## Compound Events Smartboard.notebook - Section 2: Explore

*Compound Events Smartboard.notebook*

# Compound Events - Visual Displays of Sample Spaces

Lesson 2 of 6

## Objective: Students will be able to represent the sample space of compound events, and calculate the probability of events using their sample space.

## Big Idea: Ever wonder how many outfits you can make out of what is in your closet? After this lesson, students will be able to.

*60 minutes*

#### Launch

*10 min*

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener – **Instructional Strategy - Process for openers**. This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can represent the sample space of a compound event using a table, organized list, or tree diagram.” Students will jot the learning targets down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

*expand content*

#### Explore

*35 min*

Compound Events Explore Narrative: In this lesson, students will model (**MP 4)** probability through the creation of a sample space (**MP 5**) using a tree diagram. Drawing tree diagrams can be difficult and cumbersome for some students, so it will be important they pay close attention to precision (**MP 6**). Students will be asked to persevere with problems without my assistance (**MP 1**).

*expand content*

#### Summarize

*15 min*

**Summary Poster: **To summarize the lesson, I am going to give each table one scenario to create a visual display for. The table will work together to correctly identify all combinations in the sample space, and then answer any questions that were included in the scenario. I do not normally have any issues with students contributing to their group; however, I will have duplicate copies of scenarios should I need to split up any groups or pull students to the side to do the task individually – as you never know the curve balls middle school students can throw!

#### Resources

*expand content*

##### Similar Lessons

###### Determine Probabilities

*Favorites(13)*

*Resources(12)*

Environment: Urban

Environment: Suburban

###### Flipping Coins and Exponential Decay

*Favorites(1)*

*Resources(27)*

Environment: Urban

- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: Simple Events - What is the probability of drawing a king from a deck of cards?
- LESSON 2: Compound Events - Visual Displays of Sample Spaces
- LESSON 3: Experimental and Theoretical Probability
- LESSON 4: Simulations - Can you design an experiment?
- LESSON 5: Probability Review
- LESSON 6: Probability Test