TTLP- Dice Lab

Lesson Overview
Classroom: Algebra D
Content: Lesson connecting a statistics unit to
the new probability unit (two day lesson)
Context: Day one of probability unit
Lesson Goal(s): CCSS Addressed:
- SWBAT understand the definition of CCSS.MATH.CONTENT.HSS.CP.B.6
probability Find the conditional probability of A give
Prior Knowledge being accessed: fraction of B's outcomes that also belon
- Some knowledge of probability from interpret the answer in terms of the mod
middle school. CCSS.MATH.CONTENT.HSS.ID.A.1
- Connection to the ideas of normal Represent data with plots on the real nu
distribution to the sum of dice. plots, histograms, and box plots).
Prior to lesson: Student Generated Data:
Students will work as pairs and collect 100 dice -Students will collect mass data of rollin
rolls, finding the product and sum of each pair that we will collect and organize this dat
of numbers. They will make a histogram of this forum and excel.
work and bring it to class. They will have been
given a warm up asking some probability
questions that no one will really know how to
answer.

Launch:
Students will use a google forum on their
phones I created to input each groups
frequency of each sum. This will export to an
excel document and automatically create a
histogram of the data for the students to look
at and think about. It will also collect each
hours data and automatically compile all of the
data into one histogram that will hopefully
come out to be about normal.

Explore:
Students will work through the worksheet
comparing histograms with other groups and
the class created one. They will then work
through the rest of the worksheet working with
their groups. The most important part is their
charts of potential dice sums and then the
questions that follow.
Summarize:
During the class discussion we will go through
the work sheet answers and see what the class
thinks of the different types of questions. After
this we will have the class create a definition of
probability based on the types of questions
they have been asked. This will be done with
either me at the board or completely done
using student led discussion based on the
classes feel. Once complete we will look back at
the warm up from the day before that no one
could answer and see what they could answer
now.

If time allows there will be some extension

questions to discuss going into the idea of
changing sample spaces and mutually
exclusive.
 Rolling Dice

For the next few weeks, we will study probability. Were going to start by running a
couple experiments that focus on rolling dice.

Here are the details of the experiment:

- Get together with a partner. Pick up ONE results table & TWO dice from the
front of the room.
- You are going to roll the dice together 100 times (I know this seems like a lot,
but it goes quickly. We need a large amount of data to work with.)
- Each time you roll the dice, youll record the numbers that were rolled (in the
first 2 columns of the table)
- Then, calculate the sum (the numbers added together) and the product (the
numbers multiplied) of those numbers. Record those values on the table as
well.
________________________________________________________________________________

1. After you run the experiment 100 times, make a histogram of the results (on
graph paper). You and your partner should each make both graphs one for
the sums & one for the products

a. How would you describe the shape of the histogram for the SUMs?
Why do you think your results took this shape?

b. How would you describe the shape of the histogram for the PRODUCTs?
Why do you think your results took this shape?
2. Compare your histograms with another groups histograms.

a. What similarities do you notice for each graph?

b. What differences do you notice for each graph?

 3. When two dice are rolled, each die can land six different ways. Therefore,
6 6 36
there will be possible outcomes, for both the sum & the product.

Determine all the possible outcomes for both the sum & product. Record
them in the charts below:

SUM PRODUCT

4. Based on the possible results above

a. which SUM is most likely? How do you know?

b. which SUM is least likely? How do you know?

c. which PRODUCT is most likely? How do you know?

d. which PRODUCT is least likely? How do you know?

5. Do the results in #3 and your answers from #4 match up with what you saw
in your experiments? Explain what you notice when comparing them.