DAY 1 LESSON PLAN

WRITTEN BY:
SUBJECT: Algebra II/Trig

Deepa Sivaprakash

UNIT: COUNTING UNIT

TIME: 60 MINS

Lesson / Topic: Using knowledge of tree diagrams to discover the Fundamental Counting
Principle
Content Area Learning/Performance:
CCSS.MATH.CONTENT.7.SP.C.8.B

Represent sample spaces for compound events using methods such as organized lists, tables
and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"),
identify the outcomes in the sample space which compose the event.
CCSS.MATH.CONTENT.HSS.CP.B.9

Use permutations and combinations to compute probabilities of compound events and solve
problems.
Objectives:

Students will be able to:

-Identify and describe the number of possible outcomes of several objects by
using a tree diagram.
-Use their knowledge of tree diagrams to discover the Fundamental Counting
Principle.

Content (Vocabulary, Key Terms, Concepts)

Tree Diagrams, Fundamental (Basic) Counting Principle, outcomes
Materials:
Modified Shorts and Shirts Activity Sheet, markers/colored pencils, scissors,
paper, tree diagram display
Resources:
Smartboard, calculator, document camera
https://illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/3-5/CombinationsAS-ShortsandShirts.pdf
Development/Procedures (15 - 20 MIN) Group-work:
Students will be presented with the
Shorts and Shirts Activity Sheet and will be asked to find the total number of possible
outcomes. Students will work in pairs to determine the total outcomes. One group will be
selected to share their work using document camera.
Group Share (5 MIN) : Student(s) will present their work to the class.

Discussion (5 MIN): Is there a better or quicker way to organize data?

Students will participate in a turn and talk with their partner to discuss possible
methods. Students will share their ideas for the teacher.
NOTE: making a list, tree diagram
Group-work (5-10 MIN):
Students will work in pairs to create a tree diagram of all
possible outcomes. Each pair will fill out the diagram on board.
Summary Activity ( 10 MIN): Whole Class Sharing
The finalized tree diagram will be discussed as a class to reinforce understanding. Students will
be posed the essential questions again
How many possibilities were there for shorts?
How many possibilities were there for shirts?
How many possibilities of shorts and shirts were there?
Students will be posed the question: How were these numbers related to each other? Can we
think of a general rule for determining the total number of outcomes?
NOTE: multiply the number of items and the number of shorts together
Homework: For a three course dinner, you are given the following options:
Appetizer: salad OR soup
Main : chicken OR steak OR pasta
Dessert: Cheese-cake OR Gelato
How can we find the total possible outcomes? What is the total possible outcomes?
Student Assessment: Group Work, Presentations and Discussions.
Reflection Journal: Consider the general rule we came up with for determining the total
number of outcomes. How is multiplying all the number of items together related to the tree
diagram created in class?
Differentiation: Heterogeneous grouping based on performance from previous year/learning
style. Visual Representation/Manipulatives provided. Teacher will circulate room to facilitate
student learning.
Follow up Lesson: Counting Principle Specified Conditions (dependency)

SHORTS AND SHIRTS ACTIVITY

Each shirt must be a solid color: green, red, or blue. Each pair of shorts must be a solid color:
black, purple, orange, brown. How many different outfits be made? NO TWO OUTFITS
SHOULD BE THE SAME!
BE CAREFUL: YOU ARE NOT REQUIRED TO USE ALL OF THE SHORT/SHIRT DIAGRAMS.

DAY 2 LESSON PLAN

WRITTEN BY:
SUBJECT: Algebra II/Trig

Deepa Sivaprakash

UNIT: COUNTING UNIT

TIME: 60 MINS

Lesson / Topic: Using the Fundamental Counting Principle/Tree Diagram to explore how specific
conditions may affect outcome.
Content Area Learning/Performance:
CCSS.MATH.CONTENT.7.SP.C.8.B

Represent sample spaces for compound events using methods such as organized lists, tables
and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"),
identify the outcomes in the sample space which compose the event.
CCSS.MATH.CONTENT.HSS.CP.B.9

Use permutations and combinations to compute probabilities of compound events and solve
problems.
Objectives:

Students will be able to:

-Determine the number of possible outcomes of several objects by using the
Fundamental Counting Principle.
-apply their knowledge of tree diagrams and Fundamental Counting Principle to
situations with dependent conditions.

Content (Vocabulary, Key Terms, Concepts)

Tree Diagrams, Fundamental (Basic) Counting Principle, outcomes, dependency
Materials:

Buying a New Car Activity, paper, Entrance Ticket

Resources:

Smartboard, calculator, document camera

Entrance Ticket (10-15 minutes) : Students will be checked for understanding of how to find the
total number of outcomes using the Fundamental Counting Principle/Tree Diagrams. Teacher
will quickly go over entrance ticket with students.
Development/Procedures :
25 MIN- Students will be presented with the Buying a New Car Activity Sheet. It will be noted
that there are specific conditions given. Students will be asked to find the total number of
possible outcomes using a tree diagram. Students will work in pairs to determine the total
outcomes.

Group Share (5 MIN) : How did we find the total number of outcomes? What was your
strategy?
Group-work (10 MIN):
How can we apply the Fundamental Counting Principle to
this problem (STEP BY STEP)
Students will work in pairs to determine how to apply the counting principle to this
problem. Assistance will be provided throughout the activity.
Guiding question: What if we work with the first car. How can we determine the
number of outcomes for only the first car? How can we determine the number of
outcomes for the second car? Now that we have the two outcomes for the different
cases, what should we do to find the total number of outcomes?
Summary Activity ( 10 MIN): Whole Class Sharing
How were we able to find the total number of outcomes in this situation? Why were we not
able to simply multiply all the number of items like we did previously? What changed? Was any
item dependent/reliant on something else?
Homework: How does specified conditions impact how we apply the Fundamental Counting
Principle?
Student Assessment: Group Work, Presentations, Entrance Ticket, and Discussions.
Reflection Journal: How do we apply the Fundamental Counting Principle if we are given
specific conditions (dependency)?
Differentiation: Heterogeneous grouping based on performance from previous year/learning
style. Visual Representation provided. Teacher will circulate room to facilitate student learning.
Follow up Lesson: Permutations

Entrance Ticket
1. Michael decides to order a one- topping pizza. He first must choose what type of crust he
would prefer : thin or deep dish. He next must choose which topping he wants: pepperoni,
sausage, cheese, or peppers.
Determine the total number of outcomes for Michael WITHOUT using a Tree Diagram.

You are given a coin and a 6 sided die. You are told to roll them at the same time. How many
total possible outcomes are there? You may use a tree diagram if you prefer.

BUYING A NEW CAR ACTIVITY

You are buying a new car. You go to your local car dealership and meet the salesman. You tell
him the two car body styles you are interested in.
Two body styles

SEDAN

CONVERTIBLE

The sedan is available in five different colors : white, black, green, silver, blue
The salesman tells you that the convertible is NOT AVAILABLE in green.

How many total choices do you have?

DAY 3 LESSON PLAN

WRITTEN BY:
SUBJECT: Algebra II/Trig

Deepa Sivaprakash

UNIT: COUNTING UNIT

TIME: 60 MINS

Lesson / Topic: Determining how to find the total number of outcomes for an ordered
arrangement (Permutations).
Content Area Learning/Performance:
CCSS.MATH.CONTENT.HSS.CP.B.9

Use permutations and combinations to compute probabilities of compound events and solve
problems.
Objectives:

Students will be able to:

-Determine the number of possible arrangements given specific order conditions
by applying the Fundamental Counting Principle.

Content (Vocabulary, Key Terms, Concepts)

Permutation, outcomes, dependency
Materials:

paper, projected worksheet, youtube video

Resources:

Smartboard, calculator, document camera

Discussion (10-15 minutes) :

If you are given three playing cards, a King, an Ace, and Queen, How many different ways can
you arrange these cards side by side? Logically, what do we have to think about?
Lets consider it in terms of cases. How many options do we have when we select the first card?
After selecting the first card, how many options do we have when we select the second card?
How many options do we have for the third card selection after the first and second cards are
selected?
After discussion, students will view video
https://www.youtube.com/watch?v=HIZ5X68z4ro&feature=youtu.be
How is this related to the counting principle? (n!)
Development/Procedures :
10-15 MIN: Racing Lab

Students will work in pairs to determine how to apply the counting principle. Students should
recognize that situations with a ordered arrangement condition (Permutations) is simply a
special case of the Fundamental Counting Principle.
Guiding questions: How many people can possibly gain 1st place?
How many can gain second place?
How many can gain third place? ETC
Group Share (5 MIN) : How did we find the total number of outcomes? What was your
strategy?
Group-work (15-20 MIN):
Racing Lab II
Guiding question: How many options do we have when we consider the
conditions set forth?
Students will be chosen to present their findings to the class as they complete the lab
activity.
Summary Activity ( 10 MIN): Whole Class Sharing
How were we able to find the total number of outcomes in this situation? How were we able to
apply the counting principle to these situations?
Homework: How are ordered arrangements and the Fundamental Counting Principle related?
Student Assessment: Group Work, Presentations and Discussions.
Reflection Journal: What strategy did you use when you worked on Racing Lab I and Racing
Lab II? Why did you use this strategy?
Differentiation: Heterogeneous grouping based on performance from previous year/learning
style. Visual aids are provided to students experiencing difficulty. Teacher will circulate room to
facilitate student learning.
Follow up Lesson: Permutations Continued.

RACING LAB I
Albert, Brian, Candice, Diane, and Erick are participating in a bike race with each other at
school. What is the total number of possible final standings after they finish the race? Hint:
Try using a tree diagram.

As you approach this problem, think about how many people can get 1 st place, 2nd place, 3rd
place, 4th place, last place.

______

______

______

______

______

1st

2nd

3rd

4th

5th

Total possible outcomes ________

Discussion : Is there a quicker strategy?

RACING LAB II
Albert, Brian, Candice, Diane, and Erick are participating in a bike race.

How many different ways can we award 1st, 2nd, 3rd place?

How many different ways can we award 1st, 2nd, 3rd place if the winners names begin
with consonants?

DAY 4 LESSON PLAN

WRITTEN BY:
SUBJECT: Algebra II/Trig

Deepa Sivaprakash

UNIT: COUNTING UNIT

TIME: 60 MINS

Lesson / Topic: Permutations Continued

Content Area Learning/Performance:
CCSS.MATH.CONTENT.HSS.CP.B.9

Use permutations and combinations to compute probabilities of compound events and solve
problems.
Objectives:

Students will be able to:

-Determine the number of possible arrangements given specific order conditions
by applying the Fundamental Counting Principle.

Content (Vocabulary, Key Terms, Concepts)

Permutation, outcomes, dependency
Materials:
4 cds, 4 scrabble tiles (R, E, A, R), 5 books (2 books starting with distinct vowels,
three books starting with distinct consonants), station instructions
Resources:

Smartboard, calculator, document camera

Entrance Ticket (5-10 minutes):

Entrance Ticket will check for understanding of
Permutations/Counting Principle. Upon completion, entrance ticket will be reviewed in
heterogeneous pairs (skill level).
Development/Procedures (20- 30):
(15 MIN) Introduce a lab station activity i.e. one station with 4 cds, 4 scrabble tiles
(R,E,A,R), 5 books (two books starting with distinct vowels, three books starting with distinct
consonants).
Students will discover the total possible outcomes based on given arrangement
conditions at each station.
Students will discover the total possible outcomes without any conditions set.
Check-In: Group share will be conducted as teacher checks for student understanding.
Reinforcement will be conducted here if necessary.
(15 MIN) Find the difference between all possible outcomes in general and the
outcomes found given a specific arrangement condition.(n k)! where k is the arrangement
condition.

Divide all possible outcomes by the difference. Compare your answers.

(n!)/(n-k)! = P(n,k)
Group Share (5 MIN) : Findings will be presented to the class.
Summary Activity ( 10 MIN): Whole Class Sharing
Does anyone notice anything interesting about their answers? Have you seen these answers
appear before in your work? What have we discovered?
Homework: Create your own formula that shows the total number of arrangements of a given
situation under a specified condition.
Student Assessment: Group Work, Presentations and Discussions.
Differentiation: Heterogeneous grouping based on performance from previous year/learning
style. Visual Representation/Manipulatives provided. Check-ins determine if students are
understanding concepts or if more time is required. Teacher will circulate room to facilitate
student learning.
Follow up Lesson: Transformations.

ENTRANCE TICKET
1. You need to arrange 8 of your favorite books side by side. How many different ways can you
arrange the books?

2. Suppose you only have to arrange 4 out of your 8 favorite books side by side. How many
different ways can you arrange the books now?

3. How much less outcomes do you have if you only arrange 4 out of your 8 favorite books?

STATION INSTRUCTIONS
Station 1 cds
1. Find the total number of ways you can arrange ALL these CDs side by side.
2. Find the total number of ways you can arrange 3 out of the four CDs side by side.
BE PREPARED TO EXPLAIN YOUR STRATEGY.

Station 2 Scrabble Tiles

1. Find the total number of ways you can arrange ALL these tiles on top of each other.
2. How many ways can you arrange the tiles on top of each other if you must have same
letters on the top of the pile?

Station 3- Books
1. Find the total number of ways you can arrange ALL these books side by side.
2. How many ways can you arrange the books side by side IF you must arrange the books
beginning with consonants first?