Other

#### Description:

In this activity, students adjust how many sections there are on a fair spinner then run simulated trials on that spinner as a way to develop concepts of probability. A box next to the spinner displays the theoretical probability for each color section of the spinner and records the experimental probability from the spinning trials. This activity allows students to explore the topics of experimental and theoretical probability by seeing them displayed side by side for the spinner they have created. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

#### Subjects:

• Mathematics > General

#### Keywords:

Informal Education,Middle School,NSDL,Upper Elementary,High School,Elementary School Programming,NSDL_SetSpec_ncs-NSDL-COLLECTION-000-003-112-016,Elementary School,Vocational/Professional Development Education,High School Programming,Mathematics,Middle School Programming,oai:nsdl.org:2200/20120614151531615T

English

#### Access Privileges:

Public - Available to anyone

Creative Commons Attribution Non-Commercial Share Alike

#### Collections:

None
Update Standards?

#### CCSS.Math.Content.6.SP.A.3: Common Core State Standards for Mathematics

Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

#### CCSS.Math.Content.7.SP.C.5: Common Core State Standards for Mathematics

Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

#### CCSS.Math.Content.7.SP.C.6: Common Core State Standards for Mathematics

Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.

#### CCSS.Math.Content.7.SP.C.7b: Common Core State Standards for Mathematics

Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.

#### CCSS.Math.Content.HSS-IC.A.2: Common Core State Standards for Mathematics

Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation.

#### CCSS.Math.Content.HSS-IC.B.3: Common Core State Standards for Mathematics

Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.

#### CCSS.Math.Content.HSS-MD.A.1: Common Core State Standards for Mathematics

(+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.

#### CCSS.Math.Content.HSS-MD.B.6: Common Core State Standards for Mathematics

(+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).

#### CCSS.Math.Content.HSS-MD.B.7: Common Core State Standards for Mathematics

(+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
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