This will be applicable to today's lesson and activity involving a spinner (see video from http://rumblingsfrom52.blogspot.ca/2015/05/back-from-camp-and-back-to-work.html).
One of the exercises I designed for them will have them, in groups or on their own, measure the Experimental and Theoretical Probabilities using a simple spinner.
To explain this, I also will use this link for an online spinner:
The following results were based on the experiment I did to compare the two types of Probabilities. In this case, I only spun 36 times. The number of times the students spun was a multiple of the possible outcomes of the spinner they selected. For example, if you had 6 outcomes, I would suggest doing 36 spins.: 1/6 = 6/36. So, if there were 36 spins, each colour would come up 6 times. The fractions in orange are equivalent. Both fractions are equal to a Probability of 16.7%.
A shot of Brendan's spinning work:
If the number of spins is increased, the Experimental and Theoretical Probabilities are supposed to come together or balance out. For example, using the same program, I had the computer simulate 1000 spins with the following results:
We had the same experience when we looked at the dice rolling game where the two die were multiplied together.
When we then had 6 groups pool the results of rolling the dice (for a total of 216 times) we ended up with this data:
|The possible products (answers of the dice being multiplied together after being rolled) are on the left and the number of times the answer came up are on the right|
The "Food Project" project is a multi-step Writing, Media, and Art activity. Right now, we are focused on the writing process and looking towards developing our drafts. To provide some perspective, I copied a few pages from the Ministry Exemplar outlining a Level 1 (D) and Level 4 (A) finished product. Yesterday, we looked at a Level 3 (B) example.
|A reference point for students to see all of the components required for the "Food Project" assignment.|
|The project began as jot notes and is proceeding through the stages outlined on the board.|
A list of potential Literary devices is posted here and will be handed out to the students: