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Probability of Simple Events Lesson Plan

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Probability of Simple Events Guided Notes w/ Doodles | Simple Probability Notes

Ever wondered how to teach probability of simple events in an engaging way to your 7th grade students? In this lesson plan, students will learn about simple probability and its real-life applications. Through artistic, interactive guided notes, check for understanding, and practice activities such as a doodle & color by number activity and a maze worksheet, students will gain a comprehensive understanding of probability. The lesson concludes with a real-life example that explores how probability is used in practical situations.

• Standards : CCSS 7.SP.C.5 , CCSS 7.SP.C.7 , CCSS 7.SP.C.7.a
• Topic : Statistics & Probability
• Grade : 7th Grade
• Type : Lesson Plans

Learning Objectives

After this lesson, students will be able to:

Define probability of simple events

Understand the concept of a uniform probability model

Calculate the probability of a simple event using fractions, decimals, and percents

Apply the concept of probability to solve real-life problems

Interpret and analyze the results of probability calculations

Use probability to make predictions and decisions

Prerequisites

Before this lesson, students should be familiar with:

Basic understanding of fractions, decimals, and percents

Basic multiplication and division skills of rational numbers

Understanding of the concept of probability

Ability to calculate probabilities using fractions, decimals, and percents

Colored pencils or markers

Probability of Simple Events Guided Notes w/ Doodles

Key Vocabulary

Probability

Simple events

Uniform probability model

Introduction

As a hook, ask students why knowing the likelihood of simple events is important. You can provide a real-life scenario, such as a game of rock-paper-scissors or tossing a coin, or use a video game reference like how likely they would be selected as the "imposter" in a game of among us and ask them how knowing the probability of certain outcomes can help in these situations. Refer to the last page of the guided notes as well as the FAQs below for ideas.

Use the first page of the guided notes to introduce the concept of probability and simple events. Explain that probability is the likelihood of an event happening, and simple events are events with only one outcome. Walk through the key points of the topic, such as how probability is measured on a scale from 0 to 1, where 0 means the event is impossible and 1 means the event is certain to happen.

Refer to the FAQ below for a walk-through on how to introduce the concept of probability and respond to common student questions. Make sure to address any misconceptions or difficulties students may have in understanding the concept.

Based on student responses, reteach concepts that students need extra help with. If your class has a wide range of proficiency levels, you can pull out students for reteaching and have more advanced students begin working on the practice exercises.

Have students practice finding the likelihood of simple events using the practice worksheet provided in the resource (pg 2. of guided notes). Walk around the classroom to answer any student questions and provide support as needed.

Fast finishers can dive into the maze activity (pg. 3 of guided notes) or color by number worksheets (pg. 4 of guided notes) included in the resource for extra practice. You can also assign it as homework for the remainder of the class.

Real-Life Application

Bring the class back together, and introduce the concept of real-life applications of probability of simple events. Discuss with the students how probability is used in everyday life to make decisions and predictions. Some examples of real-world applications of probability include:

Weather forecasting: Meteorologists use probability to predict the likelihood of rain, snow, or other weather conditions. They analyze data and use mathematical models to estimate the chances of different weather events occurring.

Sports: Probability is used in sports to predict the outcome of games and tournaments. For example, sports analysts often calculate the probability of a team winning based on factors such as past performance, player injuries, and weather conditions.

Medical research: Probability plays a crucial role in medical research, particularly in clinical trials. Researchers use statistical analysis to determine the effectiveness of new treatments and calculate the probability of certain outcomes.

Risk assessment: Probability is used in assessing risks and making informed decisions in fields such as insurance, finance, and business. For example, insurance companies use probability to determine premiums based on the likelihood of certain events, such as car accidents or property damage.

Refer to the Frequently Asked Questions (FAQ) section in the resource for more ideas on how to teach real-life applications of probability.

Additional Print Practice

A fun, no-prep way to practice probability of simple events is Doodle Math — they’re a fresh take on color by number or color by code. It includes multiple levels levels of practice, perfect for a review day or sub plan.

Here are some activities to try:

Simple and Compound Probability | Doodle Math: Twist on Color by Number Worksheets

Additional Self-Checking Digital Practice

If you’re looking for digital practice for probability of simple events, try my Pixel Art activities in Google Sheets. Every answer is automatically checked, and correct answers unlock parts of a mystery picture. It’s incredibly fun, and a powerful tool for differentiation.

Here's an activity to explore:

Probability of Simple Events Pixel Art | Probability Model | Google Sheets

What is the probability of a simple event? Open

The probability of a simple event is a measure of the likelihood that the event will occur. It is usually expressed as a fraction, decimal, or percent between 0 and 1.

How do I find the probability of a simple event? Open

To find the probability of a simple event, divide the number of favorable outcomes by the total number of possible outcomes.

What is a uniform probability model? Open

A uniform probability model is a model in which all outcomes are equally likely to occur. In other words, each outcome has the same probability of happening.

How do I express probability as a fraction? Open

To express probability as a fraction, write the number of favorable outcomes over the total number of possible outcomes. Simplify the fraction if possible.

How can I convert a decimal to a percent? Open

To convert a decimal to a percent, multiply the decimal by 100. Move the decimal point two places to the right to convert it to percent form.

How can I convert a fraction to a decimal? Open

To convert a fraction to a decimal, divide the numerator (top number) by the denominator (bottom number). This will give you the decimal representation of the fraction.

How can I express probability as a percent? Open

To express probability as a percent, multiply the probability as a decimal by 100. This will give you the probability in percent form.

What is the range of probabilities for a simple event? Open

The range of probabilities for a simple event is between 0 and 1. A probability of 0 means the event is impossible, while a probability of 1 means the event is certain to occur.

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• Grade 7 McGraw Hill Glencoe - Answer Keys

Explanation:

• \(P(\text{7 or 9})=\)

P(less than 5)

• \(P(\text{less than 5})=\)

P(greater than 3)

• \(P(\text{greater than 3})=\)
• \(P(odd)=\)
• \(P(even)=\)

P( not a multiple of 4)

• \(P(\text{not a multiple of 4})=\)

P( not 5, 6, 7, or 8)

• \(P(\text{not 5,6,7 or 8})=\)

P(divisible by 3)

• \(P(\text{divisible by 3})=\)

Of the students at Grant Middle School, 63% are girls. The school newspaper is randomly selecting a student to be interviewed. Describe the complement of selecting a girl and find the probability of the complement. Write the answer as a fraction, decimal, and percent.

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The table shows the number of dogs and cats at a groomer. If a pet is selected at random to be groomed, find the probability that Patches the cat will be selected. Then find the probability that a cat will be selected.

Persevere with Problems

For a certain game, the probability of choosing a card with the number 13 is \( \large\frac{8}{1000} \). Find the probability of not choosing a card with the number 13. Then describe the likelihood of the event occurring.

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Into Math Grade 7 Module 14 Lesson 1 Answer Key Understand Probability of an Event

We included  HMH Into Math Grade 7 Answer Key  PDF   Module 14 Lesson 1 Understand Probability of an Event to make students experts in learning maths.

HMH Into Math Grade 7 Module 14 Lesson 1 Answer Key Understand Probability of an Event

I Can describe the likelihood of an event.

Spark Your Learning

Turn and Talk How would you describe the likelihood of receiving a red gumball, using the given phrases? Explain. Answer:

Build Understanding

Connect to Vocabulary The probability of an event measures the likelihood that an event will occur.

Probability describes how likely an event is to occur. It is a measure between 0 and 1 as shown on the number line, and can be written as a fraction, a decimal, or a percent. The probability of an event is written as P(event).

A. A bag contains pieces of paper labeled with the numbers 1 through 100. A piece of paper with the number 13 is selected at random. Answer:

B. Two standard number cubes are rolled. The sum of the numbers is 1. Answer:

C. A standard number cube is rolled, and the result is an even number. Answer:

D. A bowl contains 26 disks. Each disk is labeled with a different letter of the alphabet. A consonant is selected at random. Answer:

E. Twelve middle-school students are selected to complete a survey. None of the students are in tenth grade. Answer:

Turn and Talk What do you know about the value of the probability of an event that is likely? Explain. Answer:

Connect to Vocabulary An experiment is an activity involving chance in which results are observed.

Often the same experiment is repeated many times. Each repetition of an experiment is called a trial, and each result of a trial is an outcome. A set of one or more possible outcomes for a trial is an event. A sample space is the set of all possible outcomes for an experiment.

Question 2. Roll a number cube 10 times. How likely is each event in the table? A. What is the sample space of all possible outcomes when you roll the number cube once? Answer:

C. How many trials did you perform? How many events did you record? Answer:

D. Judging from the results of your trials, which events are certain when rolling a number cube? Answer:

E. Judging from the results of your trials, which events are likely? Which events are unlikely? Which events are as likely as not? Answer:

Turn and Talk Based on your results from the table, what number or number range might you use to describe the probability of rolling a 2? Explain. Answer:

Check Understanding

Question 2. What number and what percent describe the probability of a certain event? What number and what percent describe the probability of an impossible event? Answer:

On Your Own

Question 3. Mina opens a book 15 times and records whether the page number is even or odd. How many trials did she conduct? Name two events that she recorded. 4Answer:

Question 5. Reason A container holds 20 red, 20 blue, and 10 green marbles. Is the probability of choosing a blue marble greater than or less than the probability of not choosing a blue marble? Explain. Answer: The probability of choosing blue marble is less than the probability of not choosing a blue marble. Explanation: 20 + 20 + 10 = 50 marbles The reasoning for this is that there is a total of 50 marbles and only 20 of the 50 are blue. That means 30 are not blue marbles. Since 30 is bigger than 20 there are more non-blue marbles than there are blue marbles. The probability of choosing a blue marble is less than the probability of not choosing a blue marble.

For Problems 6-7, describe the probability of each event in words. Then describe each probability with a number or a number range.

Question 6. Roll a number greater than 5 on a standard number cube. Answer: There are 6 numbers on a standard dice. 1, 2, 3, 4, and 5 are less than or equal to 5. So, the only number greater than 5 is 6. So, the probability is 1/6.

Question 7. Pick a number less than or equal to 30 from a bag with 40 pieces of paper numbered 1 through 40. Answer: Pick a number less than or equal to 30 from a bag with 40 pieces of paper numbered 1 through 40. 30/40 = 3/4 = 75% Thus 75% of chance of picking a number less than or equal to 30.

Question 8. Open-Ended Ask 6 students their age and record the results. Pick one age from the results. How many students stated this age? Describe in words the probability that a student in your class is this age, judging from the results. Answer:

I’m in a Learning Mindset!

Did I select appropriate challenges as part of learning how to describe the probability of an event? Answer:

Lesson 14.1 More Practice/Homework

Question 1. Roberta rolls two standard number cubes. Tell whether a sum greater than 12 is impossible, unlikely, as likely as not, likely, or certain. Answer: The maximum of the sum is 12 6 + 6 = 12 The sum cannot be greater than 12. So, the event is impossible.

Question 3. Open-Ended Write a situation where the probability of an event occurring is unlikely. Answer:

Question 4. Rocky has a box of pens. He has 11 black pens, 8 blue pens, and 6 red pens. He randomly selects a pen from the box. Describe the probability that the pen he selects is blue, using a number or a number range. Answer:

Flip a coin eight times and record the results of heads or tails. Use the results for Problems 5-9.

Question 5. List the sample space of all possible outcomes when you flip a coin once. Answer: The sample space of a fair coin flip is {H, T} A sample space is the set of all possible outcomes of a random experiment. When you toss a coin, there are only two possible outcomes-heads (H) or tails (T) so the sample space for the coin toss experiment is {H, T}

Question 6. What experiment did you perform? How many trials of the experiment did you conduct? What events did you record? Answer:

Question 7. How many times did the coin land heads up? Based only on these results, does getting heads seem to be impossible, unlikely, as likely as not, likely, or certain? Answer:

Question 8. How many times did the coin land tails up? Based only on these results, does getting tails seem to be impossible, unlikely, as likely as not, likely, or certain? Answer:

Question 9. Reason Are the results of your experiment what you would expect? Explain. Answer:

Question 10. Adam has 10 blocks numbered 1 through 10. Which describes the probability of randomly choosing a block that has an even number? (A) impossible (B) unlikely (C) as likely as not (D) likely (f) certain Answer: Adam has 10 blocks numbered 1 through 10. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 There are 5 even numbers. P = 5/10 = 1/2 So, it is likely possible. Option D is the correct answer.

Question 11. Bella finds some beach glass. She finds 14 pieces of brown beach glass, 12 pieces of white beach glass, 12 pieces of green beach glass, and 2 pieces of blue beach glass. She lets her sister pick one piece at random to keep. Describe the probability, using a number or a number range, that her sister picks a piece of blue beach glass. Answer:

Question 12. A bowl contains 4 blue marbles and 12 red marbles. Soo-jin picks a marble from the bowl. Describe a likely event. Answer: A bowl contains 4 blue marbles and 12 red marbles. Total number of marbles in the bowl = 4 + 12 = 16 Soo-jin picks a marble from the bowl = 1 So, the probability is 1/16.

Question 13. A community service club has 12 seventh-graders and 12 eighth-graders. The name of each student is put in a hat, and a name is drawn at random. Which number or number range describes the probability that the student selected is an eighth-grader? (A) a number greater than 0 and less than \(\frac{1}{2}\) (B) a number greater than \(\frac{1}{2}\) and less than 1 (C) 1 (D) \(\frac{1}{2}\) Answer: Given, A community service club has 12 seventh-graders and 12 eighth-graders = 12 + 12 = 24 The probability that the student selected is an eighth-grader is \(\frac{12}{24}\) = \(\frac{1}{2}\) Thus option D is the correct answer.

Spiral Review

Question 14. A patio is shaped as a composite figure consisting of two rectangles. One part of the patio is 20 feet long and 15 feet wide. The other part is 15 feet long and 10 feet wide. What is the area of the patio? Answer: Given, A patio is shaped as a composite figure consisting of two rectangles. One part of the patio is 20 feet long and 15 feet wide. We know that, Area of a rectangle = l × b A1 = 20 × 15 = 300 sq. feet The other part is 15 feet long and 10 feet wide. We know that, Area of a rectangle = l × b A2 = 15 × 10 = 150 sq. feet Total A1 + A2 = 300 + 150 = 450 sq. ft Thus the area of the patio is 450 sq. ft

Question 15. An aquarium is a rectangular prism. The volume of the aquarium is 6,480 cubic inches. The length of the aquarium is 30 inches, and the height is 18 inches. What is the width of the aquarium? Answer: Given, An aquarium is a rectangular prism. The volume of the aquarium is 6,480 cubic inches. The length of the aquarium is 30 inches, Height is 18 inches. V = lbh 6480 = 30 × b × 18 b = 6480/540 b = 12 inches Thus the width of the aquarium is 12 inches.

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