Standard:

MD.B.7
(+) Analyze decisions and strategies using probability concepts.
A. Collaborative 3. Supporting opinions and persuading others
Negotiate with or persuade others in conversations in appropriate registers (e.g., to
acknowledge new information in an academic conversation but then politely offer a
counterpoint) using a variety of learned phrases, indirect reported speech (e.g., I heard you say
X, and I havent thought about that before. However . . .), and open responses to express and
defend nuanced opinions.

Objectives:
SWBAT use principles of probability to develop strategies in order to determine specific
outcomes of what their opponents actions will be in any given round and will reflect on how well
those strategies worked.

Assessment:
Students will be monitored during the activity for participation and will be assessed based upon
their reflection of how their strategy played out.

Card Types Cards Per Team Extra

Money 22 cards
Steel 22 cards
Food 22 cards
Fuel 22 cards
Spy 12 cards A team gives away two points for each spy card gained

Goal Sheet Goals Points Earned Sheets per Team

Factory Owner 1 Steel 1 Fuel 1 Money 4 2
Banker 2 Money 1 Food 4 2
Politician 1 Money 1 Food 1 Fuel 4 2
Production Manager 2 Steel 1 Fuel 4 3
Distributor 1 Food 1 Fuel 1 Steel 4 2
Farmer 2 Food 1 Money 4 3
Oil Producer 2 Fuel 1 Steel 4 3
Builder 1 Steel 1 Money 1 Food 4 2
Spy Master 1 Spy 2* 1

*No points lost form gained Spy cards

Instructions:
Class is split into two teams.
Each team will break into groups of 1 to 2 people.
All groups will be given a goal sheet. Goal sheets will tell the group what cards they need to
have in order to score points at the end of a round. Sheets do not need to be revealed to
opponents. Each team will have a deck of cards. Each group draws 5 cards. A group from each
team will sit opposite of each other and have to come to an agreement on what cards to trade.
Trades must switch the same number of cards from each group, with as few as 1 or as many as
5. When the trade is made, the cards are placed face down on the table and states what the
cards are. A group may choose to accept the cards or challenge them before the cards are
turned face up. If the cards are challenged, the cards are turned face up. If the cards are what
was stated, the challenging player loses 3 points and the challenged player may switch back
any cards they want. If the cards do not match, the challenged player loses 3 points and the
challenging player may switch back any cards they want. If both players are challenged and all
cards match, no trade is made and each loses 3 points. If both players challenged and each set
doesnt match, no trade and each player loses 5 points. After each round, groups move to their
left and go against a new opponent. After 5 rounds, groups shuffle their hands together with
their team and re-deal their cards.

There will be an exit ticket in the last 8 minutes of class where students answer the following
questions.
What strategies did you use in this activity?
How often did this strategy work?
How do you think you could improve this strategy?

Cooperative Learning
1. Positive Interdependence
Each member of the group will be given a goal sheet to help them focus on a specific task they
will need to accomplish in order to acquire points.
2. Individual and Group Accountability
Each member will devise a strategy and work with a partner to attempt to maximize their points.
3. Group Processing
Partners will be able to revise any strategy as they work together. At the end, each individual
will have to assess how well those strategies worked out.
4. Social Skills
Teammates will be working together making decisions and strategies to be successful. Together
they will need to determine whether or not their opponents can be trusted and will follow through
with any agreement.
5. Face-to-Face Interaction
Each group will directly deal with the other teams group and be forced to come-up with a trade
decision.
6. Specific Task
Each team will be trying to maximize their own points while minimizing their opponents points.
To assist, each group within the team will be given a role with specific goals to meet in order to
gain points.
Rubric Exceeds Meets Approaching
MD.B.7 Student clearly Student states what Student states what
(+) Analyze decisions articulates the strategy they used they did during the
and strategies using strategy within the and how well it works activity and makes
probability concepts. activity used and how with some mention of how well it
well that it worked explanation of the worked within the
supported by reasoning used. activity.
mathematical
reasoning.

A. Collaborative Negotiate with or Negotiate with or Negotiate with or

3. Supporting persuade others in persuade others in persuade others in
opinions and conversations conversations (e.g., conversations
persuading in appropriate to provide using learned
registers (e.g., to counterarguments) phrases (e.g.,
others
acknowledge new using a growing Would you say that
information in an number of again? I think . . .), as
academic learned phrases (I well as open
conversation but then see your point, but . . responses to express
politely .) and
offer a counterpoint) and open responses defend opinions.
using a variety of to express and
learned phrases, defend
indirect reported nuanced opinions.
speech
(e.g., I heard you say
X, and I havent
thought about that
before. However . . .),
and open responses
to express and
defend
nuanced opinions.