Probability Quiz

   Contents

 Task

In the context of randomly guessing answers to questions on a true-false quiz, students will find experimental and theoretical probabilities in 50-50 probability situations.

 GPS Addressed (click [+] to expand)

    [-] M6D2. Students will use experimental and simple theoretical probability and will understand the nature of sampling. They will also make predictions from investigations.
     

    a. Predict the probability of a given event through trials/simulations (experimental probability), and represent the probability as a ratio.
    b. Determine, and use a ratio to represent, the theoretical probability of a given event.

    [-] M8D2. Students will determine the number of outcomes related to a given event.
      a. Use tree diagrams to find the number of outcomes.
    [-] M8D3. Students will use the basic laws of probability.
      a. Find the probability of simple independent events.
    b. Find the probability of compound independent events.
    [-] M6P3. Students will communicate mathematically.
     

    a. Organize and consolidate their mathematical thinking through communication.
    b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
    c. Analyze and evaluate the mathematical thinking and strategies of others.
    d. Use the language of mathematics to express mathematical ideas precisely.

    [-] M6P5. Students will represent mathematics in multiple ways.
     

    a. Create and use representations to organize, record, communicate mathematical ideas.
    b. Select, apply, and translate among mathematical representations to solve problems.
    c. Use representations to model and interpret physical, social, and mathematical phenomena.


 Video (duration: 21:29)

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Use these questions to guide your thinking about some of the important teacher ideas in the lesson featured in the video clip.

  1. What is the teacher's role in encouraging student communication of mathematical ideas?
  2. How is the teacher gauging students’ current understandings and building from those understandings?
  3. What role does the class's quiz data play in this lesosn?
  4. Consider the GPS standards listed with this video. How does the lesson featured in this video address each of these?
  5. What makes this lesson different from lessons you have taught on this topic? What is similar between this lesson and lessons you have taught?

 Classroom Materials / Lesson Outlines