Fundamental Counting Principle 1.Go to my blackboard site and click on the Fundamental Counting Principle video found in the Activities Tab listed on the left. 2.Enjoy listening to the video that will explain the Fundamental Counting Principle to you. 3.Upon completion of viewing the video, be prepared to answer the following essential question. Answer your question in the space below: HOW can you predict the outcome of future events? Listen to a Kahn Video. This task uses: KAHN ACADEMY Learning Objective(s): Students will use video to discover how the number of outcomes compare to the product. S SUBSTITUTION Technology acts a direct substitute, with no functional improvement

Fundamental Counting Principle 1.Go to my Blackboard Site and click on the Kahoot! Icon found in the Activities Tab listed on the left. 2.Enjoy playing! 3.Upon completion of the game, be prepared to answer the following question. Answer your question in the space below: Compare and contrast tree diagrams and the Fundamental Counting Principle. Play Kahoot! This task uses: Kahoot! Learning Objective(s): Students will play Kahoot! To reinforce the Fundamental Counting Principle. A AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement.

Fundamental Counting Principle 1.Go to my Blackboard site and click on the Discussion Board tab found in the Activities Tab listed on the left. 2.Enjoy communicating your knowledge of the Fundamental Counting Principle! 3.Upon completion of the discussion, be prepared to answer the following question. Answer the question in the space below: Determine the number of possible outcomes when tossing one coin, two coins, and three coins. Then determine the number of possible outcomes for tossing n coins. Describe the strategy you used. Participate in a discussion board. This task uses: Discussion board Learning Objective(s): Students will participate in a discussion board to express their understanding of the Fundamental Counting Principle. M MODIFICATION Technology allows for the creation of new tasks that were previously not conceivable

Fundamental Counting Principle 1.Open the iMovie app on the iPad. 2.Enjoy creating your video of the Fundamental Counting Principle! When completed, name your iMovie as follows: FCP, your last name. Example: FCPGlass. Tap on the share icon and then tap Save Video. 3.Go to my Blackboard site and click on the Discussion Board iMovie tab found in the Activities Tab listed on the left 4.Upload your iMovie in the Discussion Board by clicking on the “Create Thread” button. Put a title, then click on the paper clip to attach the video. Choose “Browse My Computer”, then Photo Library. Tap on your video and then “Use”. The movie will be compressed and then click “Submit”. 5.Upon completion of uploading your video, answer the following question in the text box: Write an algebraic expression to find the number of outcomes if a number cube is rolled x times. 6. View one other student’s iMovie and algebraic expression from a different hour than yours, and leave constructive feedback. Create a video. This task uses: iMovie Learning Objective(s): The student will create a video that explains the Fundamental Counting Principle. R REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable

IMPACT SAMR Cover Sheet Task OverviewLearning Objective(s)Suggested Technology The student will use iMovie to create a video. The student will create a video that explains the Fundamental Counting Principle. iMovie The student will create a discussion thread. Students will participate in a discussion board to express their understanding of the Fundamental Counting Principle. Discussion Board Students will play Kahoot.Students will play Kahoot! To reinforce the Fundamental Counting Principle. Kahoot The student will lsten to a Kahn Video explaining the Fundamental Counting Principle. Students will use video to discover how the number of outcomes compare to the product. Kahn video 7.SP.5 – Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 7.SP.8 – Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. 7.SP.8a – Understand that, just as the simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 7.SP.8b – Represent sample spaces for compound events using methods such as organized lists, tables, and diagrams. Teacher: Liz Glass MODIFICATION Technology allows for the creation of new tasks that were previously not conceivable. REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable. AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. SUBSTITUTION Technology acts as a direct tool for substitution with no real change. transformation enhancement