Game Show Probability

This lesson plan was designed to appeal to multiple intelligences. It has elements
involving visual, linguistic, logical, and interpersonal intelligences. It allows for students to
receive information in various methods and use prior knowledge to analyze given scenarios.

Core Standard and Objective:

Students will be able to calculate the probability of the desired outcome occurring and make
predictions based on the probability

Essential Question(s):

How does understanding probability help you make decisions?

Why do we put so much faith in chance?

How do activities materials etc. connect to students’ prior knowledge:

Students will have had lessons at this point regarding probability. They will be connecting this
knowledge to something that was a fond part of my childhood, game shows. Some of my
students may also be familiar with some of the game shows this lesson will be based on.

Assessments (Formative and/or summative):

I will use the questions within the Nearpod to be a formative assessment. These
questions prompt students to determine the decision the player should make based on
probability. Then, after the reveal, they will see what actually happened. They then have
to reflect on their former anwer and explain where or not it changed.

Learning Activities: (Based on a 45-minute period)

I will be showing a series of video clips through Nearpod (with a game show theme). I
will pause all of these clips and have students analyze what they watched, and
determine the decision the player should take based on probability. They will answer
these questions on nearpod. I will allow students to share their answers and reasonings
(but not required). Then, I will reveal the actual decision the player made and the results
of that decision. The students will then answer another question, asking them if the
person made the correct decision, and whether or not it played out in their favor. This
will challenge the students to really think about “How does understanding probability
help you make decisions?” and see it in action.
I have included three videos, this allows us to spend about 12 minutes on each video 5
for the video and 7 for the answers/discussions. However, we likely will not make it
through all three. I will plan to assign the videos we don’t get to for homework.

Video 1: (based on Let’s make a Deal, Monty Hall problem) Stop at 1:12. Allow them to
answer prompt before playing the remaining part of video.

https://vimeo.com/101524162

Video 2: (based on Deal or No Deal) Start at 35:00 stop at 36:24, should he take the
deal? Allow students time to answer. Stop at 41:12, should he take this deal? Allow
students time to answer. Finish episode. Allow students to reflecto on what happened.

Tia has a Chance to Win $2 Million | Deal or No Deal US | Deal or No Deal Universe

Video 3: (based on Press your luck) Play introductory clip to explain rules. Skip to
16:50, should he press his luck? 18:50, did he make the right choice? Why or why not.

https://www.google.com/search?sca_esv=588873340&sxsrf=AM9HkKnjNLEeF3l_NAksNSN9rX
ZBZrAcCw:1702003997182&q=press+your+luck&tbm=vid&source=lnms&sa=X&ved=2ahUKEwi
V2KH96v6CAxUsEFkFHW2IAjoQ0pQJegQIDBAB&biw=1414&bih=741&dpr=2#fpstate=ive&vld
=cid:d88ff86c,vid:e75sF9H5Jco,st:0

Accommodations:

This lesson uses multiple intelligences including visual, linguistic, and logical. Students aren’t
required to participate in the discussion, as their answers will be recorded on Nearpod.
However, for those with interpersonal intelligence, the discussion is available.

Resources:

Videos (also linked above)

https://vimeo.com/101524162

Tia has a Chance to Win $2 Million | Deal or No Deal US | Deal or No Deal Universe

https://www.google.com/search?sca_esv=588873340&sxsrf=AM9HkKnjNLEeF3l_NAksNSN9rX
ZBZrAcCw:1702003997182&q=press+your+luck&tbm=vid&source=lnms&sa=X&ved=2ahUKEwi
V2KH96v6CAxUsEFkFHW2IAjoQ0pQJegQIDBAB&biw=1414&bih=741&dpr=2#fpstate=ive&vld
=cid:d88ff86c,vid:e75sF9H5Jco,st:0