simple and compound probability worksheet answers pdf

What are you asked to find in one vs. the other?For #2, how could you change the question so that it asks about theoretical probability instead of experimental?They both involve combination of two events (two coins are selected, a spinner is spun and a die is rolled),The problem in the do now has multiple outcomes that appear to be the same (multiple pennies, multiple nickels etc).Should the number of outcomes change if I change the way I ask the question?What if I asked, “how many different outcomes of a letter and a number on the spinner are there”? Ideally I would give this concept alone 3-4 days to itself, having students conduct different experiements with different types of compound events (i.e. Four pieces form a rectangle and there are 6 … How does order play a role in this problem?After using the table, what is the probability of drawing a red and then a green marble? 1. Independent Dependent . Each group must strive to agree on the number of possible outcomes and review what all the possible outcomes are. This idea can be illustrated by continuing to make comparisons between that question and the notes sample:The idea of sample space, and distinct events, is a complex one for students. I ask the question:Bring back the essential question during the Do Now:It is important to push students to understand that getting Penny1 and Nickel1 is a different event than Penny2/Nickel1, despite the fact that it is a penny and a nickel both times. The big question is:This is a complex idea that impacts the sample space in a compound probability item. Print Worksheet . Once we have the answers, I ask all students to return to their seats. A compound event consists of two or more simple events. On it I will have them draw two pictures: a spinner with 4 equal pieces named A, B, C, and D AND the net of a six sided die numbered 1 – 6. Simple : Compound . Calculating simple probability for given equations Determining the probability of compound events in a word problem Answering questions on complementary events Skills practiced. Independent Dependent . The Mathematical Practice in action here is.While students were reviewing answers in groups of 4, I asked one pair to write their answers on the board. •A simple event: the selected card is the two of clubs. Why? Two common questions keep coming from students:The first two items attempt to address these two questions. In question #1 we have an answer in the form of a whole number and for question #2 it is in the form of a fraction. I don’t dive deeply into why this replacement concept matters in an intro lesson.

compound event, which consists of two or more events linked by the word and or the word or.

6) What is the probability of rolling a 4 on a number cube and or, what if I renamed the parts of the spinner A, A, A, A and the die 1, 1, 1, 1, 1, 1. After answering questions, I distribute Homework and dismiss students. Why is it different than simple probability?How many events are involved in compound probability?What is different about this table [in the CW] and the tables we’ve created in the class notes and do now?How does this table help you organize the information in a better way than the tables we created in the notes and do now?Is it possible to consecutively draw two marbles of the.Is red, green the same as green, red?

Simple : Compound . A compound event is the selected card is red (there are 26 red cards and so there are 26 simple events comprising the compound event) 4. Select a driver randomly from all drivers in the age category of 18-25. (Identify the sample space, give an example of a simple event and a compound event)

The use of manipulatives could be useful here depending on the resources available.I ask students to take 5 minutes to create another table like the one in the Do Now to show all the possible outcomes. It has an answer key attached on the second page. This may make the compound probability easier to find. 2. They may work in pairs. In the last 5 minutes of this section I ask students to report probabilities, reminding them that the answers are in the form of a fraction where the denominator is the number of total outcomes in the sample space, and the top value is the number of favorable events.Replacement is such a pivotal idea here, warn student to look out for this piece of info in each word problem. Learn how to calculate probability without a probability calculator. coins, spinners, dice with more than 6 sides, clothing and food combos, etc) AND different ways of organizing the information (i.e. This pair should have events listed in a comprehensive way (A1, A2, A3… etc) and all the correct combinations. Tossing a die is a simple event. 5) A deck of playing cards contains 52 cards. What is the probability of drawing one green marble (simple probability) 1 / 4; I push students to see the connection; more specifically discover the rule or algorithm for calculating compound probability (multiply the simple probabilities of each favored outcome).

Why?What is different about questions #1 and #2? It is likely that I will need to solely plant the seed of this essential question and continue addressing the answer in the class notes (next section).Students are asked to take out a blank sheet of paper. This worksheet is a supplementary seventh grade resource to help teachers, parents and children at home and in school. The creation of this Do Now is based on student feedback on the topics they are struggling with the most. tables, tree diagrams, lists, etc).In this lesson we only had time for the one experiment exposing students to listing sample spaces.

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