14 vistas

Cargado por api-318653949

- pirate addition first grade lesson plan
- lbs 340 lesson plan teddy bear
- Electronic Resource Evaluation (Ed. Tech)
- General Lesson Plan
- Grade7 Migrating Math YES
- Lesson Plan
- nov 14-18 2016 newsletter
- professional development planning
- Lesson Plan
- calendar math lesson plan spring 2016
- lesson plan maths 31 05 16
- LP on Math Slide Feb.2
- Detailed Lesson Plan in Mathematics 3.docx
- lesson plan template
- MOTL 5aday Lesson Plan Binder Notebook Revised 2011
- Unit 1 Teacher Plans
- math lesson plan 4
- lesson plan science activity
- harriet tubman day 4 lesson
- stage - coins lesson plan 2

Está en la página 1de 12

WRITTEN BY:

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:

-Identify and describe the number of possible outcomes of several objects by

using a tree diagram.

-Use their knowledge of tree diagrams to discover the Fundamental Counting

Principle.

Tree Diagrams, Fundamental (Basic) Counting Principle, outcomes

Materials:

Modified Shorts and Shirts Activity Sheet, markers/colored pencils, scissors,

paper, tree diagram display

Resources:

Smartboard, calculator, document camera

https://illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/3-5/CombinationsAS-ShortsandShirts.pdf

Development/Procedures (15 - 20 MIN) Group-work:

Students will be presented with the

Shorts and Shirts Activity Sheet and will be asked to find the total number of possible

outcomes. Students will work in pairs to determine the total outcomes. One group will be

selected to share their work using document camera.

Group Share (5 MIN) : Student(s) will present their work to the class.

Students will participate in a turn and talk with their partner to discuss possible

methods. Students will share their ideas for the teacher.

NOTE: making a list, tree diagram

Group-work (5-10 MIN):

Students will work in pairs to create a tree diagram of all

possible outcomes. Each pair will fill out the diagram on board.

Summary Activity ( 10 MIN): Whole Class Sharing

The finalized tree diagram will be discussed as a class to reinforce understanding. Students will

be posed the essential questions again

How many possibilities were there for shorts?

How many possibilities were there for shirts?

How many possibilities of shorts and shirts were there?

Students will be posed the question: How were these numbers related to each other? Can we

think of a general rule for determining the total number of outcomes?

NOTE: multiply the number of items and the number of shorts together

Homework: For a three course dinner, you are given the following options:

Appetizer: salad OR soup

Main : chicken OR steak OR pasta

Dessert: Cheese-cake OR Gelato

How can we find the total possible outcomes? What is the total possible outcomes?

Student Assessment: Group Work, Presentations and Discussions.

Reflection Journal: Consider the general rule we came up with for determining the total

number of outcomes. How is multiplying all the number of items together related to the tree

diagram created in class?

Differentiation: Heterogeneous grouping based on performance from previous year/learning

style. Visual Representation/Manipulatives provided. Teacher will circulate room to facilitate

student learning.

Follow up Lesson: Counting Principle Specified Conditions (dependency)

Each shirt must be a solid color: green, red, or blue. Each pair of shorts must be a solid color:

black, purple, orange, brown. How many different outfits be made? NO TWO OUTFITS

SHOULD BE THE SAME!

BE CAREFUL: YOU ARE NOT REQUIRED TO USE ALL OF THE SHORT/SHIRT DIAGRAMS.

WRITTEN BY:

SUBJECT: Algebra II/Trig

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:

-Determine the number of possible outcomes of several objects by using the

Fundamental Counting Principle.

-apply their knowledge of tree diagrams and Fundamental Counting Principle to

situations with dependent conditions.

Tree Diagrams, Fundamental (Basic) Counting Principle, outcomes, dependency

Materials:

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.

You are buying a new car. You go to your local car dealership and meet the salesman. You tell

him the two car body styles you are interested in.

Two body styles

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.

WRITTEN BY:

SUBJECT: Algebra II/Trig

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:

-Determine the number of possible arrangements given specific order conditions

by applying the Fundamental Counting Principle.

Permutation, outcomes, dependency

Materials:

Resources:

If you are given three playing cards, a King, an Ace, and Queen, How many different ways can

you arrange these cards side by side? Logically, what do we have to think about?

Lets consider it in terms of cases. How many options do we have when we select the first card?

After selecting the first card, how many options do we have when we select the second card?

How many options do we have for the third card selection after the first and second cards are

selected?

After discussion, students will view video

https://www.youtube.com/watch?v=HIZ5X68z4ro&feature=youtu.be

How is this related to the counting principle? (n!)

Development/Procedures :

10-15 MIN: Racing Lab

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

Discussion : Is there a quicker strategy?

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?

WRITTEN BY:

SUBJECT: Algebra II/Trig

Deepa Sivaprakash

TIME: 60 MINS

Content Area Learning/Performance:

CCSS.MATH.CONTENT.HSS.CP.B.9

problems.

Objectives:

-Determine the number of possible arrangements given specific order conditions

by applying the Fundamental Counting Principle.

Permutation, outcomes, dependency

Materials:

4 cds, 4 scrabble tiles (R, E, A, R), 5 books (2 books starting with distinct vowels,

three books starting with distinct consonants), station instructions

Resources:

Entrance Ticket will check for understanding of

Permutations/Counting Principle. Upon completion, entrance ticket will be reviewed in

heterogeneous pairs (skill level).

Development/Procedures (20- 30):

(15 MIN) Introduce a lab station activity i.e. one station with 4 cds, 4 scrabble tiles

(R,E,A,R), 5 books (two books starting with distinct vowels, three books starting with distinct

consonants).

Students will discover the total possible outcomes based on given arrangement

conditions at each station.

Students will discover the total possible outcomes without any conditions set.

Check-In: Group share will be conducted as teacher checks for student understanding.

Reinforcement will be conducted here if necessary.

(15 MIN) Find the difference between all possible outcomes in general and the

outcomes found given a specific arrangement condition.(n k)! where k is the arrangement

condition.

(n!)/(n-k)! = P(n,k)

Group Share (5 MIN) : Findings will be presented to the class.

Summary Activity ( 10 MIN): Whole Class Sharing

Does anyone notice anything interesting about their answers? Have you seen these answers

appear before in your work? What have we discovered?

Homework: Create your own formula that shows the total number of arrangements of a given

situation under a specified condition.

Student Assessment: Group Work, Presentations and Discussions.

Differentiation: Heterogeneous grouping based on performance from previous year/learning

style. Visual Representation/Manipulatives provided. Check-ins determine if students are

understanding concepts or if more time is required. Teacher will circulate room to facilitate

student learning.

Follow up Lesson: Transformations.

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.

1. Find the total number of ways you can arrange ALL these tiles on top of each other.

2. How many ways can you arrange the tiles on top of each other if you must have same

letters on the top of the pile?

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?

- pirate addition first grade lesson planCargado porapi-298522270
- lbs 340 lesson plan teddy bearCargado porapi-405547770
- Electronic Resource Evaluation (Ed. Tech)Cargado porstukesk
- General Lesson PlanCargado porJudy Houlihan Imamudeen
- Grade7 Migrating Math YESCargado porChicago Dept. of Transportation
- Lesson PlanCargado porHitesh Mendiratta
- nov 14-18 2016 newsletterCargado porapi-267082404
- professional development planningCargado porapi-325889338
- Lesson PlanCargado porHitesh Mendiratta
- calendar math lesson plan spring 2016Cargado porapi-315049671
- lesson plan maths 31 05 16Cargado porapi-265021058
- LP on Math Slide Feb.2Cargado porMonique Tan
- Detailed Lesson Plan in Mathematics 3.docxCargado porGerald Degano
- lesson plan templateCargado porapi-285766230
- MOTL 5aday Lesson Plan Binder Notebook Revised 2011Cargado porLearners At Home
- Unit 1 Teacher PlansCargado porkatie_oboyle
- math lesson plan 4Cargado porapi-299695683
- lesson plan science activityCargado porapi-287304055
- harriet tubman day 4 lessonCargado porapi-250797681
- stage - coins lesson plan 2Cargado porapi-242418576
- math topic 8Cargado porapi-352123670
- Sample Lesson PlansCargado porChristian Gangan
- educ 397ss artifact reflection rose wagnerCargado porapi-270447513
- Family Lesson PlanCargado porrehus1illinois
- EDEL453 Spring 2012 MayelaHERNANDEZ bookCargado porMayela Hernandez
- Staircase ProblemCargado porFlyEngineer
- badge 2Cargado porapi-247838066
- Listening and Speaking Lesson PlanCargado porMilla millo
- Authentic Historical Reenactment-Making ButterCargado porcjthompson907
- Math ProjectCargado pormulebrio

- dimension 8 coverletterCargado porapi-318653949
- domain impact on student learning reflectionCargado porapi-318653949
- dimension2 artifactCargado porapi-318653949
- dimension 6 coverletterCargado porapi-318653949
- dimension 10 coverletterCargado porapi-318653949
- dimension 6Cargado porapi-318653949
- sivaprakashdeepaeducationresumeCargado porapi-318653949
- dimension 7 coverletterCargado porapi-318653949
- dimension 9 coverletterCargado porapi-318653949
- dimension 9 commitment to professionalism 2Cargado porapi-318653949
- dimension 2 coverletterCargado porapi-318653949
- domain knowledge reflectionCargado porapi-318653949
- domain impact on student learning reflectionCargado porapi-318653949
- dimension 1 artifactCargado porapi-318653949
- dimension 5 coverletterCargado porapi-318653949
- domain dispositions reflectionCargado porapi-318653949
- dimension 1 coverletterCargado porapi-318653949
- domain skills reflectionCargado porapi-318653949
- dimension 4 coverletterCargado porapi-318653949
- dimension 3 coverletterCargado porapi-318653949

- 2planned Unplanned DiscourseCargado porSiti Aisyah
- Male Female DiscriminationCargado porlovleshruby
- patricias moneyCargado porapi-205954868
- Acronym AssignmentCargado porDonna Renee Milling
- Communication Research Methods 301Cargado porNerdy Notes Inc.
- ISE I - Conversation - CA1 (Travel, Fashion and Money)Cargado porsonsomolli
- thgradecommoncorewordwallvocabularycardshollywoodthemeCargado porapi-234920827
- Hesychasm and Hagiography in Late ByzantiumCargado porskimnos
- Nsg 105 - PharmaCargado porJamal P. Alawiya
- METHOD OF COLLECTING DATA.docxCargado porzelia
- plagiarism.pptCargado porWaqarAli
- HSBC business modelCargado porSidra Ahsan
- ENGIC4740SYLLABUSCargado porJames Click
- Medieval Moldavian Castles - Sabina StanilaCargado porSabina Madgearu Stanila
- SJ Convocation PROGRAM WebCargado porfalokun
- Advanc-ED Parent SurveyCargado porsschuhmi
- 7yhhCargado porArch
- Training and Development Wipro EditedCargado porAri Lewis
- beauhudakresumeCargado porapi-272848627
- Foundation of Education NotesCargado porAparna Naga
- The Moral Issue of Paternalism and Truth TellingCargado porLouie Kem Anthony Babaran
- Conducting Action ResearchCargado porAnthony Jan Cabatic
- Ong- Medieval TextualizationCargado porDML
- literatureCargado porapi-341550078
- jennferbullock cv 2015Cargado porapi-316943104
- DM_395_s2018Cargado pordemrick
- Item Analysis v.2017 MatpatCargado porSinned Seyer
- Freeman Elizabeth Time Binds Queer Temporalities Queer HistoriesCargado porSibarita Carrasco
- Integrated Coastal ManagementCargado porVivian Escoto de Belen
- 2014 15 Senior Curriculum Volume 2Cargado porKabyajyoti patowary