# doc - EduGAINS

```Unit 1: Counting and Probability
MDM4U
Lesson Outline
Big Picture
Students will:
 solve problems involving probability of distinct events;
 solve problems using counting techniques of distinct items;
 apply counting principles to calculating probabilities;
 explore variability in experiments;
 demonstrate understanding of counting and probability problems and solutions by adapting/creating a
children’s story/nursery rhyme in a Counting Stories project;
 explore a significant problem of interest in preparation for the Culminating Investigation.
Day
Lesson Title
1–2 Mathematical
Probability
Math Learning Goals

(lessons not
included)


3
Counting Tales


4–5 Using Simulations
to Show Variability
(lessons not
included)
6
Counting
Arrangements and
Selections
(lesson not included)





Investigate probabilities generated from experiments, e.g.,
spinners, sampling, numbered cubes, coins, cards, and use
mathematical vocabulary, e.g., sample space, outcomes,
events, trials, theoretical probability, experimental
probability, mutually exclusive, non-mutually exclusive,
independent and dependent events, complement, and
notation (e.g., P(A), P(~A), P(A and B), P(A or B), P(A | B))
in contexts involving simple counting (e.g., where the
sample space is given) and tools (e.g., tree diagrams,
organized lists, Venn diagram).
Determine whether two events are independent or dependent
and whether one event is conditional on another.
Recognize that the sum of the probabilities of all possible
outcomes in the sample space is 1.
Expectations
A1.1, A1.2, A1.3,
A1.5, A1.6
Introduce and understand one culminating project, Counting
Stories Project, e.g., student select children’s story/nursery
rhyme to rewrite using counting and probability problems
and solutions as per Strand A.
Create a class critique to be used during the culminating
presentation.
E2.3, E2.4
Determine, through investigation using class-generated data
and technology-based simulation models, the tendency of
experimental probability to approach theoretical probability
as the number of trials in an experiment increases.
Graph the experimental probability versus the number of
trials, and describe any trend.
A1.4
CGE 2b
A2.1
Solve problems that progress from small sets to more
complex sets using lists, tree diagram, role play to establish
the need for a more formal strategy.
See examples where some of the distinct objects are used
and where all the distinct objects are used.
Discuss how counting when order is important is different
from when order is not important to distinguish between
situations that involve the use of permutations and those that
involve the use of combinations.
MDM4U: Unit 1 – Counting and Probability
2008
1
Day
Lesson Title
7 Counting
Permutations
Math Learning Goals

(lesson not included)
8
Counting
Combinations


(lesson not included) 
9
Counting Stories
Project
Develop, based on previous investigations, a method to
calculate the number of permutations of all the objects in a
set of distinct objects and some of the objects in a set of
distinct objects.
Use mathematical notation, e.g., n!, P(n, r) to count.
Develop, based on previous investigations, a method to
calculate the number of combinations of some of the objects
in a set of distinct objects.
Make connection between the number of combinations and
the number of permutations.
Expectations
A2.1, A2.2
A2.1, A2.2
n

Use mathematical notation (e.g.,   ) to count

Ascribe meaning to   ,   ,   .

Solve simple problems using techniques for counting
permutations and combinations, where all objects are
distinct.

Use counting and probability problems and solutions to
create first draft of Counting Stories Project.
r
n n n
n 1 0
A1.1, A1.3, A1.5,
A1.6, A2.1, A2.2,
A2.3
(lesson not included)
MDM4U: Unit 1 – Counting and Probability
2008
2
Day
Lesson Title
10– Pascal’s Triangle
11
(lessons not
included)
Math Learning Goals

Investigate patterns in Pascal’s triangle and the relationship
to combinations, establish counting principles and use them
to solve simple problems involving numerical values for n
and r.

There is only one way to choose all of the elements
Expectations
A2.4
n
n
(i.e.,    1 ).

There is only way to choose none of the elements
n
0
(i.e.,    1 ).

There are n ways to choose one element from n
n
1
elements (i.e.,    1 ).

Choosing r elements from n elements is the same as
choosing n–r elements from n elements
 n   n  ) (e.g., Choosing 3 girls from 8 girls

n n  r
(i.e.,    

for a committee is the same as choosing 5 girls not to
be on the committee).
The number of collections of any size from n elements
n n n
0 1 2
 n  n n )
   2
 n  1  n 
is 2n (i.e.,          ...  

(e.g., the number of different playlists selected from 10
tunes is 210).
The total number of selections of r elements from n
elements is made up of selections that either include a
 n   n  1  n  1 )


 r   r  1  r 
particular element or not (i.e.,    
(e.g., the number of unordered playlists with 5 tunes
chosen from 10 tunes either includes a specific tune or
9
4
not. If it includes it, there are   ways of choosing
the remaining tunes. If it doesn’t include it, there are
9
9 9
 5  ways of choosing the five tunes. So  4    5  is
   
 
the number of ways of choosing 5 tunes from 10,
 10 
5
which is   .).
12
Mixed Counting
Problems


(lesson not included) 
Investigate pathway problems.
Distinguish between and make connections between
situations involving the use of permutations and
combinations of distinct items.
Solve counting problems using counting principles –
MDM4U: Unit 1 – Counting and Probability
2008
A2.3
3
Day
Lesson Title
13 Probability
Math Learning Goals

Solve probability problems using counting principles
involving equally likely outcomes, e.g., two cards are drawn
randomly from a standard 52-card deck. What is the
probability that the two cards are both aces if the first card is
replaced? If the first card is not replaced?

Complete final version of Counting Stories Project.
(lesson not included)
14
15
Counting Stories
Project
(lesson not included)
Culminating

Investigation
(lesson not included)

Identify a significant problem of interest for Culminating
Investigation.
Brainstorm ideas, e.g., mind mapping, for organization and
analysis of data related to a related significant problem.
Expectations
A2.5
A1.1, A1.3, A1.5,
A1.6, A2.1, A2.2,
A2.3, A2.4, A2.5
F2.4
E1.1
16– Jazz
17
18– Summative
19
MDM4U: Unit 1 – Counting and Probability
2008
4
Unit 1: Day 3: Counting Tales
MDM4U
Math Learning Goals
 Introduce and understand one culminating project, Counting Stories Project, e.g.,
student select children’s story/nursery rhyme to rewrite using counting and
probability problems and solutions as per Strand A.
 Create a class critique to be used during the culminating presentation.
Materials
 BLM 1.3.1–1.3.5
 Notebook
software
 presentation
software
75 min
Assessment
Opportunities
Minds On… Whole Class  Webbing Ideas
Lead students in a brainstorming session to generate a list of probability terms
introduced thus far in the unit. Refer to Sample Mathematical Terminology Web
(BLM 1.3.1).
Students construct a class mind map to make visual connections amongst the
various terms, using interactive whiteboard software, SMART Ideas™ or chart
paper and markers.
Whole Class  Introduction of Project
Read a children’s story that illustrates a different perspective or has used
mathematical terms, e.g., The True Story of the 3 Little Pigs, by Jon Scieszka
(ISBN 0-670-82759-2), Fractured Math Fairy Tales (ISBN 0-439-51900-4).
Using BLM 1.3.2, introduce the Counting stories project to students, and discuss
the description of the task and the assessment rubric (BLM 1.3.3).
Action!
Whole Class  Counting Story Development
Using the SMART™ Notebook file, PowerPoint files, or BLM 1.3.4, and
BLM 1.3.5 develop the counting story exemplar with student input. At the end of
the presentation, model writing a component of the story with student input.
Small Groups  Further Development of Counting Story
In small groups, students complete an additional component of the story, e.g.,
independent events, dependent events, mutually exclusive events, non-mutually
exclusive events or complementary events. Ensure that each group completes a
different missing component, including mathematical justification.
The Math Processes/Observation/Checkbric: Observe students as they use a
variety of computational strategies, make connections, and communicate their
reasoning to complete components of the story; prompt students as necessary.
Students make
connections between
terms, concepts and
principles of
probability and
counting using a
Mind Map (Think
Literacy, CrossCurricular
Approaches,
Mathematics,
As students write
portions of the story,
be attentive to the
appropriateness of
the story line.
Encourage Character
Education Traits,
e.g., the wolf is not
portrayed as a bully.
BLM 1.3.5 is an
example of an
extension to the
story.
The Counting Story
Project could be a
multi-disciplinary e.g.,
Math/English,
Math/Art project.
Consolidate Whole Class  Gallery Walk
Debrief
Each group shares their completed component of the story in a gallery walk.
(Each group’s work is displayed and students walk around to read each other’s
component parts.)
Think/Pair/Share  Brainstorming
Students generate criteria for critiquing stories during the final presentation
gallery walk, e.g., math content matches story, story is engaging, illustrations
help with understanding. Create a class critique for the presentations, using the
criteria agreed on.
Application
Home Activity or Further Classroom Consolidation
Select or create a story to begin your Counting Story Project. Begin to integrate
mathematical components of the story already discussed in this unit.
MDM4U: Unit 1 – Counting and Probability
2008
Students continue to
they learn new
concepts.
5
1.3.1: Sample Mathematical Terminology Web
for Counting Stories Project
MDM4U: Unit 1 – Counting and Probability
2008
6
1.3.2: Counting Stories Project
You will re-write or create a children’s story, fairy tale, nursery rhyme, or song so that it includes
probability and counting concepts and principles. The mathematics you introduce in the story
must connect to the context of the story, and provide opportunities for decision making on the
part of the characters within the story. The mathematics may be complex but try to keep the
story simple. The assessment of this assignment will focus on the mathematics within the story
line and the integration of narrative and mathematical forms in the story.
The following criteria will be assessed:
1. At least 12 of the following 19 concepts/principles are used to describe the decisions that
the character(s) are asked to make.










Complementary Events
Counting Techniques
Events
Independent Events
Mutually Exclusive Events
Outcomes
Permutations (order)
Subset
Trials









Combinations (no order)
Conditional Probability
Dependent Events
Experimental Probability
Multiplicative Principle
Non-Mutually Exclusive Events
Pascal’s Triangle
Sample Space
Theoretical Probability
2. Appropriate organizational tools, e.g., Venn diagram, charts, lists, tree diagrams, are used
and illustrated.
3. Diagrams, words, and pictures illustrate the tools and computational strategies used and the
choices available to the character(s).
Feedback on this assignment will include:
 Peer critiques of your story
 A level for each of the criteria in the Counting Stories Rubric
You will read the stories of others during a class gallery walk. Using the critiques developed by
the class, each student critiques two of the stories of others, selected by random draw. These
critiques provide peer feedback to the author of the story.
MDM4U: Unit 1 – Counting and Probability
2008
7
1.3.3: Counting Stories Project Rubric
Criteria
Applying
mathematical
processes and
procedures correctly
to solve the
problems in the story
Level 1
- correctly applies
some of the
mathematical
processes and
procedures with
major errors
Level 2
Problem Solving
- correctly applies
many of the
mathematical
processes and
procedures with
some errors
Level 3
- correctly applies
the mathematical
processes and
procedures with
few errors
Level 4
- correctly applies
the mathematical
processes and
procedures with
precision and
accuracy
Selecting Tools and Computational Strategies
Selecting and using
tools and strategies
to organize the
mathematics
presented in the
story
- selects and
applies the
counting
organizers (Venn
diagram, charts,
lists, tree
diagrams) with
major errors or
omissions
- selects and
applies the
counting
organizers (Venn
diagram, charts,
lists, tree
diagrams) with
minor errors or
omissions
Connecting the
concepts/principles
of counting and
probability to the
story line
- incorporates
permutations,
combinations, and
probability with
weak connections
to the story line
- incorporates
permutations,
combinations, and
probability with
simple connections
to the story line
- selects and
applies the
counting
organizers (Venn
diagram, charts,
lists, tree
diagrams)
accurately
- selects and
applies the most
appropriate
counting
organizers (Venn
diagram, charts,
lists, tree
diagrams)
accurately
- incorporates
permutations,
combinations, and
probability with
appropriate
connections to the
story line
- incorporates
permutations,
combinations, and
probability with
strong connections
to the story line
variety of
representations
are embedded in
the story
- an extensive
variety of
representations
are embedded in
the story
Connecting
Representing
Creating an
appropriate variety
of mathematical
representations
within the story
- few
representations
are embedded in
the story
- some
representations
are embedded in
the story
Communicating
Using mathematical
symbols, labels,
units and
conventions related
to counting and
probability correctly
across a range of
media
Integrating narrative
and mathematical
forms of
communication in
the story
- sometimes uses
mathematical
symbols, labels,
and conventions
related to counting
and probability
correctly within the
story
- consistently and
meticulously uses
mathematical
symbols, labels,
and conventions
related to counting
and probability
correctly and in
novel ways within
the story
- either
- both
- both
- a variety of
mathematical or
mathematical and mathematical and mathematical and
narrative form is
narrative forms are narrative forms are narrative forms are
present in the story present in the story present and
present and
but not both
but the forms are
integrated in the
integrated in the
not integrated
story
story and are well
chosen
MDM4U: Unit 1 – Counting and Probability
- usually uses
mathematical
symbols, labels,
and conventions
related to counting
and probability
correctly within the
story
- consistently uses
mathematical
symbols, labels,
and conventions
related to counting
and probability
correctly within the
story
2008
8
1.3.4: Counting Stories Project Presentation File
Slide 1
Slide 2
Slide 3
Slide 4
Slide 5
Slide 6
MDM4U: Unit 1 – Counting and Probability
2008
9
1.3.4: Counting Stories Project Presentation File (continued)
Slide 7
Slide 8
Slide 9
Slide 10
MDM4U: Unit 1 – Counting and Probability
2008
10
1.3.5: Sample Stories Extensions
Non-Mutually Exclusive Events
The third little pig, Sasha knows she will be happy with a house that is either in the forest or built
of wood. How many possible houses can she have?
Her choice is far more likely to happen. The number of houses satisfying her event criteria
was 12.
n( forest or wood )  n  forest   n( wood )  n( forest and wood )
 682
 12
Using the additive principle, Sasha observes that building a house in the forest made of wood
are non-mutually exclusive events since the subset of building of wood in the forest is not
empty.
Independent Events
The probability that Sasha chooses a house in the forest built of wood is
12 1
 . The probability
24 2
1
. According to the multiplicative
24
1
principle, the probability of Sasha’s choice and Pierre’s choice occurring together is
since
48
that Pierre chooses his one level house in the mountains is
they are independent events.
P( Sasha and Pierre)  P( Sasha  P( Pierre )
1 1

2 24
1

48

MDM4U: Unit 1 – Counting and Probability
2008
11
```
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