Georgia has brought in a good bit of probability and stats into the high school math curriculum. Which I LOVE! There is a new movement (well discussion of a movement) to switch the focus of getting students prepared for statistics as opposed to calculus. The reasoning being that most careers need more stats than calculus. For those careers that are more heavy in calculus it is assumed that those students choosing those paths are stronger in mathematics and can master concepts with less instruction time. I see the value in both. Stats is a little more easy to show students how they will use in the world they live in presently.

This is why I love teaching the multiplication counting principle--it is easy for students to understand

1) Name a restaurant you and your group will open

2) Create a menu with at least 2 different food categories

3) Find the total number of combinations available at your restaurant using…

a. the Multiplication Principle of Counting

b.a tree diagram

4) Write and solve a probability problem pertaining to your eatery

This activity also serves as a great refresher of past concepts and reinforcing how each is different but connected at the same time!

This is why I love teaching the multiplication counting principle--it is easy for students to understand

*and*easy to make connections to the real world. After I teach the multiplication counting principle, I have students break-up into groups and create a restaurant to answer the following questions.1) Name a restaurant you and your group will open

2) Create a menu with at least 2 different food categories

3) Find the total number of combinations available at your restaurant using…

a. the Multiplication Principle of Counting

b.a tree diagram

4) Write and solve a probability problem pertaining to your eatery

This activity also serves as a great refresher of past concepts and reinforcing how each is different but connected at the same time!

restaurant_activity.docx |