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Course, Subject

Integrated Algebra, Math, Science & Technology, Mathematics (NYS P-12 Common Core)

Description

This lesson describes the counting principle of multiplication. This is used to quickly find the number of elements in a sample space.

Objectives

Students will use the fundamental counting principle to determine the number of outcomes in a sample space.

Duration

42 minutes

Materials

SMART Board, SMART notebook, calculators

Procedure

The lesson will be guided by the use of the SMART notebook file on the SMART Board. First, a do-now will be presented for the students to complete upon entering the room. This is designed to focus the students' attention on math as well as review the preceding lessons. The last question of the do-now involves drawing tree diagrams to represent sample space. The teacher will then describe how the counting principle can be used as an alternative to the tree diagrams to find the number of outcomes in a sample space. The definition will be given and then sequential examples will be worked out to learn the counting principle.

Assessment

The teacher will use student interaction as well as completed homework and quiz assessments to determine student mastery of the material.

Support Materials

The following is the SMART notebook file that can be used for this lesson

counting principle.notebook

Related Academic Standards

New York State

6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3² * 3^-5 = 3^-3=1 / 3³ – 1 / 27.

MST3.A1.PS.2 Students recognize and understand equivalent representations of a problem situation or a mathematical concept.

MST3.A1.N.7 Students determine the number of possible events, using counting techniques or the Fundamental Principle of Counting.