Assignment 2: Outcomes and Outcome Spaces For the experiments defined in Questions 1-4, write the set of all possible outcomes (the outcome space), also note whether the outcomes are equally likely, and whether they are mutually exclusive. 1. Toss a coin three times and record heads or tails on each toss. 2. Assuming that automobile accidents occur randomly, record the number of accidents in NYC on the day you complete this homework. 3. For a randomly selected adult male, record his height to the nearest inch. 4. Inject a drug into 5 randomly selected diseased mice. At the end of one week, record the number cured out of 5. 5. How many outcomes are in an experiment consisting of one toss of a coin? Two tosses? N tosses? (Assume H or T is recorded for each toss.) 6. For Question 3 above, write the list of outcomes in the following events: A = (the selectee is less than 6’ tall) B=(the selectee is between 5 ‘ and 6’5” tall, inclusive) 7. For Question 4 above, write the list of outcomes in each event: A=(all mice are cured) B=(more than half the mice are cured) C=(an even number of mice are cured) 8. For Question 1 above, write the outcomes in the following events: A=(all tosses show the same face) B=(at least one toss is heads) C=(at most one toss is heads) 9. Calculate the probability of each event in Problem 8. EDU 673 Week 4 Here Is A Template Outline Assignment: Creating a Unit Plan: Template Guide Introduction  A brief description of your current (or fictional classroom)  Grade Level & Content Area  Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)  Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.) Stage 1: This FIRST stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. (For the purpose of this class, consider a unit to be three days)  What is the content area? (e.g.: math, science, social studies, English…)  Common Core State Standard: The state’s required standard of mastery  Measurable Unit Objective: What you want the students to master at the end of the unit 1. The students will (measurable verb) by (activity) with (___% of accuracy) 2. The students will (measurable verb) by (activity) with (___% of accuracy) Online Resources: o http://www.corestandards.org/the-standards o http://teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/ o http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf Stage 2: The second stage outlines evidence of Learning including pre-assessments, formative assessments, and a summative assessment  Pre-assessment: explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs  Formative Assessment: Explain how you will use formative ass ...

1. Assignment 2: Outcomes and Outcome Spaces
For the experiments defined in Questions 1-4, write the set of
all possible outcomes (the outcome space), also note whether
the outcomes are equally likely, and whether they are mutually
exclusive.
1. Toss a coin three times and record heads or tails on each toss.
2. Assuming that automobile accidents occur randomly, record
the number of accidents in NYC on the day you complete this
homework.
3. For a randomly selected adult male, record his height to the
nearest inch.
4. Inject a drug into 5 randomly selected diseased mice. At the
end of one week, record the number cured out of 5.
5. How many outcomes are in an experiment consisting of one
toss of a coin? Two tosses? N tosses? (Assume H or T is
recorded for each toss.)
6. For Question 3 above, write the list of outcomes in the
following events:
A = (the selectee is less than 6’ tall)
B=(the selectee is between 5 ‘ and 6’5” tall, inclusive)
7. For Question 4 above, write the list of outcomes in each
event:
A=(all mice are cured)
B=(more than half the mice are cured)
C=(an even number of mice are cured)
8. For Question 1 above, write the outcomes in the following
events:
A=(all tosses show the same face)
B=(at least one toss is heads)
C=(at most one toss is heads)
9. Calculate the probability of each event in Problem 8.

2. EDU 673 Week 4 Here Is A Template Outline
Assignment: Creating a Unit Plan: Template Guide Introduction
nt Area
– ability levels, gender, students
with special needs, English language learners (ELLs)
family background, recurring behavior issues, etc.)
Stage 1: This FIRST stage is to determine the “Big Picture”;
what you want students to learn, conceptually, at the unit’s
conclusion. (For the purpose of this class, consider a unit to be
three days)
English…)
of mastery
master at the end of the unit
1. The students will (measurable verb) by (activity) with (___%
of accuracy)
2. The students will (measurable verb) by (activity) with (___%
of accuracy)
Online Resources:
o http://www.corestandards.org/the-standards
o http://teachonline.asu.edu/2012/07/writing-measurable-
learning-objectives/
o
http://www.p21.org/storage/documents/P21CommonCoreToolkit
.pdf
Stage 2: The second stage outlines evidence of Learning
including pre-assessments, formative assessments, and a

3. summative assessment
-assessment: explain how you will measure student’s level
of readiness and preexisting knowledge specific to the content
chosen. Include how you will take into account student
strengths, interests, and learning needs
assessments to drive differentiated instruction throughout the
unit specific to the content you’ve chosen. Be sure to include
how these assessments address UDL principals.
will measure the student’s level of unit mastery. You must
include how this assessment addresses UDL principals, DI
theory, and takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the
activities and experiences.
Unit Goal: The final demonstration of mastery driven by the
CCSS.
Day 1: Learning Objective
At the conclusion of this lesson, students will (measurable
action verb) by (activity) with ____% accuracy.
Activity: A brief description the activity students will complete
to master the lesson objective that incorporates differentiation
and UDL techniques.
Formative Assessment: How will the lesson objective be
assessed? (e.g.: worksheet, journal, project, etc…)
Technology
How will this technology tool be incorporated and how does it
address differentiated instruction with supporting evidence from
at least one scholarly citation, how it will be used to aid
instruction, and how it is an example of universal design.
What self-regulation strategies have been built into the lesson,
how they are reinforced, and differentiated depending on the
student’s level of need.
Day 2: Learning Objective
At the conclusion of this lesson, students will (measurable

4. action verb) by (activity) with ____% accuracy.
Activity: A brief description the activity students will complete
to master the lesson objective that incorporates differentiation
and UDL techniques.
Formative Assessment: How will the lesson objective be
assessed? (e.g.: worksheet, journal, project, etc…)
Technology
How will this technology tool be incorporated and how does it
address differentiated instruction with supporting evidence from
at least one scholarly citation, how it will be used to aid
instruction, and how it is an example of universal design.
What self-regulation strategies have been built into the lesson,
how they are reinforced, and differentiated depending on the
student’s level of need.
Day 3: Learning Objective
At the conclusion of this lesson, students will (measurable
action verb) by (activity) with ____% accuracy.
Activity: A brief description the activity students will complete
to master the lesson objective that incorporates differentiation
and UDL techniques.
Formative Assessment: How will the lesson objective be
assessed? (e.g.: worksheet, journal, project, etc…)
Technology
How will this technology tool be incorporated and how does it
address differentiated instruction with supporting evidence from
at least one scholarly citation, how it will be used to aid
instruction, and how it is an example of universal design.
What self-regulation strategies have been built into the lesson,
how they are reinforced, and differentiated depending on the
student’s level of need.
EDU 673 Week 4
This is the Grading Rubric Total Possible Score: 10.00

5. Describes the Demographics. Identifies the Content Unit Title,
Subject, One or More CCSS Standards, Creates at Least Two
Measurable Unit Objectives That Align with CCSS and
Describes Student Mastery Expectations
Total: 3.00
Distinguished - Clearly and accurately describes the
demographics Identifies the content unit title, subject, one or
more CCSS Standards, creates at least two measurable unit
objectives that align with CCSS and thoroughly describes
student mastery expectations.
Proficient - Describes the demographics. Identifies the content
unit title, subject, one or more CCSS Standards, creates at least
two measurable unit objectives that align with CCSS and
describes student mastery expectations. Minor details are
missing.
Basic - Somewhat describes the demographics. Identifies the
content until title, subject, one CCSS Standards, creates at least
one measurable unit objectives that align with CCSS and
minimally describes student mastery expectations. Relevant
details are missing.
Below Expectations - Describe the demographics and partially
identifies the content unit title, subject, one CCSS Standards.
The description of student mastery expectations is missing
significant details.
Non-Performance - The description of the demographics,
identification of the CCSS Standards, and measurable unit
objectives that align with CCSS is either nonexistent or lacks
the components described in the assignment instructions.
Explains How Students Level of Readiness and Preexisting
Knowledge Will Be Measured, Explains How Formative
Assessments Drive Differentiated Instructions, and Designs a
Summative Assessment Measuring Student’s Level of unit
Mastery
Total: 3.00
Distinguished - Thoroughly explains how student’s level of

6. readiness and preexisting knowledge will be measured,
comprehensively explains how formative assessments drive
differentiated instructions, and designs a clearly appropriate
summative assessment measuring student’s level of unit
mastery.
Proficient - Explains how student’s level of readiness and
preexisting knowledge will be measured, explains how
formative assessments drive differentiated instructions and
designs an appropriate summative assessment measuring
student’s level of unit mastery. The explanations or the design
of the summative assessment is slightly underdeveloped.
Basic - Somewhat explains how student’s level of readiness and
preexisting knowledge will be measured, somewhat explains
how formative assessments drive differentiated instructions, and
partially designs a summative assessment measuring student’s
level of unit mastery. The explanations and/or the design of the
summative assessment are underdeveloped.
Below Expectations - Attempts to explain how student’s level of
readiness and preexisting knowledge will be measured, how
formative assessments drive differentiated instructions, and
designs a summative assessment measuring student’s level of
unit mastery; however, the explanations and the design of the
summative assessment are significantly underdeveloped.
Non-Performance - The explanation how student’s level of
readiness and preexisting knowledge will be measured,
explanation how formative assessments drive differentiated
instructions and designs a summative assessment are either
nonexistent or lack the components described in the assignment
instructions.
Lists Daily Breakdown of Lesson Topics, Describes How Each
Daily Activity Incorporates Differentiated Instructions and
UDL, Thoroughly Discusses Two Technology Tools that Will
Be Incorporated Throughout the Unit and Describes Which Self-
Regulation Strategies Have Been Built Into the Lesson
Total: 3.00

7. Distinguished - Creates an exceptionally thorough list of daily
breakdown of lesson topics, describes how each daily activity
incorporates differentiated instructions and UDL, thoroughly
discusses two technology tools that will be incorporated
throughout the unit and describes which self-regulation
strategies have been built into the lesson.
Proficient - Creates a sufficient list of daily breakdown of
lesson topics, describes how each daily activity incorporates
differentiated instructions and UDL, thoroughly discusses two
technology tools that will be incorporated throughout the unit
and describes which self-regulation strategies have been built
into the lesson. Minor details are missing.
Basic - Creates a limited list of daily breakdown of lesson
topics, describes how some daily activity incorporates
differentiated instructions and UDL, discusses two technology
tools that will be incorporated throughout the unit and describes
which self-regulation strategies have been built into the lesson.
Relevant details are missing.
Below Expectations - Attempts to create a list of daily
breakdown of lesson topics, how daily activity incorporates
differentiated instructions and UDL, discusses one technology
tools that will be incorporated throughout the unit but provides
little description of which self-regulation strategies have been
built into the lesson. Significant details are missing.
Non-Performance - The list of daily breakdown of lesson topics,
describes how each daily activity incorporates differentiated
instructions and UDL, technology tools that will be
incorporated throughout the unit and which self-regulation
strategies have been built into the lesson) is either nonexistent
or lacks the components described in the assignment
instructions.
Written Communication: Control of Syntax and Mechanics
Total: 0.34
Distinguished - Displays meticulous comprehension and
organization of syntax and mechanics, such as spelling and

8. grammar. Written work contains no errors and is very easy to
understand.
Proficient - Displays comprehension and organization of syntax
and mechanics, such as spelling and grammar. Written work
contains only a few minor errors and is mostly easy to
understand.
Basic - Displays basic comprehension of syntax and mechanics,
such as spelling and grammar. Written work contains a few
errors which may slightly distract the reader.
Below Expectations - Fails to display basic comprehension of
syntax or mechanics, such as spelling and grammar. Written
work contains major errors which distract the reader.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Written Communication: APA Formatting
Total: 0.33
Distinguished - Accurately uses APA formatting consistently
throughout the paper, title page, and reference page.
Proficient - Exhibits APA formatting throughout the paper.
However, layout contains a few minor errors.
Basic - Exhibits limited knowledge of APA formatting
throughout the paper. However, layout does not meet all APA
requirements.
Below Expectations - Fails to exhibit basic knowledge of APA
formatting. There are frequent errors, making the layout
difficult to distinguish as APA.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Written Communication: Resource Requirement
Total: 0.33
Distinguished - Uses more than the required number of
scholarly sources, providing compelling evidence to support
ideas. All sources on the reference page are used and cited
correctly within the body of the assignment.

9. Proficient - Uses the required number of scholarly sources to
support ideas. All sources on the reference page are used and
cited correctly within the body of the assignment.
Basic - Uses less than the required number of sources to support
ideas. Some sources may not be scholarly. Most sources on the
reference page are used within the body of the assignment.
Citations may not be formatted correctly.
Below Expectations - Uses an inadequate number of sources
that provide little or no support for ideas. Sources used may not
be scholarly. Most sources on the reference page are not used
within the body of the assignment. Citations are not formatted
correctly.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.