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Teacher Candidate

Samantha Colman
Greenwood High School

Date/Time of Lesson
10-28-14/8:00 and 11:45
Subject/Grade Level
Probability and Statistics/ 11-12

Woody Nivens

Cooperating Teacher
Woody Nivens

Description of Lesson
In this lesson I will teach the students about independent and dependent events and the multiplication rule for probability. I
will explain the definitions and demonstrate examples of each event and how to use the multiplication rule. Then the
students will practice finding probability and determining what time of even it was.
Lesson Plan Component
Lesson Topic/Title

Is it an Independent or Dependent Event?

Title of lesson, similar to a book title

NCTM: Understand and apply basic concepts of probability understand the concepts of conditional probability and
National Standard(s): List the number and write the
standard; i.e., IRA/NCTE, NCSS, NCTM, MENC,
SC Curriculum Standard: S-CP ( Conditional probability and the Rules of Probability) Understand independence and
conditional probability and use them to interpret data
SC Curriculum Standard(s): List the number and

Curriculum Standards Addressed

write the standard; i.e., GS-6.1

SC Academic Indicator(s): List the number and
write the indicator

S-MD (Using Probability to Make Decisions) Calculate expected values and use them to solve problems
SC Academic Indicator: 2.Understand that two events A and B are independent if the probability of A and B occurring
together is the product of their probabilities, and use the characterization to determine if they are independent.
8. Apply the general Multiplication Rule in a uniform probability model, P(A and B)=P(A)P(B|A)=P(B)P(A|B), and
interpreting the answer in terms of the model
EEDA: Cooperative Group Learning

Cross-Curricular Connections
Write how the lesson is integrated with other
subject areas

Students need to be able to read their textbooks to integrate English

Lesson Plan Component


Instructional Objectives

Students will be able to identify independent and dependent events

What should students know or be able to do by the

end of the lesson?

Students will be able to find the probability of events with the multiplication rule

Students should be able to identify and find the probability of events with a worksheet with a 85% accuracy

NCTM- find probability of events

SC Standards- S-CP and S-MD




Text book (Elementary Statistics Picturing the World 5 Edition)

Promethean Board write notes on the board

Computer need to use Promethean Board

Graphing Calculator- Students will use the calculator to solve probability of events as another method other than
by hand

Deck of Cards


Students will (VERB)

Objectives should be observable and

Instructional Objectives cont.

List the numbers for the standards that

each objective addresses; i.e., NCSS 1, SC


List all materials needed to implement your

lesson; e.g., pencils, notebook, selected
reading(s), video, PowerPoint...
If digital technology will be integrated in
the lesson to enhance the learning
experience, address how.

Prerequisites (Prior Knowledge)

List skills/abilities students will need to successfully
participate in their learning experience according to
the following developmental needs:





How will you accommodate for varying


Able to communicate with me and other students

o Thinking about any connections to previous knowledge

o Able to write
o Able to use a calculator

o Be open to learning

I do not have any student that are on accommodations. I will have the definition and an example of a range and standard
deviation on the Promethean Board. I will vocally say what I am writing or what is on the board. This will accommodate
all types of learners. I will give time between each step before moving on to make sure the students understand the

Lesson Plan Component

rates of learning (early finishers/slowerpaced learners), learning styles, and any

relevant diversities?
What accommodations will be made for
students with special needs?



Larson, R., & Farber, B. (2012). Measures of Variation. In Elementary statistics: Picturing the world (5th

Cite all references for materials/resources used in

ed., pp. 145-155). Boston, MA: Prentice Hall.
preparing the lesson. Citations should be in APA, 6
Woody Nivens
edition format.

Introduction: Today we are going to learn about independent and dependent events. You will be able to find the
probability of events and how to identify the type of events by the end of the lesson. I expect you to pay attention to the
lesson as I teach you about independent and dependent events, answer questions if I ask them as directed, and listen to
Instructional Strategies (steps in the lesson) all of my instructions.
to include questioning techniques and
Body: We are going to first look at what independent and dependent events are:
lesson closure
Independent events:


The definitionEvents in which the outcome of event A does not affect the probability of event B
Two events are independent if the occurrence of one of the events does not affect the probability
of the occurrence of the other event. Two events A and B are independent if

Dependent events:

The definitionIf the events are not independent they are dependent events

Work an example of independent and dependent events

o Example 2 (I will demonstrate with this problem)
o 1. Selecting a king from a standard deck (A), not replacing it, and then selecting a queen from the
deck (B)
o 2. Tossing a coin and getting a head (A), and then rolling a six-sided die and obtaining a 6 (B)

Lesson Plan Component


3. Driving over 85 miles per hour (A), and then getting in a car accident (B)

Answer 1. P(B|A) =

and P(B)=
The occurrence of A changes the probability of the occurrence

of B, so the events are dependent

and P(B) =
The occurrence of A does not change probability of

Answer 2. P (B|A) =

occurrence of B, so the events are independent.

Answer 3. If you drive over 85 miles per hour, the chances of getting in a car accident are greatly
increased, so these events are dependent

The students will determine if events independent event or dependent events.

o Students will work the rest of the problems on page 146 solve the last two problems
o Answer 1 is Dependent
o Answer 2 is Independent

Multiplication Rule:

The definitiono The probability that two events A and B will occur in sequence is

P AandB P A PB | A

If events A and B are independent, then the rule can be simplified to

P AandB P A PB . This simplified rule can be extended to any number of independent


Work an example of the multiplication Rule

o Example 3 ( I will demonstrate this problem)
o 1. Two cards are selected, without replacing the first card, from a standard deck. Find the
probability of selecting a king and then selecting a queen.
o 2. A coin tossed and a die is rolled. Find the probability of tossing a head and then rolling a 6.
o Answer 1 Dependent

Lesson Plan Component

PKandQ PK PQ | K
4 4

52 51


2. The events are independent

P Hand 6 P H P 6
1 1

2 6


Students will work the other two problems from their book on page 147
o 1. The probability that a salmon swims successfully through a dam is 0.85. Find the probability that
two salmon swim successfully through the dam.
o 2. Two cards are selected from a standard deck without replacement. Find the probability that they
are both hearts.

I will then go over these problems

Depending on if they understand the concepts I will go over Examples 4 and 5 out of the book on page 148149

I will give them a work sheet to see if they understand the concepts with problems on determining types of
events and solving probability

The worksheet will be group work and I will let them choose their own groups and let them know that they
need to act appropriate and work together

The worksheets will be collected.

Today we have learned how to determine if events are independent and dependent events and how to use the
multiplication rule to solve for probability. If you do not finish your worksheet finish that for homework. For more
practice try problems 7-16, 18, 19, 22, 25 and 26 on page 150 for homework.

Lesson Plan Component


Assessment(s) of the Objectives

Observe if students understand the definition on how to classify events and how to solve the probability

What assessment(s) will you use to determine what

students learned and achieved during the lesson?
The assessment(s) must be aligned with
instructional objectives.

Ask them questions about previous knowledge they should know and the new information

Let them work examples in class and walk around to see if they are understand how to solve the probability of
different events

Students will work on a worksheet that will be taken up to check to see if they understand the material.

Warm-Up based on the homework to see if the students retain the information on their own the next day

Evaluation of Lesson
Were objectives successfully achieved? What went
well? What would you like to improve? What
adjustments will be made in succeeding lessons?

Notes: __________________________________________________________________________________________________________________