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Probability
Title: Probability for grades 6 - 8
Teachers: This unit was created by Karen Ross and Joe Douglas Grade Level: middle school (6-8)
Subject: Mathematics
Time Allotment: 3-5 periods
Overview:
This unit was designed to help meet the needs of all subject areas in addressing one of our QPA targets, Probability. It includes two exploration activities to provide students with hands-on experience on experimental and theoretical probability. The culminating activity can be especially beneficial for students who have been absent as well as reviewing and providing enrichment. Cross-curricular web links are included along with probability topics for the various subject areas. Learning Objectives: Students will be able to: Standards: Standard 4: The student uses concepts and procedures of data analysis in a variety of situations. Benchmark 1: PROBABILITY - The student uses probability to generate convincing arguments, draw conclusions, and make decisions in a variety of situations. Materials needed: dice, coins, spinners, counters
Prep for Teachers: Check web sites for broken links.
Vocabulary: Introductory Activity: Discuss with students how probability can effect strategies for games, puzzles and real-life situations. Learning Activity: The teacher will need to adapt this lesson to their grade level and resources available. This lesson uses McDougal Littel Middle Grades Math Thematics, book 1, module 4, section 1. Step one: Students will work with a partner to complete Exploration 1 on p. 235-237. The exploration deals with experimental probabilities. It involves tossing a single coin and recording the number of head and tail for 20 tosses. Vocabulary is discussed and writing probabilities in fraction, decimal and percent form is practiced. A similar experiment can be conducted by using Ken White's Coin Flipping Page. Step two: Students will work with a partner to complete Exploration 2 on p. 239-241. The exploration deals with theoretical probabilities. Students will play a dice game to develop strategies for winning the game. Vocabulary is discussed and writing probabilities in fraction, decimal and percent form is practiced. Probability number lines are introduced. A similar activity can be found at The Cereal Box Problem website which compares experimental and theoretical probability. Culminating Activity: Take your students to the lab to review, reinforce and extend their understanding of probability. Follow this link to our Trackstar page on Probability. Cross-Curricular Extensions: Language Arts Students calculate the probability of certain letters being used more than others. Students determine theoretical probability as they participate in this activity. Science This site has statistics and probability links. Language Arts Play "Wizard of Odds" Short play using probability vocabulary. Chance and Data in the News These are newspaper articles relating to probability in all subject areas. There are teacher discussion as well as student questions along with the article. You will need to pick Chance and Basic Probability from the menu list. This site also offers statistics and graphing topics. Suggestions for probability topics: Science - DNA, weather forecasting, blood types, medical research, HIV Social Studies - Census, polling, elections, stock market Language Arts - Advertising, marketing PE/Health - Sports statistics Reading/Literature - newspaper Sample Rubric Student Name: ______________________ Date: ________________ Grade: ___________ Teacher Name: ________________ Subject: Probability 5 Thorough-Fully achieves the purpose of the task, while insightfully interpreting, extending beyond the task, or raising provocative questions. Demonstrates an in-depth understanding of concepts and content. Communicates effectively and clearly to various audiences, using dynamic and diverse means.4 Essential - Accomplishes the purpose of the task. Shows clear understandings of concepts. Communicates effectively.3 Limited-Purpose of the task not fully achieved; needs elaboration; some strategies may be ineffectual or not appropriate; assumptions about the purposes may be flawed. Gaps in conceptual understanding are evident. Limits communication to some important ideas; results may be incomplete or not clearly presented.2 Little-Important purposes of the task not achieved; work may need redirection; approach to task may lead away from its completion. Presents fragmented understanding of concepts; results may be incomplete or arguments may be weak. Attempts communication.1 No Understanding - Purpose of the task not accomplished. Shows little evidence of appropriate reasoning. Does not successfully communicate relevant ideas; presents extraneous information.0 No Attempt-Task not attempted
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Last update: Thursday, August 23, 2001 at 9:04:25 AM. |
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