Data Management (MDM4U) Learning Task and Assessment Task

These two tasks are designed to teach students about discrete distributions. Specifically it teaches about
Hypergeometric distributions.
Time Needed= 2 periods 75 min each.

Materials Needed

1) Candies to give students something concrete to work with

2) Construction paper for when the students eat their candies, so they can make
models of the situation.
3) Scissors for if they decide to use the construction paper.
4) Decks of Cards
 Learning Task

Jim hands a bag of candies to Jane. The bag holds 4 green candies, and 5 red. Jane's favourite colour is
green so she hopes when she reaches in that she'll draw mostly green.

Jane reaches in and picks out 6 candies. Half are green. She considers herself lucky.

Is Jane lucky? What are the chances that she will get 3 green when picking out six candies?

Randomly select 6 candies. How many green did you get? What are the odds of getting the ones you
got? (If you got 3 try again)

What are the chances of getting each possible amount of green candies?

Include a visual representation of your work.

 Curriculum Expectations for Learning Task

Overall
A1. solve problems involving the probability of an event or a combination of events for discrete sample
spaces;
A2. solve problems involving the application of permutations and combinations to determine the
probability of an event.
B1. demonstrate an understanding of discrete probability distributions, represent them numerically,
graphically, and algebraically, determine expected values, and solve related problems from a variety of
applications;
Specific
A1.1 recognize and describe how probabilities are used to represent the likelihood of a result of an
experiment
A1.2 describe a sample space as a set that contains all possible outcomes of an experiment, and
distinguish between a discrete sample space as one whose outcomes can be counted
A1.6 determine whether two events are independent or dependent and whether one event is conditional
on another event, and solve related probability problems
B2.1 recognize the use of permutations and combinations as counting techniques with advantages over
other counting techniques
B2.2 solve simple problems using techniques for counting permutations and combinations, where all
objects are distinct, and express the solutions using standard combinatorial notation

B 1.1 recognize and identify a discrete random variable X (i.e., a variable that assumes a unique value
for each outcome of a discrete sample space, such as the value x for the outcome of getting x heads in
10 tosses of a coin), generate a probability distribution [i.e., a function that maps each value x of a
random variable X to a corresponding probability, P(X = x)] by calculating the probabilities associated
with all values of a random variable, with and without technology, and represent a probability
distribution numerically using a table
B 1.5 recognize conditions (e.g., dependent trials) that give rise to a random variable that follows a
hypergeometric probability distribution, calculate the probability associated with each value of the
random variable (e.g., by using a tree diagram; by using combinations), and represent the distribution
numerically using a table and graphically using a probability histogram

B 1.7 solve problems involving probability distributions (e.g., uniform, binomial, hypergeometric),
including problems arising from real-world applications
 Curriculum Expectations for Assessment Task
Overall
B1. demonstrate an understanding of discrete probability distributions, represent them numerically,
graphically, and algebraically, determine expected values, and solve related problems from a variety of
applications;
Specific
B2.1 recognize the use of permutations and combinations as counting techniques with advantages over
other counting techniques
B2.2 solve simple problems using techniques for counting permutations and combinations, where all
objects are distinct, and express the solutions using standard combinatorial notation
B 1.5 recognize conditions (e.g., dependent trials) that give rise to a random variable that follows a
hypergeometric probability distribution, calculate the probability associated with each value of the
random variable (e.g., by using a tree diagram; by using combinations), and represent the distribution
numerically using a table and graphically using a probability histogram

B 1.7 solve problems involving probability distributions (e.g., uniform, binomial, hypergeometric),
including problems arising from real-world applications
 Assessment Task.

In Poker a player draws a 5 card hand from a standard 52 deck of cards. A full house is a combination
of a pair (two cards with the same value) and a three of a kind (Three cards with the same value)
Determine the chances of drawing a full house in a game of poker.
 Rubric
Knowledge and Understanding Thinking Communication
Level 4: Demonstrates a Level 4: Can account for all Level 4: It is very clear what
thorough understanding of possible outcomes that meet your math is communicating.
discrete distributions. And requirements, with no repetition. Expresses and organizes
Combinations. Can identify from Demonstrates high degrees of mathematical thinking with a
context what type of distribution effectiveness in planning and high degree of effectiveness.
a problem falls into. critical thinking skills.
Level 3: Demonstrates Level 3: Can account for all Level 3: It is very clear what
considerable knowledge of possible outcomes that meet your math is communicating.
discrete distributions. Can requirements, with some Express and organizes
accurately calculate the repetition of results. mathematical thinking
probability of an outcome Demonstrates considerable considerable effectiveness.
meeting specific criteria. effectiveness in planning and
critical thinking skills.
Level 2: Demonstrates some Level 2: Can systematically Level 2: It is somewhat clear
knowledge of permutations and account for many outcomes that what your math is
Combinations. Can accurately meet requirements. communicating. Express and
determine the # of possible Demonstrates some effectiveness organizes mathematical thinking
outcomes with planning and critical with
thinking.
Level 1: Demonstrates limited Level 1: Can account for some Level 1: Is is not clear what
knowledge of permutations and outcomes that meet much of your math is
combinations. Has trouble requirements. Demonstrates communicating. Expresses and
accurately determining the limited effectiveness with organizes mathematical thinking
chances of outcomes. planning and critical thinking. with limited effectiveness.