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SUBJECT: Algebra II/Trig
Deepa Sivaprakash
TIME: 60 MINS
Lesson / Topic: Using knowledge of tree diagrams to discover the Fundamental Counting
Principle
Content Area Learning/Performance:
CCSS.MATH.CONTENT.7.SP.C.8.B
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.
CCSS.MATH.CONTENT.HSS.CP.B.9
Use permutations and combinations to compute probabilities of compound events and solve
problems.
Objectives:
Deepa Sivaprakash
TIME: 60 MINS
Lesson / Topic: Using the Fundamental Counting Principle/Tree Diagram to explore how specific
conditions may affect outcome.
Content Area Learning/Performance:
CCSS.MATH.CONTENT.7.SP.C.8.B
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.
CCSS.MATH.CONTENT.HSS.CP.B.9
Use permutations and combinations to compute probabilities of compound events and solve
problems.
Objectives:
Resources:
Entrance Ticket (10-15 minutes) : Students will be checked for understanding of how to find the
total number of outcomes using the Fundamental Counting Principle/Tree Diagrams. Teacher
will quickly go over entrance ticket with students.
Development/Procedures :
25 MIN- Students will be presented with the Buying a New Car Activity Sheet. It will be noted
that there are specific conditions given. Students will be asked to find the total number of
possible outcomes using a tree diagram. Students will work in pairs to determine the total
outcomes.
Group Share (5 MIN) : How did we find the total number of outcomes? What was your
strategy?
Group-work (10 MIN):
How can we apply the Fundamental Counting Principle to
this problem (STEP BY STEP)
Students will work in pairs to determine how to apply the counting principle to this
problem. Assistance will be provided throughout the activity.
Guiding question: What if we work with the first car. How can we determine the
number of outcomes for only the first car? How can we determine the number of
outcomes for the second car? Now that we have the two outcomes for the different
cases, what should we do to find the total number of outcomes?
Summary Activity ( 10 MIN): Whole Class Sharing
How were we able to find the total number of outcomes in this situation? Why were we not
able to simply multiply all the number of items like we did previously? What changed? Was any
item dependent/reliant on something else?
Homework: How does specified conditions impact how we apply the Fundamental Counting
Principle?
Student Assessment: Group Work, Presentations, Entrance Ticket, and Discussions.
Reflection Journal: How do we apply the Fundamental Counting Principle if we are given
specific conditions (dependency)?
Differentiation: Heterogeneous grouping based on performance from previous year/learning
style. Visual Representation provided. Teacher will circulate room to facilitate student learning.
Follow up Lesson: Permutations
Entrance Ticket
1. Michael decides to order a one- topping pizza. He first must choose what type of crust he
would prefer : thin or deep dish. He next must choose which topping he wants: pepperoni,
sausage, cheese, or peppers.
Determine the total number of outcomes for Michael WITHOUT using a Tree Diagram.
You are given a coin and a 6 sided die. You are told to roll them at the same time. How many
total possible outcomes are there? You may use a tree diagram if you prefer.
SEDAN
CONVERTIBLE
The sedan is available in five different colors : white, black, green, silver, blue
The salesman tells you that the convertible is NOT AVAILABLE in green.
Deepa Sivaprakash
TIME: 60 MINS
Lesson / Topic: Determining how to find the total number of outcomes for an ordered
arrangement (Permutations).
Content Area Learning/Performance:
CCSS.MATH.CONTENT.HSS.CP.B.9
Use permutations and combinations to compute probabilities of compound events and solve
problems.
Objectives:
Resources:
Students will work in pairs to determine how to apply the counting principle. Students should
recognize that situations with a ordered arrangement condition (Permutations) is simply a
special case of the Fundamental Counting Principle.
Guiding questions: How many people can possibly gain 1st place?
How many can gain second place?
How many can gain third place? ETC
Group Share (5 MIN) : How did we find the total number of outcomes? What was your
strategy?
Group-work (15-20 MIN):
Racing Lab II
Guiding question: How many options do we have when we consider the
conditions set forth?
Students will be chosen to present their findings to the class as they complete the lab
activity.
Summary Activity ( 10 MIN): Whole Class Sharing
How were we able to find the total number of outcomes in this situation? How were we able to
apply the counting principle to these situations?
Homework: How are ordered arrangements and the Fundamental Counting Principle related?
Student Assessment: Group Work, Presentations and Discussions.
Reflection Journal: What strategy did you use when you worked on Racing Lab I and Racing
Lab II? Why did you use this strategy?
Differentiation: Heterogeneous grouping based on performance from previous year/learning
style. Visual aids are provided to students experiencing difficulty. Teacher will circulate room to
facilitate student learning.
Follow up Lesson: Permutations Continued.
RACING LAB I
Albert, Brian, Candice, Diane, and Erick are participating in a bike race with each other at
school. What is the total number of possible final standings after they finish the race? Hint:
Try using a tree diagram.
As you approach this problem, think about how many people can get 1 st place, 2nd place, 3rd
place, 4th place, last place.
______
______
______
______
______
1st
2nd
3rd
4th
5th
RACING LAB II
Albert, Brian, Candice, Diane, and Erick are participating in a bike race.
How many different ways can we award 1st, 2nd, 3rd place?
How many different ways can we award 1st, 2nd, 3rd place if the winners names begin
with consonants?
Deepa Sivaprakash
TIME: 60 MINS
Use permutations and combinations to compute probabilities of compound events and solve
problems.
Objectives:
ENTRANCE TICKET
1. You need to arrange 8 of your favorite books side by side. How many different ways can you
arrange the books?
2. Suppose you only have to arrange 4 out of your 8 favorite books side by side. How many
different ways can you arrange the books now?
3. How much less outcomes do you have if you only arrange 4 out of your 8 favorite books?
STATION INSTRUCTIONS
Station 1 cds
1. Find the total number of ways you can arrange ALL these CDs side by side.
2. Find the total number of ways you can arrange 3 out of the four CDs side by side.
BE PREPARED TO EXPLAIN YOUR STRATEGY.
Station 3- Books
1. Find the total number of ways you can arrange ALL these books side by side.
2. How many ways can you arrange the books side by side IF you must arrange the books
beginning with consonants first?