AIM: How can we find the probability of an event based on sample space? HW: 83 Practice What are Probabilities Worksheet (below) Announcement: Do Now: Which game would you choose to play? Explain your reasoning. Game 1: You flip a coin and win if it lands showing heads. Game 2: You roll a standard number cube and win if it lands showing a number that is divisible by 3. Classwork: The probability of an event is a measure of the likelihood that the event will occur. Probabilities are expressed using numbers from 0 to 1. If the probability is 0, that means the event is impossible. For example, when you flip a coin, the probability that it will turn into a bottle of ketchup is 0. The closer the probability of some event is to 0, the less likely it is. If the probability is 1, that means the event is certain. For example, when you flip a coin, the probability that it will land somewhere is 1. The closer the probability of some event is to 1, the more likely it is. If we list all of the possible outcomes for a chance experiment, we get the sample space for that experiment. For example, the sample space for rolling a standard number cube includes six outcomes: 1, 2, 3, 4, 5, and 6. The probability that the number cube will land showing the number 4 is . In general, if all outcomes in an experiment are equally likely and there are possible outcomes, then the probability of a single outcome is . Sometimes we have a set of possible outcomes and we want one of them to be selected at random. That means that we want to select an outcome in a way that each of the outcomes is equally likely. For example, if two people both want to read the same book, we could flip a coin to see who gets to read the book first. Resource
AIM: How can we describe the likelihood of an event? HW: 82 Practice Chance Experiments Worksheet (below) Announcement: Do Now: Which is more likely to happen? Explain. 1. When reaching into a dark closet and pulling out one shoe from a pile of 20 pairs of shoes, you pull out a left shoe. 2. When listening to a playlist—which has 5 songs on it—in shuffle mode, the first song on the playlist plays first. Classwork: Students learned different phrases to categorize the likelihood of an event occurring. The common words/phrases we uses to describe the chance of an even occurring are: impossible, unlikely, equally likely as unlikely, likely, certain. Students worked in small groups to categorize a variety of situations. We then used number cubes to demonstrate how experimental probability is related to expected (or theoretical) probability. Resource
AIM: How can we get an idea for the likelihood of an event by using results from previous experiments? HW: Mystery Bag Worksheet (found below) Announcement: We are beginning a new unit on probability and sampling today. Do Now: Andre and his dad have been fishing for 2 hours. In that time, they have caught 9 bluegills and 1 yellow perch. The next time Andre gets a bite, what kind of fish do you think it will be? Explain your reasoning. Classwork: Students played the Block Game. In this game, classmates took turns drawing colored cubes from a bag. They earned points when the block matched the color on the outside of the bag. Several rounds were played. We got the big picture when students were asked which bag they would draw from for a bonus round worth extra points. Overwhelmingly, students responded with the green bag because after the experiment, that had the highest number of matches. Resources
AIM: How can we spiral to expressions and equations?
HW: Enjoy your winter recess! Announcement: Do Now: Classwork: Expressions and equations work Resources AIM: How can we assess concepts related to linear relationships?
HW: Announcement: Do Now: Please clear your desk of everything except for a pencil and a calculator Classwork: Moving Straight Ahead Unit Exam Resources AIM: How can we review concepts related to linear relationships?
HW: Create an exam study guide Announcement: Linear Relationships Unit Exam; Wednesday  2/14/18 Linear relationships that model situations Slope (rate of change) from table, graph, equation, two points yintercepts Solving equations (combining like terms, distributive property, inverse operations) Writing Equations to model situations Inequalities Do Now: Find the point of intersection for the two lines: y = 4x + 2 y = 2x + 20. Classwork: The period focused on calculating slope and yintercept from a table, graph, and equation. Resources AIM: How can we review concepts related to linear relationships?
HW: Create an exam study guide Announcement: Linear Relationships Unit Exam; Wednesday  2/14/18 Linear relationships that model situations Slope (rate of change) from table, graph, equation, two points yintercepts Solving equations (combining like terms, distributive property, inverse operations) Writing Equations to model situations Inequalities Do Now: Determine the slope and yintercept of the line. Explain your thinking. (graph of line with slope of 1/2) Classwork: The class reviewed work related to the Talk & Text plan. Students compared their findings and studentteachers explained methods of solving to the class. Students investigated methods to find the slope of lines when given two points, or a graphical representation of the relationship. Resources AIM: How can we review concepts related to linear relationships?
HW: Khan Assignments (slope from graph, slope from two points) Announcement: Linear Relationships Unit Exam; Wednesday  2/14/18 Linear relationships that model situations Slope (rate of change) from table, graph, equation, two points yintercepts Solving equations (combining like terms, distributive property, inverse operations) Writing Equations to model situations Inequalities Do Now: Determine the slope and yintercept of the line. Explain your thinking. (graph of line with slope of 1/2) Classwork: The class reviewed work related to the Talk & Text plan. Students compared their findings and studentteachers explained methods of solving to the class. Students investigated methods to find the slope of lines when given two points, or a graphical representation of the relationship. Resources AIM: How can we assess our understanding of inequalities? HW: Talk and Text Plans (found below) Announcement: Linear Relationships Unit Exam; Wednesday  2/14/18 Linear relationships that model situations Slope (rate of change) from table, graph, equation, two points yintercepts Solving equations (combining like terms, distributive property, inverse operations Inequalities Do Now: 1. Solve for all values of y that make the inequality true. 15 < 32  2y 2. Graph your solution on a number line. Classwork: Students worked on the Party task. This task involved the costs associated with a certain number of people at the Vine House Hotel. After an individual work period, students looked at exemplar student responses to get an idea of how to gauge responses. They then swapped with a classmates, viewed a scoring rubric, and gave their peers scores and feedback. Resources
AIM: How can we assess our understanding of inequalities?
HW: No HW, enjoy the snow Announcement: Do Now: Please clear your desk of everything except for a pencil and a calculator (if you choose to use one). Classwork: Inequalities Quiz Resources 
AuthorMr. Severiano Archives
June 2018

Proudly powered by Weebly