ALEX Learning Activity

What's the Chance?

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

  This learning activity provided by:  
Author: Kimberly Dockery
System:Alabama Department of Education
School:Alabama Department of Education
  General Activity Information  
Activity ID: 2700
Title:
What's the Chance?
Digital Tool/Resource:
Illuminations Adjustable Spinner
Web Address – URL:
Overview:

In this lesson, students will use an online spinner to explore theoretical and experimental probabilities. Students will also make predictions and support their reasoning before completing a probability experiment. Then students will design a spinner where all the sections are not uniform. To be able to compare results, the only variable changed is the size of the sections. Students will express probability results in both percent and fraction forms. Finally, students will reflect on a simulation of a given event.

What's the Chance Activity Page
  Associated Standards and Objectives  
Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
27) Identify data needed to create a model or simulation of a given event.

Examples: When creating a random name generator, the program needs access to a list of possible names.
Mathematics
MA2019 (2019)
Grade: 7
14. Define and develop a probability model, including models that may or may not be uniform, where uniform models assign equal probability to all outcomes and non-uniform models involve events that are not equally likely.

a. Collect and use data to predict probabilities of events.

b. Compare probabilities from a model to observed frequencies, explaining possible sources of discrepancy.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.7.14 Describe the probability of events occurring as possible or impossible.
Mathematics
MA2019 (2019)
Grade: 7
Accelerated
30. Define and develop a probability model, including models that may or may not be uniform, where uniform models assign equal probability to all outcomes and non-uniform models involve events that are not equally likely.

a. Collect and use data to predict probabilities of events.

b. Compare probabilities from a model to observe frequencies, explaining possible sources of discrepancy. [Grade 7, 14]
Learning Objectives:

The student will use an online spinner to express experimental and theoretical probabilities in percent and fraction form.

The student will design spinner variations and predict possible outcomes.  

The student will create a simulation of a given event by creating a model using an online tool.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Students will explore experimental and theoretical probabilities using the Illuminations adjustable spinner and record their results on the “What’s the Chance?” handout. In Part A of the activity, students are given direct instructions to explore experimental and theoretical probabilities properties using the adjustable spinner digital tool. All students should have the same answers. Part B of the activity allows students the opportunity to explore changing the size of the sections of the spinner. At this point, the teacher should conduct a Think-Pair-Share with the class. Ask the students how adjusting the size of the sections will change both the experimental and theoretical probabilities (Part B Question 2). Have the students compare their results with a partner and decide what they would like to share back with the class. Then students will complete the rest of Part B and record their results on their handout. A Think-Pair-Share could also be used with Part C where students are asked to compare their results from simulating the given event.
Assessment Strategies:

Students will complete an exit ticket explaining if their predictions were accurate from the data they collected.

Assess students understanding by reviewing the "What's the Chance?" handout.

Observe students as they use the Illuminations Adjustable Spinner digital tool.
Advanced Preparation:

Students need to understand the difference between experimental and theoretical probabilities.

Visit the website Adjustable Spinner to become familiar with how to use the spinner. 

Students will need online access to the Adjustable Spinner found on Illuminations Website.

Copy the “What’s the Chance” student response page.
Variation Tips (optional):

If you do not have access to the Adjustable Spinner on the Illuminations website, you could have the students create spinners to conduct the activity.

Notes or Recommendations (optional):

Students can work in groups or independently. 

As an extension, students could also use their results to design a graph.

  Keywords and Search Tags  
Keywords and Search Tags: chance, experimental probability, fraction, outcome, percent, probability, simulation, Spinner, theoretical probability