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Lesson 1 MI/Vocab

Probability and Outcomes. 16-1. I will describe probability. outcome probability. Lesson 1 MI/Vocab. Probability and Outcomes. 16-1. Standard 4SDAP2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; ). Lesson 1 Standard 1.

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Lesson 1 MI/Vocab

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  1. Probability and Outcomes 16-1 • I will describe probability. • outcome • probability Lesson 1 MI/Vocab

  2. Probability and Outcomes 16-1 Standard 4SDAP2.2Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; ). Lesson 1 Standard 1

  3. Probability and Outcomes 16-1 Standard 4SDAP2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams). Lesson 1 Standard 1

  4. Probability and Outcomes 16-1 Kimmela has 8 green and 2 white marbles. Describe how likely it is that Kimmela will choose a green marble. There are 10 marbles and 8 are green. More than half the marbles are green. Answer: So, it is likely that Kimmela will choose a green marble. Lesson 1 Ex1

  5. Probability and Outcomes 16-1 Lexie has a bag with 7 blue marbles and 7 red marbles. Describe how likely it is that Lexie will choose a red marble. • certain • likely • equally likely • not likely Lesson 1 CYP1

  6. Probability and Outcomes 16-1 Jeremiah has 15 coins in his pocket. 10 are dimes and 5 are nickels. If he drops a coin on the ground, describe the probability that the coin is a penny. There are 15 coins in Jeremiah’s pocket. Of those coins, none of them are pennies. Answer: Since there are no pennies, it is impossible that Jeremiah dropped a penny. Lesson 1 Ex2

  7. Probability and Outcomes 16-1 Luna has 12 coins in her pocket. All of them are dimes. If she drops a coin on the ground, describe the probability that the coin is a dime. • impossible • likely • unlikely • certain Lesson 1 CYP2

  8. Probability and Fractions 16-2 • I will describe probability in words and in numbers. • favorable outcome Lesson 2 MI/Vocab

  9. Probability and Fractions 16-2 Standard 4SDAP2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; ). Lesson 2 Standard1

  10. Probability and Fractions 16-2 Lesson 2 Key Concept 1

  11. Probability and Fractions 16-2 Use words and a fraction to describe the probability of rolling a 5 on a number cube. One out of six numbers on a number cube is a 5. favorable outcomes Probability = total possible outcomes roll a 5 = roll any number 1 = 6 Lesson 2 Ex1

  12. Probability and Fractions 16-2 Answer: So, the probability of rolling a 5 on a number cube is 1 out of 6 or , which is unlikely. 1 6 Lesson 2 Ex1

  13. Probability and Fractions 16-2 2 1 1 0 A. certain; 2 2 4 2 B. equally likely; C. equally likely; D. impossible; Use words and a fraction to describe the probability of tossing a coin and getting heads. Lesson 2 CYP1

  14. Probability and Fractions 16-2 In a bucket of tennis balls, there are 10 yellow, 6 green, and 4 purple balls. Ms. Gorman reaches in without looking and chooses one. Use words and a fraction to describe the probability of choosing a purple tennis ball. Four out of twenty tennis balls are purple. Lesson 2 Ex2

  15. Probability and Fractions 16-2 Answer: So, the probability of choosing a purple tennis ball is , or 4 out of 20. 4 20 favorable outcomes Probability = total possible outcomes purple tennis balls = every color of tennis balls 4 = 20 Lesson 2 Ex2

  16. Probability and Fractions 16-2 10 17 5 2 A. C. 17 17 10 17 B. D. Tammy has a jar in her room with 5 nickels, 10 pennies, and 2 dimes. She reaches into her jar without looking and chooses one. Use words and a fraction to describe the probability of choosing a penny. Lesson 2 CYP2

  17. Problem-Solving Strategy: Make an Organized List 16-3 • I will make an organized list to solve problems. Lesson 3 MI/Vocab/Standard 1

  18. Problem-Solving Strategy: Make an Organized List 16-3 Standard 4MR1.1Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. Lesson 3 Standard 1

  19. Problem-Solving Strategy: Make an Organized List 16-3 Standard 4SDAP2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g. tables, grids, tree diagrams). Lesson 3 Standard 2

  20. Problem-Solving Strategy: Make an Organized List 16-3 The Burke family is going camping for the weekend. There are four children in the Burke family, Devon, Nikki, Jade, and Terrell. They will sleep in two tents, with two children in each tent. How many different combinations are possible? Lesson 3 Ex1

  21. Problem-Solving Strategy: Make an Organized List 16-3 Understand What facts do you know? • There are 4 children. • Two children will sleep in each tent. What do you need to find? • Find how many combinations are possible. Lesson 3 Ex1

  22. Problem-Solving Strategy: Make an Organized List 16-3 Plan You can make a list of all the possible combinations. Then count the total number of different combinations. Lesson 3 Ex1

  23. Problem-Solving Strategy: Make an Organized List 16-3 Solve First, write the name of one of the children. Then, write the name of another child by the first child’s name. Continue to do this with each child. Do not repeat pairs. Lesson 3 Ex1

  24. Problem-Solving Strategy: Make an Organized List 16-3 Solve Terrell–Devon Jade–Terrell Jade–Devon Nikki–Jade Nikki–Terrell Nikki–Devon Answer: There are 6 different combinations that can be in each tent. Lesson 3 Ex1

  25. Problem-Solving Strategy: Make an Organized List 16-3 Check Look back at the problem. There are 4 children. They can each pair up with three other children. The list shows each child’s name paired with 3 other children. So, the answer is correct. Lesson 3 Ex1

  26. Find Probability 16-4 • I will find the probability of outcomes using a grid. • grid Lesson 4 MI/Vocab

  27. Find Probability 16-4 Standard 4SDAP2.1Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams). Lesson 4 Standard 1

  28. Find Probability 16-4 Standard 4SDAP2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; ). Lesson 4 Standard 2

  29. Find Probability 16-4 Sari chose two flowers from the bucket of half pink, half red flowers without looking. Use the grid to find the probability she chose two pink flowers. pink, red pink, pink red, red red, pink There are four possible color combinations: pink and pink, pink and red, red and pink, and red and red. Lesson 4 Ex1

  30. Find Probability 16-4 1 4 Answer: So, the probability is 1 out of 4, or . One of the outcomes is pink and pink. favorable outcomes Probability = total possible outcomes 1 = 4 Lesson 4 Ex1

  31. Find Probability 16-4 Use the grid to find the probability of tossing two coins and getting tails on both. Lesson 4 CYP1

  32. Find Probability 16-4 1 2 3 4 A. 4 4 4 4 B. C. D. Lesson 4 CYP1

  33. Find Probability 16-4 Create a grid to show all possible outcomes of flipping a coin and rolling a number cube. Then use the grid to find the probability of getting heads and a number greater than 2. Step 1 Write the possible outcomes for a coin on the side of the grid and the outcomes for a number cube on the top of the grid. Lesson 4 Ex2

  34. Find Probability 16-4 H1 H2 H3 H4 H5 H6 T1 T2 T3 T4 T5 T6 Step 2 Write the possible outcomes for tossing a coin and rolling a die in the squares where each row and column intersect. Lesson 4 Ex2

  35. Find Probability 16-4 Answer:There are 12 possible outcomes. Four of the outcomes are getting a heads and rolling a number greater than 2. So, the probability is 4 out of 12 or . 4 12 Lesson 4 Ex2

  36. Find Probability 16-4 9 6 3 1 12 12 12 12 A. B. C. D. Use the grid to find the probability of getting tails and an even number. Lesson 4 CYP2

  37. Problem-Solving Investigation: Choose a Strategy 16-5 • I will choose the best strategy to solve a problem. Lesson 5 MI/Vocab

  38. Problem-Solving Investigation: Choose a Strategy 16-5 Standard 4MR1.1Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing, and prioritizing information, and observing patterns. Lesson 5 Standard 1

  39. Problem-Solving Investigation: Choose a Strategy 16-5 Standard 4NS3.0 Students solve problems involving addition, subtraction, of whole numbers and understand the relationships among the operations. Lesson 5 Standard 1

  40. Problem-Solving Investigation: Choose a Strategy 16-5 CARMEN: My family ate at a restaurant. We ordered salads for $6 each, steaks for $15 each, and sandwiches for $8 each. The total cost was $43. YOUR MISSION: Find how many of each item was ordered. Lesson 5 Ex1

  41. Problem-Solving Investigation: Choose a Strategy 16-5 Understand What facts do you know? • You know the cost of each item. • You know the total cost of the meal. What do you need to find? • You need to find how many of each item was ordered. Lesson 5 Ex1

  42. Problem-Solving Investigation: Choose a Strategy 16-5 Plan Use logical reasoning to solve the problem. Lesson 5 Ex1

  43. Problem-Solving Investigation: Choose a Strategy 16-5 Solve At least one of each item was ordered. Add the costs. $15 + $6 + $8 = $21 + $8 = $29 So, the cost of the other items ordered must be $43 – $29, or $14. Lesson 5 Ex1

  44. Problem-Solving Investigation: Choose a Strategy 16-5 Solve Since $8 + $6 is the only combination of costs that equal $14, you know that another salad and sandwich were ordered. Answer:So, Carmen’s family ordered 1 steak, 2 salads, and 2 sandwiches. Lesson 5 Ex1

  45. Problem-Solving Investigation: Choose a Strategy 16-5 Check You can check your answer with addition. $6 + $6 + $8 + $8 + $15 = $43 So, the answer is correct. Lesson 5 Ex1

  46. Tree Diagrams 16-6 • I will use a tree diagram to show outcomes. • tree diagram Lesson 6 MI/Vocab

  47. Tree Diagrams 16-6 Standard 4SDAP2.1Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams). Lesson 6 Standard 1

  48. Tree Diagrams 16-6 Standard 4SDAP2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; ). Lesson 6 Standard 2

  49. Tree Diagrams 16-6 How many outcomes are possible when both spinners are spun? Use a tree diagram to find the possible outcomes. Lesson 6 Ex1

  50. Tree Diagrams 16-6 List each color on each of the spinners. Then pair each color choice from one spinner to each color choice on the other spinner. Lesson 6 Ex1

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