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Using a two-way table, find the conditional probability of A given within the context of the model.
Clarifications:

Essential Understandings

Concrete:

  • Create a two-way table using objects/manipulatives.

    Example of a two-way table.
  • List the possible combinations to create a two-way table (e.g., using one male figurine, twelve matchbox cars, and eight toy SUV’s to model the probability of the type of car given the customer is a male).
Representation:
  • Understand that a two-way table looks at sub groups within the whole group. For example, looking at how boys scored on a test verses how girls scored on the same test.
  • Use this two-way table to determine specific probabilities. E.g., the probability of the owner being female given a sports car is 45 out of 84 or 0.54.

    Example of a two-way table.
  • Use this two-way table to determine specific probabilities. E.g., the probability of choosing a sports car given they are a male in the table below is 39 out of 60 or 0.65.

    Example of a two-way table.

Access Point #: MAFS.912.S-CP.2.AP.6a (Archived Access Point)
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • MAFS.912.S-CP.2.6: Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model. ★
Access Point Information
Number:
MAFS.912.S-CP.2.AP.6a
Category:
Access Points
Date Adopted or Revised:
06/14
Cluster:
Use the rules of probability to compute probabilities of compound events in a uniform probability model. (Algebra 2 - Additional Cluster) : 

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Access Point Courses
  • Algebra 2 (#1200330): In Algebra 2, instructional time will emphasize five areas: (1) extending arithmetic operations with algebraic expressions to include radical and rational expressions and polynomial division; (2) graphing and analyzing functions including polynomials, absolute value, radical, rational, exponential and logarithmic; (3) building functions using compositions, inverses and transformations; (4) extending systems of equations and inequalities to include non-linear expressions and (5) developing understanding of the complex number system, including complex numbers as roots of polynomial equations.

    All clarifications stated, whether general or specific to Algebra 2, are expectations for instruction of that benchmark

    Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

  • Algebra 2 Honors (#1200340): In Algebra 2 Honors, instructional time will emphasize six areas: (1) developing understanding of the complex number system, including complex numbers as roots of polynomial equations; (2) extending arithmetic operations with algebraic expressions to include polynomial division, radical and rational expressions; (3) graphing and analyzing functions including polynomials, absolute value, radical, rational, exponential and logarithmic; (4) extending systems of equations and inequalities to include non-linear expressions; (5)building functions using compositions, inverses and transformations and (6) developing understanding of probability concepts.

    All clarifications stated, whether general or specific to Algebra 2 Honors, are expectations for instruction of that benchmark.

    Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

  • Probability and Statistics Honors (#1210300): In Probability and Statistics Honors, instructional time will emphasize four areas: (1) creating and interpreting data displays for univariate and bivariate categorical and numerical data; (2) comparing and making observations about populations using statistical data, including confidence intervals and hypothesis testing; (3) extending understanding of probability and probability distributions and (4) developing an understanding of methods for collecting statistical data, including randomized trials.

    All clarifications stated, whether general or specific to Probability and Statistics Honors, are expectations for instruction of that benchmark.

    Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

  • Advanced Topics in Mathematics (formerly 129830A) (#1298310):
  • Algebra 2 for Credit Recovery (#1200335): Special notes: Credit Recovery courses are credit bearing courses with specific content requirements defined by Next Generation Sunshine State Standards and/or Florida Standards. Students enrolled in a Credit Recovery course must have previously attempted the corresponding course (and/or End-of-Course assessment) since the course requirements for the Credit Recovery course are exactly the same as the previously attempted corresponding course. For example, Geometry (1206310) and Geometry for Credit Recovery (1206315) have identical content requirements. It is important to note that Credit Recovery courses are not bound by Section 1003.436(1)(a), Florida Statutes, requiring a minimum of 135 hours of bona fide instruction (120 hours in a school/district implementing block scheduling) in a designed course of study that contains student performance standards, since the students have previously attempted successful completion of the corresponding course. Additionally, Credit Recovery courses should ONLY be used for credit recovery, grade forgiveness, or remediation for students needing to prepare for an End-of-Course assessment retake.
  • Access Algebra 2 (#7912095):
    Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities.