What's+the+Prob?

= What's the Prob? Probability and Statistics=

** Synopsis: ** Two teams will race to get the correct answer for probability/statistic questions. The questions range in difficulty as well as in point value, the harder the question the more points you get meaning the more spaces you can move around the board. The first team to reach/pass the end of the board wins!

** When and How to Use this Game: **

You can use this game as a fun and formative assessment after teaching a lesson on ratios, rates and percents. This game will give the students a chance to apply what they have learned. The game also aligns with the 6th grade core content standard 6.3. You can also use this game as an introduction and to review probability in 7th grade.

Examples of lessons that can be done before the game: http://eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Mathematics/Probability/PRB0004.html http://teachers.net/gazette/wordpress/teachers-net-resources/featured-math-lesson-probability-tree-diagram-construction/ http://teachers.net/lessons/posts/1389.html

** Learner Outcome: ** • Student will be able to solve questions of probability. • Student will be able to explain the process and answer questions about finding probability.

GLE 6.3: Students extend their knowledge of fractions to develop an understanding of what a ratio is and how it relates to a rate and a percent. Fractions, ratios, rates, and percents appear daily in the media and in everyday calculations like determining the sale price at a retail store or figuring out gas mileage. Students solve a variety of problems related to such situations. A solid understanding of ratios and rates is important for work involving proportional relationships in grade seven. GLE 6.6: Students refine their reasoning and problem-solving skills as they move more fully into the symbolic world of algebra and higher-level mathematics. They move easily among representations—numbers, words, pictures, or symbols—to understand and communicate mathematical ideas, to make generalizations, to draw logical conclusions, and to verify the reasonableness of solutions to problems. In grade six, students solve problems that involve fractions and decimals as well as rates and ratios in preparation for studying proportional relationships and algebraic reasoning in grade seven.

** Materials List: ** -tap lights (2) -Game board -Scratch paper -Pencils -Question Cards (25) -Calculators (2) -Dice This is a picture of our gameboard. You could theme yours anyway you wanted. Ours has 15 spaces including a start space and a winner space.



A simple way to make a gameboard is to use your school's die-cut machine for game spaces. You can pick any shape as long as it fits nicely on the size board that you choose to use. Then, simply glue the pieces to a piece of tagboard to create a board. I would also recommend laminating the board when you are finished. That way, the game will last for a long time and be a useful tool in your classroom.

** Introduction/Hook: ** What is probability? What is an example of probability? Why is probability useful? As the students play the game How did you come up with your answer? Does your answer seem reasonable? Do you agree with the other person/teams answer?

** Rules/Directions: ** 1. Divide players into 2 teams. 2. Game director(s) reads first question to both teams out loud. 3. First team to turn on their tap light gets to answer the question. a. If the team gets the CORRECT answer they move forward the number of spaces the question was worth. Team should explain how they got their answer to the other team. b. If the teams answer is INCORRECT they move backward one space and the other team gets to try to answer the question with no risk of a penalty. Team should explain how they got their answer to the other team. 4. The team that answers the question correct gets to pick the point value for which they want the next question to come from. (1,2, or 3) 5. To win you do not need to land on the last space, just pass the last space.

** Possible Game Questions (for Question Cards): ** 1. What is the range of the following numbers: 9, 10, 8, 7, 9, 5, 3, 1 **Answer:** The range is 9. 2. You have 3 cards and a 6-sided die, how many outcomes are possible? **Answer:** 3x6=**18** 3.Find the mode for this number set: 5, 4, 3, 10, 5, 6, 3, 2, 5 **Answer:** Mode = 5 (there are 3 fives present in the set) 4. What is 5! (5 factorial) ? **Answer:** 5!=5x4x3x2x1=120 5. You draw a card at random out of a 52 card deck. What is the probability the card you draw will be a face card? Write it as a percent. ** Answer: ** 3 face cards x 4 suits = 12 / 52 = .2307 x 100 = ** 23% ** 6. You have two die, what is the probability that you will roll an even number, or a 1? 7. What is the probability of drawing heart out of a standard deck of cards? 8. If you find a deck of cards, but one of the spades is missing, what is the probability that the card missing is the 7? 9. If there are 3 apples, 2 oranges, and 5 bananas in a lunchbox, is there a greater probability that you will randomly pick out an apple or orange? 10. If there are 27 marbles in a bag, and 16 of them are blue with the rest being black, what is the probability that a black marble will be drawn out of the bag? 11. A meteorologist said the probability of snow in the mountains on any of the next 30 days was 30%. How many snowy days were expected? 12. Luis tossed two coins 100 times. He got an outcome of "one head, one tail" 57 times. How close was this to the expected number of outcomes? 13. Tina plans to toss a die with numbers from one to six 30 times and to keep a tally of the outcomes. About how many times can she expect to get an outcome of 5? 14. A travel agent read that the probability of rain for any day of the year in San Juan, Puerto Rico is about 55%. About how many rainy days a year are expected in San Juan? 15. Lilly tossed a coin 150 times and kept a tally of the heads and tails. About how many times should heads be expected to come up? 16. If you have three dice, what is the probability you will roll an even number? 17. You get to choose one of six gifts. Two of the gifts are clothing. What is the chance you will not get a gift of clothing. 18. You are with a group of 9 friends who are all drinking Pepsi. You accidentally set your Pepsi down on the coffee table right next to all of your friend's cans. What is the probability of you choosing the Pepsi that is yours. 19. Your friend gives you directions to her home and tells you she lives in the blue house on the left. You see three blue homes on the left hand side of her street. What is the probability you will arrive at the right one. 20. You need to roll a six on your next roll to win a game. You throw two dice, what is the probability you will roll a six?

** Assessment: ** While your students play this game, it is important that they are doing it for a purpose that can be assessed. Formative assessment is key while using this game in your classroom. First of all, you should use informal observation. Watch the students to see if they are able to play this game competitively, and both teams are able to answer about the same amount of questions. Obviously, one team will win, but make sure that the other team isn’t struggling to keep up. Another form of assessment would be to have the students write a journal entry describing their experiences of the game. Ask students to reflect on their experiences as well as telling what they learned.

** Reflection: ** Unfortunately our game did not go as according to plan as we were expecting. The Selah Math Night only had students fifth grade and below, therefore, none of them knew anything about probability. So, we had to use our creativity and alter our game to fit the ages of the students who were at the math night. When we first had a student come to our table we would briefly discuss with them what they were currently working on in math. From there we would create questions that we thought suited them. Originally, our game was designed with point values assigned to each question, but since we were coming up with the question off the top of our head we decided to have them roll the dice to see how far they would get to move forward. Once we got the dice involved we felt that they should just use the dice to different types of problems (addition and/or multiplication). This was one change that made the game seem even more competitive and it gave a lot of random luck. I feel that there were a feel alterations we made to the game that we will use for the Cle Elum Math Night, but in general the idea we had for our game worked.

Created By: Hannah Bolden, Stephanie Byers, Melissa Dixon and Stephanie Goehner.