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Drawing One and Two Playing Cards With Replacement
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I.  Probability Topics:

A. NCTM Standards addressed

Instructional programs from prekindergarten through grade 12 should enable all students to:  
  • Understand the concept of sample space and construct sample spaces in simple cases;
  • Understand the concept of independent events;
  • Understand how to compute the probability of a compound event.  

B. Related Connections

Games

 

II.  Assumed Prior Experience With:

percentages, pie charts, playing cards  

III.  Rationale

  • Students will use data from simulations to make theoretical generalizations.

  • Students will discuss possible relationships between several given events.   


IV.
  Learning Objectives:

Students will discuss and gain experience with independent events, sample spaces, equally likely probabilities, probability of the intersection of two independent events, probability of the union of two events, percentages, and complements of given events within the context of these simulations.

 

V.  Materials & Technology Needed: 

Computer lab set up such that:
    1. Each computer has Microsoft Excel.
    2. Each computer has access to the " One Card and Two Cards" excel file from the "What are the Odds?" website. We have provided tips for you on using spreadsheet simulations.
" One Card and Two Cards" handouts for each student

Deck of Playing Cards

 

VI.  Procedure:

1. Begin by demonstrating several trials of the two experiments with a deck of cards to make sure that students understand the nature of the experiments simulated by the software.

2.   Have each student open up the "One Card and Two Cards" spreadsheets and explore for about five minutes in order to give them opportunities to ask logistical questions.

3.   Pass out the "One Card and Two Cards" worksheets and let them begin to work through it with partners, comparing as often as necessary with other groups. 

4.   Circulate continuously, paying close attention to answers on the One Card sheet so that great misconceptions can be identified early on.

5.   Have students generalize aloud what they have learned about independent events.

 

VII.  Assessment:

Thorough examination of the handout both during and after the lesson will allow you to get a feel for what students are thinking about while simulating the experiments.