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# Math Gr4 Ch16

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### Math Gr4 Ch16

1. 1. Chapter 16 Probability Click the mouse or press the space bar to continue.
2. 2. Probability 16 Lesson 16-1 Probability and Outcomes Lesson 16-2 Probability and Fractions Lesson 16-3 Problem-Solving Strategy: Make an Organized List Lesson 16-4 Find Probability Lesson 16-5 Problem-Solving Investigation: Choose a Strategy Lesson 16-6 Tree Diagrams
3. 3. 16-1 Probability and Outcomes Five-Minute Check (over Chapter 15) Main Idea and Vocabulary California Standards Example 1 Example 2
4. 4. 16-1 Probability and Outcomes • I will describe probability. • outcome • probability
5. 5. 16-1 Probability and Outcomes Standard 4SDAP1.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; ).
6. 6. 16-1 Probability and Outcomes Standard 4SDAP2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams).
7. 7. 16-1 Probability and Outcomes Kimmela has 8 green and 2 white marbles. Describe how likely it is that Kimmela will choose a green marble. There are 10 marbles and 8 are green. Answer: So, it is likely that Kimmela will choose a green marble.
8. 8. 16-1 Probability and Outcomes Lexie has a bag with 7 blue marbles and 7 red marbles. Describle how likely it is that Lexie will choose a red marble. A. certain B. likely C. equally likely D. not likely
9. 9. 16-1 Probability and Outcomes Jeremiah has 15 coins in his pocket. 10 are dimes, 5 are nickels. If he drops a coin on the ground, describe the probability that the coin is a penny. There are 15 coins in Jeremiah’s pocket. Of those coins, none of them are pennies. Answer: Since there are no pennies, it is impossible that Jeremiah dropped a penny.
10. 10. 16-1 Probability and Outcomes Luna has 12 coins in her pocket. All of them are dimes. If she drops a coin on the ground, describe the probability that the coin is a dime. A. impossible B. likely C. unlikely D. certain
11. 11. 16-2 Probability and Fractions Five-Minute Check (over Lesson 16-1) Main Idea and Vocabulary California Standards Key Concepts: Probability as a Fraction Example 1 Example 2
12. 12. 16-2 Probability and Fractions • I will describe probability in words and in numbers. • favorable outcome
13. 13. 16-2 Probability and Fractions Standard 4SDAP2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; ).
14. 14. 16-2 Probability and Fractions
15. 15. 16-2 Probability and Fractions Use words and a fraction to describe the probability of rolling a 5 on a number cube. One out of six numbers on a number cube is a 5. favorable outcomes Probability = total possible outcomes roll a 5 = roll any number 1 = 6
16. 16. 16-2 Probability and Fractions Answer: So, the probability of rolling a 5 on a number cube is 1 out of 6 or 1 , which 6 is unlikely.
17. 17. 16-2 Probability and Fractions Use words and a fraction to describe the probability of tossing a coin and getting heads. 2 A. certain; 2 B. equally likely; 1 2 1 C. equally likely; 4 0 D. impossible; 2
18. 18. 16-2 Probability and Fractions In a bucket of tennis balls, there are 10 yellow, 6 green, and 4 purple balls. Ms. Gorman reaches in without looking and chooses one. Use words and a fraction to describe the probability of choosing a purple tennis ball. Four out of twenty tennis balls are purple.
19. 19. 16-2 Probability and Fractions favorable outcomes Probability = total possible outcomes purple tennis balls = every color of tennis balls 4 = 20 Answer: So, the probability of choosing a purple 4 tennis ball is , or 4 out of 20. 20
20. 20. 16-2 Probability and Fractions Tammy has a jar in her room with 5 nickels, 10 pennies, and 2 dimes. She reaches into her jar without looking and chooses one. Use words and a fraction to describe the probability of choosing a penny. 10 2 A. likely; C. unlikely; 17 17 5 10 B. likely; D. unlikely; 17 17
21. 21. 16-3 Problem-Solving Strategy: Make an Organized List Five-Minute Check (over Lesson 16-2) Main Idea California Standards Example 1: Problem-Solving Strategy
22. 22. 16-3 Problem-Solving Strategy: Make an Organized List • I will make an organized list to solve problems.
23. 23. 16-3 Problem-Solving Strategy: Make an Organized List Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
24. 24. 16-3 Problem-Solving Strategy: Make an Organized List Standard 4SDAP2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g. tables, grids, tree diagrams).
25. 25. 16-3 Problem-Solving Strategy: Make an Organized List The Burke family is going camping for the weekend. There are four children in the Burke family, Zane, Nora, Olga, and Peter. They will sleep in two tents, with two children in each tent. How many different combinations are possible?
26. 26. 16-3 Problem-Solving Strategy: Make an Organized List Understand What facts do you know? • There are 4 children. • Two children will sleep in each tent. What do you need to find? • Find how many combinations are possible.
27. 27. 16-3 Problem-Solving Strategy: Make an Organized List Plan You can make a list of all the possible combinations. Then count the total number of different combinations.
28. 28. 16-3 Problem-Solving Strategy: Make an Organized List Solve First, write the name of one of the children. Then, write the name of another child by the first child’s name. Continue to do this with each child. Do not repeat pairs.
29. 29. 16-3 Problem-Solving Strategy: Make an Organized List Solve Nora–Olga Olga–Peter Peter–Zane Nora–Peter Olga–Zane Nora–Zane Answer: There are 6 different combinations who can be in each tent.
30. 30. 16-3 Problem-Solving Strategy: Make an Organized List Check Look back at the problem. There are 4 children. They can each pair up with three other children. Each child’s name does appear 3 times on the list. So, the answer is correct.
31. 31. 16-4 Find Probability Five-Minute Check (over Lesson 16-3) Main Idea and Vocabulary California Standards Example 1 Example 2
32. 32. 16-4 Find Probability • I will find the probability of outcomes using a grid. • grid
33. 33. 16-4 Find Probability Standard 4SDAP2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams).
34. 34. 16-4 Find Probability Standard 4SDAP2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; ).
35. 35. 16-4 Find Probability Sari chose two flowers from the bucket of half pink, half red flowers without looking. Use the grid to find the probability she chose two pink flowers. There are four possible color combinations. Red and red, red and pink, pink and red, and pink and pink.
36. 36. 16-4 Find Probability One of the outcomes is pink and pink. favorable outcomes Probability = total possible outcomes 1 = 4 1 Answer: So, the probability is 1 out of 4, or . 4
37. 37. 16-4 Find Probability Use the grid to find the probability of tossing two coins and getting tails on both.
38. 38. 16-4 Find Probability Use the grid to find the probability of tossing two coins and getting tails on both. 1 A. 4 2 B. 4 3 C. 4 4 D. 4
39. 39. 16-4 Find Probability Create a grid to show all possible outcomes of flipping a coin and rolling a number cube. Then use the grid to find the probability of getting heads and a number greater than 2. Step 1 Write the possible outcomes for a coin on the side of the grid and the outcomes for a number cube on the top of the grid.
40. 40. 16-4 Find Probability Step 2 Write the possible outcomes for tossing a coin and rolling a die in the squares where each row and column intersect.
41. 41. 16-4 Find Probability Answer: There are 12 possible outcomes. Four of the outcomes are getting a heads and rolling a number greater than 2. So, the probability is 4 out of 12 or 4 . 12
42. 42. 16-4 Find Probability Use the grid to find the probability of getting tails and an even number. 9 3 A. 12 C. 12 6 1 B. 12 D. 12
43. 43. 16-5 Problem-Solving Investigation: Choose a Strategy Five-Minute Check (over Lesson 16-4) Main Idea California Standards Example 1: Problem-Solving Investigation
44. 44. 16-5 Problem-Solving Investigation: Choose a Strategy • I will choose the best strategy to solve a problem.
45. 45. 16-5 Problem-Solving Investigation: Choose a Strategy Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing, and prioritizing information, and observing patterns.
46. 46. 16-5 Problem-Solving Investigation: Choose a Strategy Standard 4NS3.0 Students solve problems involving addition, subtraction, of whole numbers and understand the relationships among the operations.
47. 47. 16-5 Problem-Solving Investigation: Choose a Strategy CARMEN: My family ate dinner at a restaurant. We ordered salads for \$6 each, steaks for \$15 each, and chicken sandwiches for \$8 each. The total cost was \$43. YOUR MISSION: Find how many of each item was ordered.
48. 48. 16-5 Problem-Solving Investigation: Choose a Strategy Understand What facts do you know? • You know the cost of each item. • You know the total cost of the meal. What do you need to find? • You need to find how many of each item was ordered.
49. 49. 16-5 Problem-Solving Investigation: Choose a Strategy Plan Use logical reasoning to find how many of each item was ordered.
50. 50. 16-5 Problem-Solving Investigation: Choose a Strategy Solve At least one of each item was ordered. Add the costs. \$15 + \$6 + \$8 = \$21 + \$8 = \$29 So, the cost of the other items ordered must be \$43 – \$29, or \$14.
51. 51. 16-5 Problem-Solving Investigation: Choose a Strategy Solve Since \$8 + \$6 is the only combination of costs that equal \$14, you know that another salad and chicken sandwich were ordered. Answer: So, Carmen’s family ordered 1 steak, 2 salads, and 2 chicken sandwiches.
52. 52. 16-5 Problem-Solving Investigation: Choose a Strategy Check You can check your answer with addition. \$6 + \$6 + \$8 + \$8 + \$15 = \$43 So, the answer is correct.
53. 53. 16-6 Tree Diagrams Five-Minute Check (over Lesson 16-5) Main Idea and Vocabulary California Standards Example 1 Example 2
54. 54. 16-6 Tree Diagrams • I will use a tree diagram to show outcomes. • tree diagram
55. 55. 16-6 Tree Diagrams Standard 4SDAP2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams).
56. 56. 16-6 Tree Diagrams Standard 4SDAP2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; ).
57. 57. 16-6 Tree Diagrams How many outcomes are possible when both spinners are spun? Use a tree diagram to find the possible outcomes.
58. 58. 16-6 Tree Diagrams List each color on each of the spinners. Then pair each color choice from one spinner to each color choice on the other spinner.
59. 59. 16-6 Tree Diagrams Spinner 1 Spinner 2 Outcome Red (R2) R, R2 Red (R) Blue (B2) R, B2 Purple (P) R, P Red (R2) O, R2 Orange (O) Blue (B2) O, B2 Purple (P) O, P
60. 60. 16-6 Tree Diagrams Red (R2) Y, R2 Yellow (Y) Blue (B2) Y, B2 Purple (P) Y, P Red (R2) L, R2 Light blue (L) Blue (B2) L, B2 Purple (P) L, P Red (R2) B, R2 Blue (B) Blue (B2) B, B2 Purple (P) B, P
61. 61. 16-6 Tree Diagrams Answer: So, there are 15 possible outcomes.
62. 62. 16-6 Tree Diagrams Michelle has a coin and bag of marbles with 1 yellow, 1 blue, 1 red, 1 green, and 1 purple. How many outcomes are possible when the coin is tossed and one marble is drawn? A. 6 B. 8 C. 10 D. 12
63. 63. 16-6 Tree Diagrams Kasim is flipping three coins. Make a tree diagram and use it to find the probability of flipping at least two heads.
65. 65. 16-6 Tree Diagrams There are eight possible outcomes. Four of these outcomes has at least two heads: HHH, HHT, HTH, and THH. at least 2 heads = total possible outcomes 4 Answer: So, the probability is 4 out of 8, or 8 .
66. 66. 16-6 Tree Diagrams Noel is flipping two coins and spinning the spinner below. Find the probability of getting heads on one coin, tails on the other, and landing on red. 4 A. 12 2 B. 6 4 C. 6 2 D. 12
67. 67. Probability 16 Five-Minute Checks
68. 68. Probability 16 Lesson 16-1 (over Chapter 15) Lesson 16-2 (over Lesson 16-1) Lesson 16-3 (over Lesson 16-2) Lesson 16-4 (over Lesson 16-3) Lesson 16-5 (over Lesson 16-4) Lesson 16-6 (over Lesson 16-5)
69. 69. Probability 16 (over Chapter 15) Subtract. 1.5 – 0.4 A. 0.1 B. 1.9 C. 1.1 D. 11
70. 70. Probability 16 (over Chapter 15) Subtract. 6.75 – 1.71 A. 8.46 B. 5.04 C. 7.46 D. 6.04
71. 71. Probability 16 (over Chapter 15) Subtract. \$22.38 – \$11.19 A. \$10.19 B. \$11.21 C. \$11.11 D. \$11.19
72. 72. Probability 16 (over Chapter 15) Subtract. 9.1 – 5.5 A. 3.7 B. 4.6 C. 3.6 D. 4.4
73. 73. Probability 16 (over Lesson 16-1) Describe the probability of spinning a green. A. impossible B. certain C. likely D. unlikely
74. 74. Probability 16 (over Lesson 16-1) Describe the probability of spinning a yellow. A. impossible B. certain C. likely D. unlikely
75. 75. Probability 16 (over Lesson 16-1) Describe the probability of spinning a white. A. impossible B. certain C. likely D. unlikely
76. 76. Probability 16 (over Lesson 16-1) Describe the probability of spinning a green, blue or yellow. A. impossible B. certain C. likely D. unlikely
77. 77. Probability 16 (over Lesson 16-2) Use words or a fraction to describe the probability of spinning a green. 4 A. 15 B. 4 out of 12 16 C. 4 D. 4 out of 16
78. 78. Probability 16 (over Lesson 16-2) Use words or a fraction to describe the probability of spinning a yellow. A. 10 out of 6 1 B. 10 10 C. 16 D. 16 out of 10
79. 79. Probability 16 (over Lesson 16-2) Use words or a fraction to describe the probability of spinning a red. 2 A. 16 B. 2 out of 14 16 C. 2 D. 2 out of 15
80. 80. Probability 16 (over Lesson 16-2) Use words or a fraction to describe the probability of spinning a blue. 1 A. 16 B. unable to describe probability C. 0 D. 16 out of 0
81. 81. Probability 16 (over Lesson 16-3) Solve. Use the Make an Organized List strategy. Lunch choices include ham, turkey, or cheese sandwiches and one of the following: carrots, an apple, chips, or a cookie. How many different lunch combinations are possible? A. 7 B. 9 C. 12 D. 18
82. 82. Probability 16 (over Lesson 16-4) Use the grid to find the probability of spinning vanilla with berries.
83. 83. Probability 16 (over Lesson 16-4) Use the grid to find the probability of spinning vanilla with berries. A. The probability of spinning vanilla with berries is 2 out of 12. B. The probability of spinning vanilla with berries is 4 . 12
84. 84. Probability 16 (over Lesson 16-4) Use the grid to find the probability of spinning vanilla with berries. C. The probability of spinning vanilla with berries is 0. D. The probability of spinning vanilla with berries is 1 . 12
85. 85. Probability 16 (over Lesson 16-4) Use the grid to find the probability of spinning vanilla with berries. D. The probability of spinning vanilla with berries is 1 . 12
86. 86. Probability 16 (over Lesson 16-5) Solve. Gabriela has four different plants but only has room in the garden to plant three of them. She needs to decide which three to plant. How many ways can she choose 3 of the 4 plants? A. 3 B. 4 3 C. 4 D. 12
87. 87. This slide is intentionally blank.