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TEKS: 7.10a To construct sample spaces for simple or composite experiments 7.10b To find the probability of independent events.

Vocabulary Outcomes Materials 12 sets of yellow dice (marked with 1,1,1,1,2,2 on each dice) 12 sets of blue dice ( marked with 2,2,2,2,4,4 on one dice and 3,3,3,3,5,5 on the other) 6-8 game boards marked with 1-12 on them Red markers Blue markers Worksheet 1 Spinners, Regular dice, Pennies Video on sample space from Probability problem worksheet Construction Paper Glue Surveys Pre Assessment Post Assessment Tape recorders Overhead transparency for game rules possible independent events sample space

Activities

Day 1 1. Hand out pre-test. Give students 15 minutes to take and then pick it up. (15 min) 2. Put students in pairs. Put up the rules of the game on the overhead and review with students. (10 min) 3. Hand out materials for game giving students yellow set of dice. Give students 5 minutes to strategize with their partner. 4. Have students play 1 round. When they are finished, give them worksheet 1. After they have finished filling out the worksheet, have students play one more round with the yellow dice. At the end of the game pick up the worksheet. (20 min) 5. Have students play again with the blue dice. Repeat steps 3 & 4. (10 min) 6. Guiding Questions (10 min) a. What kind of strategies did you come up with to try to win the game? b. What ideas did you get from the frequency table? c. How did the two sets of dice differ from each other? d. Did that affect your strategy? e. What did you need to know to win the game? Is there a way that we can make sure to get all of the possible outcomes? f. Is one outcome more likely than another? How can we display the data so that we can figure it out? Day 2 1. Review activity from the day before. (5min) 2. As a class define probability, sample space and outcomes. (10 min) 3. Put students in pairs. Give each pair a spinner, die and a coin. Have students spin the spinner, flip the coin and roll the die 20 times. Have them create a table that records each experiment. (15 min) 4. Guiding Questions a. Did we find all of the outcomes? How do we know whether we have found them all? (5min) 5. Introduce the counting principle with the students. ( 4 X 6 X 2) Then have the students count their outcomes. (5min) 6. Show short video on sample space. (10 min) 7. Use overhead transparency and as a class make a tree diagram showing all of the outcomes. (10 min) 8. Guiding Questions (10 min) a. What outcomes did you miss? b. Why do you think some outcomes showed up more often than others? c. Where in the real world do we see probability? d. How can we use our tree diagram to write out all of the possible outcomes? e. Can we decide the probability of A, an odd number and heads from our tree diagram? f. What is the probability?

Day 3 1. Review activities from previous 2 days.(5 min) 2. Hand students square pieces of construction paper and 1 of the problems from the probability problems page. 3. Instruct students to fold in each corner and label each part according to overhead transparency. They will glue this in their interactive notebooks. (5min) 4. The activity will take place as a simultaneous round robin activity. Each student will work on a table, a tree diagram, the counting principle and justify their answer to the problem. The students should end up working on 4 unique problems. (20 min) 5. Guiding Questions (10 min) a. When would using a tree diagram be the most efficient use of your time? A table? The counting principle? b. Can you look at your foldable and determine the sample space of your problem? c. How about the probability of an outcome based on certain criteria? d. Can you see the connections between the tree diagram, the table and all possible outcomes? e. What is probability? 6. Give Post test. (20 min) 7. Give survey. (15 min)

Pre/Post Assessment

1. Mrs. Boudreaux made lunch for her family. She made chicken noodle soup and vegetable soup. She made peanut butter sandwiches and grilled cheese sandwiches. Which lists shows all possible outcomes if a person picked one soup at random and one sandwich at random? a. (chicken noodle, peanut butter), (vegetable, peanut butter), (chicken noodle, grilled cheese), (vegetable, grilled cheese) b. (chicken noodle, peanut butter), (chicken noodle, grilled cheese), (chicken noodle, vegetable), (vegetable, peanut butter), (vegetable, grilled cheese), (vegetable, chicken noodle) c. (chicken noodle, peanut butter), (vegetable, grilled cheese), (chicken noodle, peanut butter), (vegetable, peanut butter) d. (peanut butter, grilled cheese), (chicken noodle, vegetable) 2.

Blue

Blue

3.

4. You toss two coins. What are all the possible outcomes that could occur?

To win the game: Remove all of your markers before the opponent team.

Materials:

Rules: 1. With partner look at the dice that are going to be used in the game and decide where to put your 24 markers. This should be done separately from your opponents. They should not overhear your strategy. 2. Place your markers on the game board. Both teams should have all of their markers on the game board.

3. Take turns rolling the both dice. Add the sum of the dice. If either team has a marker on that number, you can remove one marker. 4. Game play continues until one team wins.

Worksheet 1

1. What strategies did your team use to place the markers on the board?

3. Are you going to change your strategies for the second round? How is it going to change?

4. Record the second round on the table. Put what number you rolled for each dice, the outcome (ex. 1,2), and the sum of the dice. Dice 1 Dice 2 Outcome Sum

Probability Problems

1. If a person rolls two dice, what is the probability of getting a five as the sum? 2. There are 8 girls in a dance class. List all of the unique combinations of dancers. 3. Three people each toss a penny at the same time. What is the probability that two people get the same side of the penny and the other person gets the opposite side? 4. Mr. Ochoa is ordering a meal with 3 side dishes at a restaurant. The side dishes he can choose from are peas, carrots, rice and beans. List all the possible outcomes when 3 different side dishes are selected. 5. Levi has 3 blue shirts and 1 red shirt. He has 1 pair of white slacks and 1 pair of blue slacks. What is the probability that he will wear white slacks and a blue shirt? 6. Mrs. Sheldon made lunch for her family. She made tuna sandwiches and chicken sandwiches. She made coconut cookies and oatmeal cookies. What is the probability of getting a coconut cookie and a tuna sandwich for lunch?

Survey

1) How much knowledge on probability did you have before the lesson?

3) Which representation do you find the most useful to solve probability problems?

4) Did these activities change any knowledge you had before the lessons began?

5) What did you believe was true and how did that understanding change?

Rate the following question from 1-5. 1 being the lowest and 5 being the highest.

Dice Game

1 2 3 4 5

2) Did this activity help you understand sample space? 1 2 3 4 5 3) Did this activity help you understand finding all the possible outcomes? 1 2 3 4 5

1 2 3 4 5

2) Did this activity help you understand sample space? 1 2 3 4 5 3) Did this activity help you understand finding all the possible outcomes? 1 2 3 4 5

1 2 3 4 5

2) Did this activity help you understand sample space? 1 2 3 4 5 3) Did this activity help you understand finding all the possible outcomes? 1 2 3 4 5

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