Standard #: MAFS.912.S-CP.1.1 (Archived Standard)


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Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”). ★


General Information

Subject Area: Mathematics
Grade: 912
Domain-Subdomain: Statistics & Probability: Conditional Probability & the Rules of Probability
Cluster: Level 1: Recall
Cluster: Understand independence and conditional probability and use them to interpret data. (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.

Date Adopted or Revised: 02/14
Content Complexity Rating: Level 1: Recall - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived

Related Courses

Course Number1111 Course Title222
1200330: Algebra 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
1200340: Algebra 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
1210300: Probability and Statistics Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current))
1200335: Algebra 2 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2019 (course terminated))
7912095: Access Algebra 2 (Specifically in versions: 2016 - 2018, 2018 - 2019, 2019 - 2022, 2022 and beyond (current))


Related Resources

Lesson Plans

Name Description
Modeling Conditional Probabilities 1: Lucky Dip

This lesson unit is intended to help you assess how well students are able to understand conditional probability, represent events as a subset of a sample space using tables and tree diagrams, and communicate their reasoning clearly.

Modeling Conditional Probabilities 2 This lesson unit is intended to help you assess how well students understand conditional probability, and, in particular, to help you identify and assist students who have the following difficulties representing events as a subset of a sample space using tables and tree diagrams and understanding when conditional probabilities are equal for particular and general situations.
Medical Testing This lesson unit is intended to help you assess how well students are able to:
  • make sense of a real life situation and decide what math to apply to the problem
  • understand and calculate the conditional probability of an event A, given an event B, and interpret the answer in terms of a model
  • represent events as a subset of a sample space using tables, tree diagrams, and Venn diagrams
  • interpret the results and communicate their reasoning clearly
Human Venn Diagram

Students will physically interact with Venn diagrams. The students will physically interact with Venn diagrams; the students in the class become the data to arrange. Students will physically move and see how and why elements belong in each section of the Venn diagram.

Problem-Solving Tasks

Name Description
Return to Fred's Fun Factory (with 50 cents)

The task is intended to address sample space, independence, probability distributions and permutations/combinations.

The Titanic 1

This task asks students to calculate probabilities using information presented in a two-way frequency table.

Video/Audio/Animation

Name Description
MIT BLOSSOMS - Taking Walks, Delivering Mail: An Introduction to Graph Theory This learning video presents an introduction to graph theory through two fun, puzzle-like problems:"The Seven Bridges of Königsberg" and "The Chinese Postman Problem". Any high school student in a college-preparatory math class should be able to participate in this lesson. Materials needed include: pen and paper for the students; if possible, printed-out copies of the graphs and image that are used in the module; and a blackboard or equivalent. During this video lesson, students will learn graph theory by finding a route through a city/town/village without crossing the same path twice. They will also learn to determine the length of the shortest route that covers all the roads in a city/town/village. To achieve these two learning objectives, they will use nodes and arcs to create a graph and represent a real problem. This video lesson cannot be completed in one usual class period of approximately 55 minutes. It is suggested that the lesson be presented over two class sessions.

Student Resources

Problem-Solving Tasks

Name Description
Return to Fred's Fun Factory (with 50 cents):

The task is intended to address sample space, independence, probability distributions and permutations/combinations.

The Titanic 1:

This task asks students to calculate probabilities using information presented in a two-way frequency table.



Parent Resources

Problem-Solving Tasks

Name Description
Return to Fred's Fun Factory (with 50 cents):

The task is intended to address sample space, independence, probability distributions and permutations/combinations.

The Titanic 1:

This task asks students to calculate probabilities using information presented in a two-way frequency table.



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