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## Lesson Plan

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 This lesson provided by: Author: Sandra Kelley System: Madison City School: Discovery Middle School
Lesson Plan ID: 23993
Title:

Making Compound Probability Simple

Overview/Annotation:

Students will determine the probability of a compound event. Students will draw on their knowledge of simple probability to find the probability of more complex outcomes. Students will create a poster, PowerPoint, booklet, or foldable to display the process of calculating a compound probability.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

Content Standard(s):
 MA2015(7) 21. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. [7-SP5] MA2015(7) 22. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. [7-SP6] MA2015(7) 23. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. [7-SP7] MA2015(7) 24. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. [7-SP8]
Local/National Standards:

Alabama High School Graduation Exam Standard VII: The student will be able to solve problems involving a variety of algebraic and geometric concepts. Objectives: 6 Determine probabilities.

Podcast(s):
Primary Learning Objective(s):

Students will be able to determine compound probability and display methods for calculating compound probability in a published poster, PowerPoint, booklet, or foldable.

Approximate Duration of the Lesson: Greater than 120 Minutes
Materials and Equipment:

math journal, number generators (dice), assorted spinners, decks of playing cards, poster paper, card stock, blank paper,

Technology Resources Needed:

LCD, computer, United Streaming video, student computers, attached powerpoint, and internet access

Background/Preparation:

Students will be required to use their knowledge of simple probability to master the concept of compound probability. Students will also use their knowledge of creating outcome trees and sample spaces from previous lessons to complete publication activity.

Procedures/Activities:
1.)Students will be assigned partners by drawing two matching cards from a deck. They will be seated at a table designated for that card.

2.)Launch - United Streaming Video - 'Probability of Compound Events' OR Introduce Compound Events by working through the attached powerpoint.
(Probability of Compound Events)
United Streaming Video Title: Probability of Compound Events

3.)Explain - After the video or PowerPoint presentation, students will complete a short review discussion of simple probability and answer questions from previous lesson. Then, they will discuss what the students saw in the Video or PowerPoint presentation.
Journaling Activity - Students will write a journal entry on the video and complete the following statement. "Compare and Contrast the way that you saw simple probability solved versus the methods shown in the video to solve compound probabilities."
Students will be asked to voluntarily share their writing. One student is assigned to write down the similarities on the board and another student is assigned to write down the differences on the board. This section will be completed by orally reviewing the students observations written on the board.

4.)Partner Activity - Partners will be given a number generator (dice) and a colored spinner. This may include assorted number generators and various colored section spinners. Students will be asked to draw their number generator and spinner at the top of their poster paper. They will then draw a sample space (outcome tree) of all the possible outcomes if their number generator is rolled and then their spinner is spun. Using their outcome trees, each group will create 5 compound probability questions that can be answered using their outcome tree. The posters will be placed on the wall for a follow-up activity.

5.)Explore - Students will then view a PowerPoint with compound probability questions (attached, problem slides may be added as deemed necessary by the instructor). Students will work the problems in their journals and then a volunteer will be chosen to work the problem for all students to view. Question and Answer sessions will follow each question as students begin to develop their understanding of how to solve compound probabilities.

6.)Extend - As the students work through the PowerPoint, the instructor will number the posters on the wall in order. After the PowerPoint activity is complete, partners will be asked to take their journals and go stand in front of their poster. Then, students will move in a clockwise motion around the room and answer the questions written by other partner groups. Problems should be numbered according to the order in which they are done, corresponding with the number that the instructor had already placed on each poster. At the completion of the last poster, a class discussion of the answers for each folder will take place. Led by the instructor, the owners of the poster will come up and go over the answers for their poster. The class will discuss their answers and decide on the correctness of how the question is written and solved. This will lead to a deeper understanding of how to solve compound problems by being able to create compound problems.

7.)Publishing: Students will use one of the following technology sources to create a booklet, foldable, or PowerPoint to illustrate the vocabulary and concept formation on how to solve and/or calculate the compound probability of any given situation. Microsoft Publisher, Microsoft Word
(Thinkfinity Link - Creating A Foldable or Stapeless Book)
This link leads to a site that shows the students how to make a foldable or stapleless book.

8.)Remediation Link - Glencoe Textbook Website
(Glencoe Textbook Practice Activities)

Attachments:**Some files will display in a new window. Others will prompt you to download. Rubric for Publication on Compound Probability.doc
Making Compound Probability Simple.ppt
Assessment Strategies:

Students will publish a powerpoint, a foldable, or a booklet, with their partner, to demonstrate the methods for solving compound inequalities. Students will share their publication with the class (and/or used in another class as a resource for teaching the concept of compound probability). Teacher will review publications for content, accuracy and applicability. Assesment rubric attached.

Extension:

Students who have already mastered this activity can do an alternate activity. These students can research the meaning of dependent and independent events and create a publication on these concepts to be used in a follow-up lesson on combinations.

Remediation:

Students needing more practice on concept development can go to the linked website below and answer more questions on compound probability ranging from simple to more complex problems.
Random Drawing Tool

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
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