Hanna Norris

Statistics Lesson Plan

Probability of Events (Phase 1)

Mathematics Learning Objectives:

Students will be able to describe events as a subset of a sample using characteristics with 100%
accuracy.

Language Objectives:

Students will have a deep understanding and the ability to verbally explain the following statistical
vocabulary: probability, sample, population, Venn diagram, union, intersection, characteristic, event,
set, and subset.

Essential Question:

How can you describe the subsets in this sample space?

Common Core State Mathematics Standards:

CCSS.MATH.CONTENT.HSS.CP.A.1

Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories)
of the outcomes, or as unions, intersections, or complements of other events ("or," "and," "not").

Materials:

White Board, Cell Phone, Computer, Projector

https://www.stat.berkeley.edu/~stark/Java/Html/Venn3.htm

https://www.youtube.com/watch?v=jAfNg3ylZAI

https://goo.gl/forms/c4Z4h2kmLeCn3uwv1

Note to the Reader:

This is the first lesson in the Probability of Events Unit, therefore it is alright if students have no prior
knowledge on this topic. Please be patient if students are struggling and adjust accordingly.
Hanna Norris

Detailed Plan for Instructional Time: 50 minutes

Time What is the teacher doing? What is the student doing?

Informal Teacher is verbally asking students questions
Assessment with an empty Venn diagram drawn on the
(5 minutes) board.
Who has used a Venn diagram in English class?
What is the overlaying/middle section of the
diagram used for? Who has used one in
Statistics? What do you think the
overlaying/middle section would be used for
anything different in statistics?
Start a brief class discussion with the previous
question, seeing if students disagree on their
prediction of what the middle section will be
used for in statistics.
Students are reflecting on teachers
questions and coming up with their
own answers.
Students will think of a time they
used a Venn Diagram in English
class and if they have ever in
Statistics or Mathematics
Raising their hands to answer
questions when necessary.
Students may ask clarifying
questions, if needed.

Teach students that the intersection of the

Venn Diagram is, in fact, used for the same
purpose in English as it is in math. To list the
objects or characteristics that are the same
between the two things being compared

Make note of students who seem to have the

least understanding or experience.
Data Have students fill out a premade google form on
Collection their phone or provided computer.
(5 minutes)
Let the students know that they must answer
every question and use their best judgement
when filling out the survey.
Students will fill out the form on an
electronic device.
If there do not have a personal
electronic device one will be
provided for them.

Teacher will use the google forms application to

download the answers into an Excel file.

https://goo.gl/forms/c4Z4h2kmLeCn3uwv1
Hanna Norris

Exploring Teacher will project the data from the class on to Students will join their given groups.
the Data the board for all students to see.
(20 (see attachments for mock data). They will work on the given
minutes) worksheet, using their groups for
Then students will put into groups of 3 to 4. Each support and help.
will be given a worksheet to do a guided
exploration of the data. Students may be confused as to
why we are using people and not
Teacher will facilitate group discussion and walk numbers. Teacher will explain that a
around monitoring all groups. set can be of any object, even
though in math numbers are
Teacher will pose questions to groups and check commonly used.
answers to further their understanding of events
within a set. Some possibilities include the Students may need help with
following: finding the objects within events,
please point them to the data on
- Check to make sure students answered the board.
none for the question Event F Event
M. Students will be called on to reveal
- Ask students if they can come up with their answers and they will answer
another even on their own. to the best of their ability,
- Ask students why some events can very describing their thought process
overlap or intersect and ability to come to their
- **Ask students why there is a box conclusion.
around the Venn diagram in statistics
(bonus question not addressed on the
worksheet but good for further thinking
into probability) **
After students are done with the worksheet, go
over it as a class. Read through it and choose
students to reveal their answer and how they
came up with it.
Exploring The applet exploration with be at the entire class All students will need a computer to
an Applet level and consist of open activity/discussion use the applet.
(20 guided by teacher instruction and questions.
minutes) Students will open link on computer
This is an opportunity for students to see how and follow along with teacher
three events can be related and introduce them instructions
to the probabilities associated with those
events. This exploration is to start their basic Looking at the projected screen
understanding of probability of sets and whenever necessary.
independence.
Students should feel relaxed and
Teacher will follow along with instructions on a the ability to be creative and have
projected screen for all the students to see and fun with the boxes in the applet.
confirm they are following instructions properly.
Students will submit a screenshot of
See appendix for instructions. their final screen at the end of
Hanna Norris

Teacher will let students work on the final exploration and this will be graded
challenge at the end of the exploration, letting on effort.
them know they must turn a screenshot in at the
end of class.

Teacher will walk around and encourage

students to match the probabilities as close as
possible.

Homework Please watch a short information video on the
Assignment same material we learned in class today.
(2 minutes)
https://www.youtube.com/watch?v=jAfNg3ylZAI
Send the class an email with the provided link.
Students will receive an email to the
link of the video and the document
to fill out.
They may ask question if they have
any.

How long is the video? Less than 8

minutes.

How do I receive the link? In your

school email.

Sources:

Khan Academy, https://www.khanacademy.org/math/statistics-probability/probability-library/basic-set-

ops/v/intersection-and-union-of-sets
Hanna Norris

Appendix

Mock Classroom data:

Worksheet for Data:

Hanna Norris

Name: ______________________

A Set, Subsets, and Events

A set is a group of objects or data. These objects and data can be many things: numbers, cars,
people, places, and so on.

Todays data set is of _______________________________________.

This data set has __________ objects in it and these objects are represented as:

S={ _____________________________________________________________

_____________________________________________________________

_____________________________________________________________ }

We collected data about some characteristics associated with the objects in this sample set. The
characteristics we know about the objects are

1. Gender
2. _______________________
3. Shoe Size
4. _______________________
5. _______________________

These characteristics are subsets associated with the original set. We will classify the possible
outcomes of each characteristics as an event. An event is an outcome that can come from our sample
set.

The subset Gender has __2___ objects. It is represented as:

G = {Male, Female}

The subset Sports has ______ objects. It is represented as:

W = { ______________________________________________________

______________________________________________________ }

The subset Shoe Size has ______ objects. It is represented as:

Z = { ________________________________________________________ }

The subset Birth Month has ______ objects. It is represented as:

M = { _______________________________________________________

________________________________________________________ }

The subset of Music has _____ objects. It is represented as:

Hanna Norris

L = { ______________________________________________

______________________________________________ }

We can use the objects in the original set and the characteristics within the subsets to describe
events.

The event of an object being female can be called Event F and the objects within this event are
going to be the names of all the students who answered, Are you male or female? with the answer of
female.

Event F = {Hanna, Ashley, Shelly, _________, __________}

Event M can be all the students who answered male.

Event M = { __________, ____________, __________, ___________, __________,

_ ___________, ___________ }

One way to describe objects in a set is to use intersections. An intersection is used to describe
objects that happen in both sets, subsets, or events. Intersections are usually represented with a .

What objects are in the intersections of Event F and M? Event F Event M?

______________________________________________

How would this look in a Venn Diagram? (Hint: the middle of the Venn Diagram is the
intersection)

Now lets look at the subset of W, Which sports do you like to watch.

What objects would be in all the events possible from subset W?

Event Football = {____________________________________________________ }

Event Hockey = {_____________________________________________________}

Event Soccer = {______________________________________________________}

Event Baseball = {____________________________________________________}

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Event Volleyball = {______________________________________________________}

Event Basketball = {______________________________________________________}

What is..

Event Football Event Hockey = {__________________________________________}

Event Volleyball Event Soccer = {__________________________________________}

Event Baseball Event Football = {___________________________________________}

Draw a Venn Diagram for one of the intersections listed above:

Another way to describe objects in a set is by their unions. Unions are used to describe objects
that happen in either set. Unlike intersections, the objects in unions do not need to happen in both
sets/events they only need to exist in at least one of the sets/events. Unions are represented with a U.

The union of the Event Male and Event Female is:

Event Male U Event Female = { ________________________________________________

_________________________________________________

_________________________________________________}

= Set S

Why does Event Male U Event Female equal the original set S?

______________________________________________________________
Hanna Norris

Completed Worksheet:
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Hanna Norris
Hanna Norris

Applet Exploration Instructions:

Have students follow these steps first:

1) Open link
2) Make sure P(A) = 30, P(B) = 20, P(C) = 10
3) Move box A to the far top left corner
4) Move box B to the far bottom right corner
5) Move box c to the far top right corner
6) Make sure the boxes are not overlapping/intersection/touching

Ask students if they noticed the union symbols off to the left. Ask student what A U B means and why all
the unions are 0. (review from previous worksheet)

Ask students to find the probability that is 100%. What does the S represent? Click on S, what happens?
(S is the entire sample set, therefore the probability will always be 100%
Hanna Norris

Tell students this is an exploratory exercise and I want them to share their thoughts even if they are not
sure the correct answers. There might be multiple correct answers.

Tell students to look back at their worksheet on the bottom of page two. We identified 6 different
events that could happen within our subset including objects from our sample set.

Now lets associate three of those events with Boxes A, B, and C on the screen.

Lets say Box A is the event that students like to watch Football.

Lets say Box B is the event that students like to watch Soccer.

Last, lets say Box C is the event that students like to watch Baseball.

How many students are in the set? (12)

How many students like to watch football? (7)

What percent of students like to watch football? (58.3%) (Part/Whole)

How many students like to watch Soccer? (3)

What percent of students like to watch soccer? (25%)

How many students like to watch baseball? (4)

What percent of students like to watch baseball? (33.3%)

Now, lets set the probabilities for Box A, Box B, and Box C to the above calculated percentages.

Is there a student that likes to watch all three sports? Or statistically said, what is the intersections of
Event Football Event Soccer and Event Baseball, Football Soccer Baseball? (Robert)

What is the percentage of students that like to watch all three sports? (1/12) (8.3%)

Click on the probability that says ABC, this means the chance of events A, B, and C all happening. How
would you represent that using the context that we have associated with box A, B, and C? (The
percentage of students that like to watch football, baseball, and soccer)

Can you move the boxes around to produce the correct probability for our subset, the probability of
8.3%? (yes)
Hanna Norris

See if students have any questions. Walk around and answer individual questions if needed. Make sure
all students are trying to accomplish the task and help where needed. Remind students they can move
ALL the boxes.

Challenge for the rest of the class Try and match the boxes perfectly to the data we collect for our
Events. What would this Venn Diagram look like for our data? Look at the probability of AB, BC, and AC
when trying to match the boxes. Is it possible to match them?

Hint: AB = 1/12, AC= 3/12, BC= 1/12, ABC = 1/12

Have students submit a screenshot of their findings at the end of class, graded for effort.

I tried many different combinations and I was always able to get three of the four probabilities correct
but not all four! I believe it is impossible but I think it is a great way for students to interact with the data
and probabilities. It would be possible to accomplish if changing the shape of the boxes were possible,
but it is not in this applet. With enough exploration, maybe a student can accomplish it!