AIM: When using a tool, what must you consider?
Announcements: Quiz this Thursday, 3/2/17 Topics: Theoretical probability Experimental probability Sample spaces (using tree diagrams, lists) Compound probability Fair vs. Unfair HW: What Do You Expect textbook: pp.6061 #58 Do Now: Franky is creating a spinner. He has a total of 4 sections on the spinner. Three of them are colored blue and one is red. What is the theoretical probability of landing on each color? Explain? NOTE: Students raised the valid question: "Can we assume all of the sections on the spinner are the same size?" This is a dangerous assumption. When unsure, it's best to give a response that covers all scenarios. Classwork: The focus for today's lesson was fairness. Students needed to use tools (spinners, number cubes, straws, coins, etc) to set up experiments that could be used to fairly select one of three students. The most important thing to consider is how the experiments can be designed so that each student has an equal opportunity of being selected. Resources: AIM: How can we determine the probability of spinners?
Announcements: Quiz this Thursday, 3/2/17 Topics: Theoretical probability Experimental probability Sample spaces (using tree diagrams, lists) Compound probability Fair vs. Unfair HW: What Do You Expect textbook: pp.5860; #14 Do Now: You are designing a game to play with a friend. How can you make it so that the game is fair? Classwork: The class has been looking at probability situations that involve coins, cups, number cubes, etc. Today we began looking at spinners with different colors and/or times. Students worked in cooperative pairs to determine theoretical probabilities. They also used paper clips to act as spinners to test experimental probabilities. Resources: AIM: How can we determine the probability of compound events?
Announcements: HW: What Do You Expect textbook: pp.3940; #1113 Do Now: 1. Describe the difference between outcomes that are possible and ones that are probable. Give two examples of probable outcomes of an event. 2. Describe a compound event. Give an example. Classwork: Today class focused on the compound event of randomly selecting colored cubes from TWO bags. Inside each bag is 1 yellow, 1 red, and 1 blue. We performed 32 trials of the experiment (one for each student in the class) and then recorded the results. We used a sample space to compare what we expected to happen (theoretical) to what actually did (experimental). Resources: AIM: What are some properties of theoretical probability?
Announcements: HW: What Do You Expect textbook: pp.3839 #810 Do Now: One hundred twenty randomly selected students at Roosevelt High school were asked to name their favorite sport. The results are shown in the table. Find the experimental probability that a student makes a given response. 1. P(basketball) 2. P(baseball) 3. P(soccer) 4. P(football) Classwork: We began looking at sample spaces today. We used a tree diagram as a way of determining the sample space for tossing three coins. A sample space shows all the possible outcomes of an event. Using a tree diagram, we were able to determine that when tossing three coins, there are 8 possible outcomes: HHH, HHT, HTH, HTT, THH, THT, TTH, TTT We used the sample space to determine if the game was fair for Santowhich required him to get all three coins to match for a win. Only two of the outcomes resulted in a win giving him a 2/8 or 1/4 or 25% chance of winning. Since both players did not have an equal opportunity of winning, the game was not fair. Resources: AIM: What are some properties of theoretical probability?
Announcements: HW: What Do You Expect textbook: pp.3738 #47 Do Now: Describe the difference between theoretical probability and experimental probability. Why aren't they always the same for a given situation? Classwork: We focused on theoretical probability today, which is a ratio of the (# of favorable outcomes/# of total possible outcomes). We used the classic example of colored marbles in a bag to determine theoretical probability. We answered other question pertaining to AND/OR probability statement and how they can result in different probabilities. Resources: AIM: How can we determine whether all outcomes are equally likely or not?
Announcements: HW: What Do You Expect: pp.3637 #13 Do Now: Determine whether each event has outcomes that are equally likely or not. Explain. 1. Rolling a number cube. 2. Guessing on a True/False question. 3. Flipping a plastic cup. 4. Guessing on a multiple choice question. Classwork: We framed the idea of probability around a block game. Inside a bucket, there is an unknown amount of red, yellow, and blue cubes, all the same size. People take turns guessing the color that they will pick, and then picking a cube. All the while, a record is being kept of the number of times each color is picked. Using the experimental probabilities, students predicted the number of each color that are actually in the bucket. We compared the theoretical probabilities to the experimental probabilities. Resources: AIM: How can you determine the relative frequency of an outcome?
Announcements: HW: What Do You Expect: pp.1718 #78; p.21 #2123 Do Now: Kalvin decides to use tiles with the letters A  Z to help choose his cereal each morning. If vowels represent Cocoa Blast and consonants represent Healthy Nut Flakes, should he expect to eat both cereals an equal amount in a month? Explain. Classwork: Still working within the context of Kalvin and his cereal, the class looked at another situation where Kalvin decided to toss two coins. If the coins matched (two heads or two tails), then Kalvin got his cereal. If the coins did not match, then he needed to eat his mother's cereal. Students worked with their desk partners to find the relative frequency of each outcome. We then looked at the class results and saw that the probabilities hovered around 50%. Resources: AIM: How does modeling with an experiment help determine the likelihood of each outcome?
Announcements: HW: What Do You Expect: pp.1718 #78; p.21 #2123 Do Now: Kalvin flipped heads 3 out of the first 4 days in a week. Should he expect this trend to continue for the rest of the month? Explain. Classwork: The class worked within the context of Kalvin's Cereal problem. Kalvin and his mother agree that he will flip a coin each day in the month of June to determine what cereal he will eat for breakfast. If Kalvin gets heads, he gets to eat the cereal he wants, Cocoa Blast. If he gets a tails, he must eat the cereal his mother wants, Healthy Nut Flakes. He needs to create a new experiment that will favor his getting to eat Cocoa Blast more days out of the month. His mother approves of this idea, but will get suspicious if Kalvin is never eating Healthy Nut Flakes. Students worked in cooperative groups to come up with a new probability model Kalvin can use to get Cocoa Blast more than half of the time in the month of June. They were given the following materials:  Playing cards  5 colored cubes  Three number cubes  Two Index Cards  Plastic Cup  Two Coins  Any other suggestions are also welcome but must be approved by the teacher. Students devised a model, answered questions based on their model, and presented their model to the class. We then analyzed the differences in the models to see if any worked better for Kalvin. Resources: AIM: How does collecting more data help you determine the probability of an event?
Announcements: HW: Enjoy the evening Do Now: Jessica flipped a coin 10 times and got tails eight times and heads two times. She is confused because she thought she would get heads five times and tails five times. What would you say to her to clear up her confusion? Classwork: We continued performing coin flips to build our class data set. After each group flipped their coin 30 times, we shared the number of heads. We expected each group to have approximately 50% of tosses to be heads, as probability would dictate. When we compiled the class information, we got heads 53% of the total 480 coin tosses. We noticed that with more trials, the observed probability got closer and closer to the predicted probability. Resources: 
AuthorMr. Severiano Archives
June 2018

Proudly powered by Weebly