Find Resources

This partially constructed Core Resource is intended to support students in making connections between the sample spaces for events and the formulas that can be used to calculate the probability of those events occurring.

Use the structure of a tree diagram to quickly calculate the probability an event does not occur by chunking the tree diagram into the events that match and the events that do not.

After this unit, how prepared are your students for the end-of-course Regents examination?  The end of unit assessment is designed to surface how students understand the mathematics in the unit.  It includes spiralled multiple choice and constructed response questions, comparable to those on the end-of-course Regents examination.  A rich task, that allows for multiple entry points and authentic assessment of student learning, may be available for some units and can be included as part of the end of unit assessment.  All elements of the end of unit assessment are aligned to the NYS Mathematics Learning Standards and PARCC Model Frameworks prioritization. 

Justify that the sum of the probability of all possible, mutually exclusive  (or complementary) events occurring is 1 and calculate expected values.

The goal of these resources is to activate students’ current understanding of probability and to help students make the connection between experimental and theoretical probability and to see that there is more variability for a small number of trials than for a larger number of trials.

Students will sort probability situations into dependent and independent and explain what makes them so. Students will discuss which ones were hardest to identify.

This page contains instructions on how to use the initial task, Flora, Freddy, and the Future, to find out what your students already know about using the terms likely and unlikely for events, and numbers from 0 to 1 as measures of likelihood.

Students will match tree diagrams with two way frequency tables and create the missing tree diagram.

A Classroom Challenge (aka formative assessment lesson) is a classroom-ready lesson that supports formative assessment. The lesson’s approach first allows students to demonstrate their prior understandings and abilities in employing the mathematical practices, and then involves students in resolving their own difficulties and misconceptions through structured discussion.

To use the structure of a probability calculation to connect the calculation to the distinction between at least one and exactly one.

Use the structure of two way frequency tables to find the total number of people surveyed.

<style type="text/css"><!--td {border: 1px solid #ccc;}br {mso-data-placement:same-cell;}--> </style> Use the structure of a visual of the sample set to connect sample sets to statements about probability.