 Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
 Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.
 Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?
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.

Assessed with:
MAFS.7.SP.3.7
 Test Item #: Sample Item 1
 Question:
Tony has a bucket filled with green, blue, yellow, and red markers. He removes 3 markers from the bucket, with replacement.
Select all the outcomes that are possible.
 Difficulty: N/A
 Type: MS: Multiselect
Related Courses
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Assessments
Formative Assessments
Lesson Plans
Original Student Tutorial
Perspectives Video: Experts
ProblemSolving Tasks
Tutorials
Video/Audio/Animation
Virtual Manipulatives
MFAS Formative Assessments
Students are asked to find the probability of a compound event using a tree diagram and explain how the tree diagram was used to find the probability.
Students are asked to make an organized list that displays all possible outcomes of a compound event.
Students are asked to make a tree diagram to determine all possible outcomes of a compound event.
Original Student Tutorials Mathematics  Grades 68
Help Alice discover that compound probabilities can be determined through calculations or by drawing tree diagrams in this interactive tutorial.
Student Resources
Original Student Tutorial
Help Alice discover that compound probabilities can be determined through calculations or by drawing tree diagrams in this interactive tutorial.
Type: Original Student Tutorial
ProblemSolving Tasks
As the standards in statistics and probability unfold, students will not yet know the rules of probability for compound events. Thus, simulation is used to find an approximate answer to these questions. In fact, part b would be a challenge to students who do know the rules of probability, further illustrating the power of simulation to provide relatively easy approximate answers to wideranging problems.
Type: ProblemSolving Task
The purpose of this task is for students to compute the theoretical probability of a compound event. Teachers may wish to emphasize the distinction between theoretical and experimental probabilities for this problem. For students learning to distinguish between theoretical and experimental probability, it would be good to find an experimental probability either before or after students have calculated the theoretical probability.
Type: ProblemSolving Task
The purpose of this task is for students to compute the theoretical probability of a seating configuration. There are 24 possible configurations of the four friends at the table in this problem. Students could draw all 24 configurations to solve the problem but this is time consuming and so they should be encouraged to look for a more systematic method.
Type: ProblemSolving Task
Tutorials
This video explores how to create sample spaces as tree diagrams, lists and tables.
Type: Tutorial
This video shows how to use a sample space diagram to find probability.
Type: Tutorial
This video shows an example of using a tree diagram to find the probability of a compound event.
Type: Tutorial
Video/Audio/Animation
This 6minute video provides an example of how to work with compound probability of independent events through the example of flipping a coin. If you flip a coin and it lands on heads, is the next flip more likely to be tails? Or are those events independent?
Type: Video/Audio/Animation
Virtual Manipulatives
The purpose of this manipulative is to help students recognize that (1) unusual events do happen, and (2) it may take a longer time for some of them to happen. The letters are drawn at random from the beginning of Hamlet's soliloquy, "To be, or not to be." Any word made from those letters (such as TO) can be entered in the box. When the start is pressed, letters are drawn and recorded. The process continues until the word appears.
Type: Virtual Manipulative
This online manipulative allows the student to simulate placing marbles into a bag and finding the probability of pulling out certain combinations of marbles. This allows exploration of probabilities of multiple events as well as probability with and without replacement. The tabs above the applet provide access to supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the Java applet.
Type: Virtual Manipulative
Parent Resources
ProblemSolving Tasks
As the standards in statistics and probability unfold, students will not yet know the rules of probability for compound events. Thus, simulation is used to find an approximate answer to these questions. In fact, part b would be a challenge to students who do know the rules of probability, further illustrating the power of simulation to provide relatively easy approximate answers to wideranging problems.
Type: ProblemSolving Task
The purpose of this task is for students to compute the theoretical probability of a compound event. Teachers may wish to emphasize the distinction between theoretical and experimental probabilities for this problem. For students learning to distinguish between theoretical and experimental probability, it would be good to find an experimental probability either before or after students have calculated the theoretical probability.
Type: ProblemSolving Task
The purpose of this task is for students to compute the theoretical probability of a seating configuration. There are 24 possible configurations of the four friends at the table in this problem. Students could draw all 24 configurations to solve the problem but this is time consuming and so they should be encouraged to look for a more systematic method.
Type: ProblemSolving Task
Virtual Manipulative
The purpose of this manipulative is to help students recognize that (1) unusual events do happen, and (2) it may take a longer time for some of them to happen. The letters are drawn at random from the beginning of Hamlet's soliloquy, "To be, or not to be." Any word made from those letters (such as TO) can be entered in the box. When the start is pressed, letters are drawn and recorded. The process continues until the word appears.
Type: Virtual Manipulative