172
 * ABC //Mastering the Common Core in Mathematics//
 * Chapter 15-5, tree diagram p. 196-197

v Gizmo Correlation High Recommended: @http://illustrativemathematics.org/illustrations/343, 7.SP.8
 * 7.SP.8
 * Compound Independent Events
 * Compare the theoretical and experimental probabilities of compound independent events by drawing colored marbles from a bag. Record the results of successive draws with replacement of marbles to calculate the experimental probability.
 * Permutations
 * Experiment with permutations of a number of letters represented by letter tiles selected at random from a box. Count the permutations using a dynamic tree diagram, a dynamic list of permutations, and a dynamic computation by the counting principle.
 * Permutations and Combinations
 * Experiment with permutations and combinations of a number of letters represented by letter tiles selected at random from a box. Count the permutations and combinations using a dynamic tree diagram, a dynamic list of permutations, and a dynamic computation by the counting principle.
 * Compound Independent Events
 * Compare the theoretical and experimental probabilities of compound independent events by drawing colored marbles from a bag. Record the results of successive draws with replacement of marbles to calculate the experimental probability.
 * Compound Independent and Dependent Events
 * Compare the theoretical and experimental probabilities of drawing colored marbles from a bag. Record results of successive draws to find the experimental probability. Perform the drawings with replacement of the marbles to study independent events, or without replacement to explore dependent events.
 * Glencoe 8th Grade //Algebra 1//, Chapter 14-3, p. 769


 * __ Diverse Learners __**
 * Odyssey (teacher discretion)
 * Skills Tutor (teacher discretion)
 * Math’s Cool
 * Algebra’s Cool


 * __ Homework __**** : ** (Teacher Discretion)
 * @http://www.kutasoftware.com/free.html To print assignment on a variety of topics.
 * See appropriate Glencoe On Core, JBHM and ABC Materials under Suggested Activities
 * Exit Slip (Question or problem to answer before leaving class that will help guide instruction for the following day.)


 * __ Terminology for Teachers __**** : **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers  || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ** Multicultural Concepts **


 * __ Resources __**** : **


 * __ Professional Texts: __**


 * __ Literary Texts __**


 * __ Informational Texts __**


 * __ Art, Music, and Media __**


 * __ Manipulatives __**
 * Marble Bag
 * Spinners
 * Number Cubes
 * Coins
 * Colored Chips
 * Graphing Calculator


 * __ Games __**


 * **Videos** **

This lesson activity's focus is to construct sample spaces using organized lists and tree diagrams and to determine the probability of compound events. These questions test the ability to understand the probabilities of outcomes. This is a probability lesson addressing NYS math 7 standards.
 * __ SMART Board Lesson, Promethean Lessons __**
 * 7S.P8a Compound Events
 * 7S.P 8a Probabilities of Outcomes (Question Set)
 * 7S.P 8a Independent Events


 * __ Other Activities, etc. __**

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || 7 Matrix ||= Accelerated 7 Matrix ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||
 * = English
 * = Math ||= [[image:commoncorepcssd6/Actions-insert-table-icon.png link="@http://inst.pcssd.org/math/CCSS/7/Math7TeachingMatrix.xls"]]
 * = [[image:commoncorepcssd6/PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]