Amy Stewart
Title: Introduction to Probability
Date: June 9, 2002
Materials: 2 dice, a bowl with 25 shapes in each, paper, pen (each group of two will need these materials
Purpose: The purpose of these activities is to practice recording data, to be introduced to math terminology surrounding this activity (probability, results, compare, odds, fair) and begin to understand what these mean, especially probability.
Objectives:
The learner will show their ability to record data in a meaningful way, to be able to use it to gain understanding.
The learner will cooperatively conduct each activity following the rules assigned by the teacher.
The learner will, by following the procedure, begin to understand the meaning of probability and how it can be used to predict or judge games or different situations.
Procedure:
A) Begin with a brief discussion of game playing, following rules, and the “fairness” of a game and how a person can judge these.
B) Separate children into twos. There will be three games played. Children are instructed how to record the data from each game on the board in simple terms at the beginning of each.
Activity 1: students take turns rolling one die and putting a tally mark under the number rolled. Each student records his/her own results and the result of their partner. This is repeated for forty rolls. On their paper students write 1 2 3 4 5 6, add tally marks for each, and come up with a total for each number.
Activity 2: Students take turns rolling 2 dice and adding the two numbers. This is repeated for twenty rolls per student. On their paper this time students write who gets the highest sum of the dice.
Activity 3: This activity requires the bowls be passed out. Each group needs one bowl and one die (pick up other die). For this activity students roll one die and remove that many pieces from the bowl, until all the pieces are gone. (If they roll a five and there are two pieces left, for example, this counts, they do not have to roll the exact number). Students keep track of how many rolls it takes to clear out the bowl each time. This is repeated 10 times. Students record their trials and the trials of their partners.
In closing, there is a class discussion. On chart paper, the teacher records the totals each group has. These present a big picture and generalizations can be made.
C) Questions for discussion:
What is probability?
If looked at as competition, would these games be fair?
Could you now make predictions about each game with some accuracy?
How does the arrangement of data help you to see this?
D) Students would be evaluated by their ability to arrange data in a meaningful way. This is an important skill to work on. They would also be evaluated by their ability to cooperate to complete the activities. And, probably most importantly, students would be evaluated by their ability to discuss the activities and the math language represented here. Further activities would show whether students have begun to understand probability.