Standards - Mathematics

MA19.FM.6

Use multiple representations and methods for counting objects and developing more efficient counting techniques. Note: Representations and methods may include tree diagrams, lists, manipulatives, overcounting methods, recursive patterns, and explicit formulas.

Unpacked Content

Knowledge

Students know:

  • Tree diagrams can be used to systematically list all possibilities for a given set of constraints.

Skills

Students are able to:

  • List all possible outcomes for a given set of constraints

Understanding

Students understand that:

  • Tree diagrams and other systematic methods can be used to count objects but may not be the most efficient method when counting large quantities.
  • Recursive and explicit formulas can be developed from examining patterns in tree diagrams and systematic lists.

Vocabulary

  • Tree diagram
  • Recursive pattern
  • Explicit formula

MA19.FM.7

Develop and use the Fundamental Counting Principle for counting independent and dependent events.

Unpacked Content

Knowledge

Students know:

  • How to construct a tree diagram.

Skills

Students are able to:

  • Count the number of events when given a variety of constraints/parameters when the Fundamental Counting Principle can be applied.

Understanding

Students understand that:

  • The Fundamental Counting Principle can be applied in contexts where an ordered list of events occur and there are a ways for the first event to occur, b ways for the second event to occur so the number of ways of the ordered sequence of events occuring is axb.

Vocabulary

  • Fundamental counting principle
  • Independent events
  • Dependent events
  • Tree diagram
  • Branches
  • Node

MA19.FM.7a

Use various counting models (including tree diagrams and lists) to identify the distinguishing factors of a context in which the Fundamental Counting Principle can be applied.

COS Examples

Example: Apply the Fundamental Counting Principle in a context that can be represented by a tree diagram in which there are the same number of branches from each node at each level of the tree.

MA19.FM.8

Using application-based problems, develop formulas for permutations, combinations, and combinations with repetition and compare student-derived formulas to standard representations of the formulas.

COS Examples

Example: If there are r objects chosen from n objects, then the number of permutations can be found by the product $[n(n-1) … (n-r)(n-r+1)]$ as compared to the standard formula $n!/(n-r)!$.

Unpacked Content

Knowledge

Students know:

  • How to use tree diagrams or other counting models .

Skills

Students are able to:

  • Calculate the number of permutations or combinations for a real-world context.

Understanding

Students understand that:

  • Permutation is an ordered selection of r distinct objects from a set of n objects.
  • A combination is a selection of a set of r distinct unordered objects from a set of n objects.

Vocabulary

  • Permutations
  • Combinations

MA19.FM.8a

Using application-based problems, develop formulas for permutations, combinations, and combinations with repetition and compare student-derived formulas to standard representations of the formulas.

COS Examples

Example: If there are r objects chosen from n objects, then the number of permutations can be found by the product $[n(n-1) … (n-r)(n-r+1)]$ as compared to the standard formula $n!/(n-r)!$.

MA19.FM.9

Use various counting techniques to determine probabilities of events.

Unpacked Content

Knowledge

Students know:

  • Probability.
  • Permutations and Combinations.
  • Tree diagrams.

Skills

Students are able to:

  • Use a tree diagram or other systematic listing method to determine the number of possible outcomes in an application-based problem.
  • Use combinations and permutations to count the number of possible outcomes in an application -based problem.
  • Determine the probability of an event.

Understanding

Students understand that:

  • Solving probability in a discrete setting requires first applying combinatorial reasoning and counting techniques to determine the size of the event of interest.
  • Some events consist of a sequence of (or partition into) smaller events that may be independent or dependent.

Vocabulary

  • Tree diagrams
  • Combinations
  • Permutations
  • Sample size
  • Independent events
  • Dependent events
  • Mutually exclusive (disjoint) events

MA19.FM.10

Use the Pigeonhole Principle to solve counting problems.

Unpacked Content

Knowledge

Students know:

  • How to construct counting models.

Skills

Students are able to:

  • Solve a combinatorial problem using the Pigeonhole principle.

Understanding

Students understand that:

  • If m>n and there are m pigeons (or any object) and n pigeonholes (or any position), there must be at least one pigeonhole with more than one pigeon.

Vocabulary

  • Pigeonhole principle
ALSDE LOGO