Quarter 3
Lesson Overview:
Title: Tossing Paper cups – (Probability)
Subject: Math
Grade: 6
Unit Description
This unit is designed to:
§ Understand that probabilities are useful for predicting what will happen over the long run
§ Understand the concepts of equally likely and not equally likely
§ Understand that a game of chance is fair only if each player has the same chance of winning, not just a possible chance of winning
Lesson Description for the day:
In this lesson, students will collect the results of coin tosses and use the data to determine the chances of tossing heads. They must intuitively know that the probability is 50%, or ½. Through experimentation, they will discover that although there is a great deal of variation for a small number of trials, the percent of heads approaches 50% as a large number of trials are conducted.
State Standards:
NJ CCCS: 4.4 – All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data.
Goals:
§ Continue to develop an intuitive sense of probability through a cup tossing experiment
§ Understand that probabilities are useful for predicting what will happen over the long run
§ Toss cups to find experimental probability where the outcomes are not equally likely.
Time Frame: 90 minute block
Do Now: (10 Min) Complete word problems on board in notebooks
Review of homework: Review open – ended questions. Have students read and explain their answers
Methods:
Anticipatory set: (15 min)
§ Ask a student to volunteer to read the story of Kalvin’s idea for eating more Cocoa Blast cereal. Ask the students: Is a paper cup better than a coin for Kalvin to use?
§ Discuss with the group the differences between using coins and using paper cups to generate random events. Assist students with their evaluation of the question posed by asking: Will paper cups behave like coins and land on an end or a side about the same number of times? Why or why not?
§ Allow students to begin to conjecture that, even though there are two outcomes, paper cups may not behave as coins behave. Show students this example using a cup and using a coin.
Introduction: (20 min)-
§ Discuss procedure for tossing the paper cups. Encourage students to handle the paper cup with care, so that it does not become misshapen.
§ Ask students if changing the shape of the cup can affect the outcome of the experiment.
§ Discuss with students a method for keeping track of their results. After students respond with their record keeping choices, present a few models and distribute Lab sheet 1.1 - Cup Toss Table that they can use to record their data. Students who feel comfortable with developing tables may use their own method for recording the data.
§ Review presenting final data in fraction form with group.
§ Students will work in Think-Pair-Share groups to conduct the Cup Tossing Experiment using 30 trials and recording each outcome on a table. (MME)
Guided practice:
Visit groups while they are conducting their experiment and encourage students to be careful about gathering their data and organizing results.
Check to make certain students have developed a method for recording the data or they are using Lab sheet 1.1 correctly to record data.
Wrap up: (15 min) Summary
§ After students have completed their experiment, discuss their findings. Ask student:
Did you all arrive at the same conclusion about which outcome (the paper cup landing on its side or the cup landing on one of its ends) is more likely? (MMEx)
§ Combine the data from all the groups and ask students to take a few minutes and find the fraction and percent of times the paper cup landed on its side or end.
§ Have students reflect and provide examples of what they learned. (MMEx)
Homework: (10 Min)
Students will be give one die each to conduct an experiment at home using 30 trials and recording the number of times they roll either a 1, 2, 3, 4, 5, or 6. Data must be presented in a table. (MME)
Materials:
Paper cups
Student’s notebooks
Lab sheet 1.1
UDL Principles
Multiple means of representation: Laptop, SMART Board, Written Answers
Multiple means of action and expression: Think-Pair-Share, Class Discussion
Journaling, dice activity
Multiple means of engagement: Laptop usage, Partner activity, Individual activity
Assessments:
Students’ participation in experiment
Homework assignment
Notebook check