Beacon Lesson Plan Library
Probability and Compound Events
Johnny Wolfe
Santa Rosa District Schools
Description
Students determine the probability of compound events.
Standards
Florida Sunshine State Standards
MA.E.1.4.1
Interprets data that has been collected, organized, and displayed in charts, tables, plots.
MA.E.2.4.2
Determines the probability for simple and compound events as well as independent and dependent events.
Florida Process Standards
Numeric Problem Solvers
03 Florida students use numeric operations and concepts to describe, analyze, communicate, synthesize numeric data, and to identify and solve problems.
Materials
- Overhead transparencies (if examples are to be worked on overhead) for Probability and Compound Events (See Attached File)
- Marking pens (for overhead)
- Probability and Compound Events Examples (See Attached File)
- Probability and Compound Events Worksheet (See Attached File)
- Probability and Compound Events Checklist (See Attached File)
Preparations
1. Prepare transparencies (if teacher uses overhead for examples) for Probability and Compound Events Examples. (See Attached File)
2. Have marking pens (for overhead).
3. Have Probability and Compound Events Examples (See Attached File) prepared and ready to demonstrate to students.
4. Have enough copies of Probability and Compound Events Worksheet (See Attached File) for each student.
5. Have enough copies of Probability and Compound Events Checklist (See Attached File) for each student.
Procedures
Prior Knowledge: Students should be familiar with basic operation skills such as addition, subtraction, multiplication, division, exponents, fractions, and decimals.
NOTE: This lesson does not address dependent events in MA.E.2.4.2.
1. Describe to students the difference between simple and compound events. (See #1 on Probability and Compound Events Examples) Answer student questions and comments.
2. Work #2 Example. (See Probability and Compound Events Examples) Introduce students to tree diagrams. Also, remind students that the answer may be written in different forms (fractions, decimals, etc.). Answer student questions and comments.
3. Work #3 Example. (See Probability and Compound Events Examples) Answer student questions and comments.
4. Work #4 Example. (See Probability and Compound Events Examples) Answer student questions and comments.
5. Work #5 Example. (See Probability and Compound Events Examples) Answer student questions and comments.
6. Have students explain why the tree diagrams are the same for Examples #4 and #5. (See #6 on Probability and Compound Events Examples)
7. Work #7 Example. (See Probability and Compound Events Examples) Answer student questions and comments.
8. Distribute the Probability and Compound Events Worksheet. (See Attached File)
9. Distribute the Probability and Compound Events Checklist. (See Attached File) Describe what constitutes an A, B, C, D, and F in the Checklist.
10. The students write their responses on the worksheet.
11. The teacher moves from student to student, observing the students' work and lending assistance.
Assessments
The student worksheet is collected and scored according to the Probability and Compound Events Checklist. (See Attached File)
Extensions
Have students create a tree diagram for a die and a tossed coin. Then divide the students into pairs and have them toss a die and a coin (recording their results). Bring the students together and record their results.
Web Links
Web supplement for Probability and Compound Events Math Helps: Probability
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