CHOOSING A TEAM
Enduring Understanding: Develop a better understanding of the concepts of dependent and
independent events. Develop a better understanding of how to determine and use probabilities of
dependent and independent events.
Essential Questions:
Original Lesson Design
 What is meant by replacement and
without replacement?
 How can a tree diagram be used to find
the probability?
 What is meant by independent events?
 What is meant by dependent events?
 What are mutually exclusive events?
 How are probabilities expressed?
 What is meant by event 1 and event 2
occurring vs. event 1 or event 2
occurring?
Suggestions for English Language Learners
Enhance vocabulary:
Replacement
Tree diagram
Dependent events
Independent events
Mutually exclusive
Probability
And/or
Lesson Overview:
Original Lesson Design
 Before allowing the students the
opportunity to start the activity: access
their prior knowledge with regards to
their experiences with probability.
 A good warm-up would be Ghost.
 Have the students work in groups of 2 to
roll two number cubes 50 times. Have
them chart the combinations that occur.
Then combine the data from all of the
groups into one chart on the board or
overhead. Discuss the combinations and
how often each combination occurred.
Then discuss the probability that each one
could occur if we made one more roll of
the number cubes.
 Remind students that the probability of an
event is a ratio between 0 and 1 inclusive.
 While doing or summarizing this activity,
you might want to introduce and use the
terms permutations and combinations
when appropriate.
 Use resources from your building.
Suggestions for English Language Learners
 Have students do experiments involving
compound events – both dependent and
independent to show the difference.

See warm-up

Provide a chart for them to use to record
their data.

When rolling the number cubes, use two
different colors of cubes (for example, 1
red and 1 blue). This will help students
see that a 2 on the red cube and a 3 on the
blue cube is not the same as a 2 on the
blue and a 3 on the red.
EALRs/GLEs
1.4.1
1.4.2
Item Specifications: PS01
Assessment:


Use WASL format items that link to what is being covered by the classroom activity
Include multiple choice questions
Choosing a Team
Introduction:
1. Consider the event of rolling two six-sided number cubes with the numbers 1 through 6 placed
one number on each side.
a. How many arrangements are possible if you were to roll both dice? ____________
(for example: 1 and 2; 2 and 1 are two unique arrangements)

Support your answer using words, numbers and/or diagrams.
2. Shirts at Teez R Us can be purchased in 4 sizes (S, M, L, XL), 2 sleeve lengths (short or long
sleeves), and 3 colors (brick, orange, sage). Use this information to answer the questions.
a. How many possible arrangement of size and sleeve style are available? __________

Support your answer using words, numbers and/or diagrams.
b. How many possible arrangements of size, sleeve style, and color are available? _________

Support your answer using words, numbers and/or diagrams.
3. Ten students are trying out for three positions on a coed soccer team. The students include four
boys (Adam, Alex, Anthony and Arnold) and six girls (Abbey, Aurora, Agnes, Alice, Amanda
and Anna). All the students have an equal chance of being selected for the team.
1) How many different three-member teams can be formed? ________________
Support your answer using words, numbers and/or diagrams.
2) Determine the probability that the team would include:
 Three boys: ___________________________________________
Support your answer using words, numbers and/or diagrams.
 One boy and two girls: _______________________________________
Support your answer using words, numbers and/or diagrams.
 At most one girl: _____________________________________________
Support your answer using words, numbers and/or diagrams.
 Adam, Anthony and Alice: ____________________________________
Support your answer using words, numbers and/or diagrams.
 Agnes and two other students: _____________________________________
Support your answer using words, numbers and/or diagrams.
4. How is the number of ways to select the team affected if the three openings on the team are
specifically for positions of forward, midfield and defense? That is, with each selection, a student’s
name is attached to a specific position.
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5. Two regular six-sided dice are rolled.
What is the probability that the sum is at most four?
A.
1
9
B.
1
6
C.
5
6
D.
4
9
7. Carlos and Tiesha empty a bag of 100 colored candies and count the number of each color, as
shown in the following chart.
Number of Candies of Each Color
Color
Number
Orange
20
Red
10
Brown
30
Green
10
Yellow
15
Blue
15
They return all the candies to the bag and shake the bag. Carlos removes 5 candies, 2 of which are
blue. (They do not put these five back into the bag). Tiesha then pulls out one candy.
What is the probability that Tiesha pulls out a blue candy?
A.
B.
C.
D.
6.67%
13.68%
15.00%
15.79%