Conditional Probability Learning Objective 1

Conditional Probability # 1
Teacher(s): Brittanie Campos Subject: Math
Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson
● A2.S-CP.A.5: Recognize and explain the concepts of conditional probability and independence utilizing
real-world context.
Objectives (Explicit): Use Bloom’s verbiage and “formula”
● I can apply the Addition Rule to different representations of probability models (Venn Diagram, Tree
Diagram, and two-way tables).
● I can interpret the Addition Rule in an abstract or real-world context.
Evidence of Mastery (Measurable): An actual “product” /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)
Check-In:
Addition Rule of Probability:
1. In a class of 50 students, 18 take music, 26 take art, 2 take both art and music. How many students in the class are
enrolled in either music or art?
Math:
Venn Diagram: Table: Tree:
2. In a class of 450 students, 300 are taking a mathematics course and 260 are taking a science course. If 140 of these
students are taking both courses, how many students are not taking either of these courses?
Math:
Venn Diagram: Table: Tree:
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives – action verbs such as
write, list, highlight, etc.)
- Create a Venn diagram, two way table, tree diagram to display the survey data
- Apply diagrams to create a mathematical rule
Key vocabulary: Materials/Technology Resources to be Used:
Set: A set is a collection of things. You can have set of - Notebook

numerous things, such as items, or numbers. - Pencil
- Highlighters
Subset: A set of which all the elements are contained in another - Pens
set. - Whiteboard
- Markers
Union: Is when an element can be in EITHER set. “Or”
- Erasers
Intersection: Is when a elements must be in BOTH sets. “And”
Complement: Everything that is NOT in the set.
Additional Rule: Given P(A) and P(B) are not mutually

exclusive events, then the probability of P(A or B) = P(A) +
P(B) - P(A and B).
Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ “hook” the
students
Prior to Unit:
Have students fill out an online survey:
1. During high school, did you play sports?

2. Do you currently drink coffee?
Day 1:
(2 min) Opening:
- (2 min) Have Directions posted on the board.

- Directions: Take out your notebook for today’s activity. In addition, if you have any highlighters, or
colored pens, I would suggest taking them out. Write the following learning objective into your
notebook:
I can describe subsets of sample spaces with unions, intersections and complements.
- (1 min) Present question
- How to prove if discrimination has occurred?
- Give some examples
- (5 min) Have students grab a whiteboard and eraser and try to mathematically prove
how to find discrimination.
In Teacher Will: Be specific Student Will: Be specific

de
pe Day 1 Day 1
nd
Survey Survey
en
t - Show data survey from on spreadsheet and - Have a printout of survey results from
Pr share the slides of unit. class’s data.
ac - Have them answer these questions by using the - Students will answer the questions by hand.
tic survey: - Relate what they wrote to probability
e 1. What fraction of students have a conditional statements.
driver’s license?
2. What fraction of students work?
3. What fraction of students work AND
have a driver’s license?
4. What fraction of students work or have
a driver’s license?
5. What fraction of students do NOT have
a driver’s license?
6. Describe the data in the form of a venn
diagram.
- Relate the results to probability conditional
statements:
- P(DL) =
- P(W) =
- P(DL or W) =
- P(DL and W) =
- P(Not DL) =
Co-Teaching Strategy/Differentiation/Check for Understanding…how are you going to know if EACH student
is ready to move onto independent practice? And how are you going to differentiate if they do not understand?
For Students who Need Extra Guidance
- Do each problem one at a time as a class, and have a set timer.

- Or do the first problem and explain how it was found.
G Teacher Will: Be specific Student Will: Be specific

ui
de Day 1 Day 1
d
Venn Diagram Venn Diagram
Pr
ac - Have students draw a Venn Diagram of the - Draw a venn diagram.
tic conditional probability statements. - Share with classmates.
e - Share their boards as a class. - Common Misconceptions
- Find similarities and differences for each board. - Adding what’s in the middle to the
- Address any misconceptions if needed. other part of the two circles.
Two-Way Table Two-Way Table
- Have students make two seperate tables of the - Create two tables using the data from the
data from the Venn Diagram. Venn diagram.
- Have students create a new table that integrates - Create a two-way table by integrating the
the two previous tables to provide new two tables they created from the previous
information (a two way table). example.
- Provide a hint to students that you’re
combining this information from the Day 2
two tables and the venn diagram.
Probability Tree
- Label this as a two-way table.
- Create a diagram of data, labeling with
Day 2
branching factors.
Probability Tree - Add probability statements to their diagram.
- Reverse branching factors and add
- Have students create a diagram of data, labeling conditional probability statements.
with branching factors. - Calculate the probability for each branch.
- After completing the tree diagram, teacher adds
conditional probability statements to branching
tree.
- Have students reverse branching factors and add
conditional probability statements.
- Have students calculate the probability for each
branch.
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?
For Students Who Need Extra Guidance:.
- Pay attention specifically to these students.

- 1st Hour: Eduardo, Michelle, Dayne, Gio, Jorge M
- 3rd Hour: Andy, Daniela, Williams, Nicki, Diana, Johnathon, Jackie
- 6th Hour: Liz, D’Angelo, Julian, Maleeya, Rosemary
- 8th Hour: Brandon, Amina, Madison, MelodyNavi, Matt, Celina, Mari
Inst Teacher Will: Be specific Student Will: Be specific

ruct
ion Day 2 Day 2
al
Four Corners Activity - Four Corners Activity
Inp
ut
- Go to the corner related to them.

- Have students get up and move to the corner
related to them.
- Count the number of students at each corner and - Return to seats.
write the numbers on the board. - Answer the following questions:
- Have students return to their seats. 1. Now find the probability that a
- Have them answer the following questions: student has a driver’s license.
1. Now find the probability that a student 2. Find the probability that a student
has a driver’s license. works.
2. Find the probability that a student 3. Find the probability that a student
works. works and has a driver’s license.
3. Find the probability that a student 4. Find the probability that student
works and has a driver’s license. works or has a driver’s license.
4. Find the probability that student works - Try to find the mathematical rule that uses
or has a driver’s license. all of these probabilities and write it in
- Write the answers on the board. proper notation.
- Have them try to discover how the probabilities - Learn about the proper notation for “or” and
are related mathematically. “and.”
- Have them use proper notation - Do Check-In
- Does not have to be perfect, just correct
so we can adjust it.
- Have the group that got it, or was close to
getting it present their mathematical rule.
- P(A∪B) = P(A) + P(B) - P(A∩B)
- Label Union
- Label Intersection
- Provide Check-In
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?
For Students Who Need Extra Guidance:
- Have those who have finished early help explain those who have yet to finish.
Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What
essential questions will they reflect on in their closure of the lesson?
Once they finished the check-in, they should write a reflection at the bottom of what they learned, what made
sense and what did not make sense.

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Conditional Probability # 1

Teacher(s): Brittanie Campos Subject: Math

Addition Rule of Probability:

Venn Diagram: Table: Tree:

Key vocabulary: Materials/Technology Resources to be Used:

Set​: A set is a collection of things. You can have set of - Notebook

Complement​: Everything that is NOT in the set.

Additional Rule:​ Given P(A) and P(B) are not mutually

Have students fill out an online survey​:

1. During high school, did you play sports?

- (2 min) Have Directions posted on the board.

In Teacher Will: ​Be specific Student Will: ​Be specific

For Students who Need Extra Guidance

- Do each problem one at a time as a class, and have a set timer.

G Teacher Will: ​Be specific Student Will: ​Be specific

Two-Way Table Two-Way Table

For Students Who Need Extra Guidance​:.

- Pay attention specifically to these students.

Inst Teacher Will: ​Be specific Student Will: ​Be specific

- Go to the corner related to them.

For Students Who Need Extra Guidance:

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Set: A set is a collection of things. You can have set of - Notebook

Complement: Everything that is NOT in the set.

Additional Rule: Given P(A) and P(B) are not mutually

Have students fill out an online survey:

In Teacher Will: Be specific Student Will: Be specific

G Teacher Will: Be specific Student Will: Be specific

For Students Who Need Extra Guidance:.

Inst Teacher Will: Be specific Student Will: Be specific