Probability powerpoint presentation assignment two
- 1. Statistics & Probability Mathematics Session One Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 2. PROBABILITY WORDS! Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 3. HEADS... OR TAILS??? Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 4. Amy Wilson - SLEM 600 Mathematics in the Primary Classroom WHAT IS THE CHANCE OF FLIPPING ....
- 5. How many possibilities Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 6. Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 7. CAN YOU NAME THE POSSIBILITIES??? TTT TTH THT THH HTT HTH HHT HHH Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 8. WHAT IS THE CHANCE OF.. flipping one Head & two tails with 3 coins??? Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 9. 8 Outcomes TTT, TTH, THT, THH, HTT, HTH, HHT, HHH Amy Wilson - SLEM 600 Mathematics in the Primary Classroom TTH THT HTT These 3...
- 10. 3 out of 8 ( 3/8) Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 11. Amy Wilson - SLEM 600 Mathematics in the Primary Classroom Let’s decide where to put the results on the scale below 0 10
- 12. LETS TRY!!! Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 13. http://pbskids.org/cyberchase/math-games/virtual-coin-toss/ (National Science Foundation, 2011) BEFORE YOU START!! 1) Using one coin, out of flips do you think it is LIKELY ( all the time) or UNLIKELY (never) that you will flip all heads?...what is your response and why ? 2) NOW PLAY & WRITE DOWN YOUR ANSWERS IN THE TABLE 3) What was your outcome? Discuss with the classroom Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 14. HEADS TAILS 1 1 1 2 2 0 3 0 2 4 1 1 5 1 1 TOTAL = 5 5 CHECK OUT THIS EXAMPLE! 5 Flips HT, HH, TT, TH, HT Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 15. 0 1 2 3 4 5 6 HEADS TAILS COLUMN CHART Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 16. WHAT DOES THAT MEAN ??? 50/50 chance for a head or tail Likely to get either a head of tail Can go both ways Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 17. Amy Wilson - SLEM 600 Mathematics in the Primary Classroom Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Contribute Gather and share information - Collects no information - Does not relay with team mates -Collects little information - relays little with team mates -Collects basic information -relays basic with team mates -Collects a lot of information - relays a lot with team mates Responsibility Share equally Fulfil team role duties -Does not share. - Not contributing equally -Shares little -Contributes little -Shares basic information -Contributes basic ideas -Shares a lot of information - contributes a lot Value other’s view’s Listen Cooperate -Always talking and not listening -Some talking and little listening -more listening and some talking - Alot of listening and some talking
- 18. Amy Wilson - SLEM 600 Mathematics in the Primary Classroom HEADS TAILS 1 2 3 4 5 TOTAL =
- 19. Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
- 20. Amy Wilson - SLEM 600 Mathematics in the Primary Classroom
Editor's Notes
- #2: This is a whole of classroom presentation, however there are times where you ask the students in groups to conduct a chance experience and individually collect the results and demonstrate into a table.
- #3: Ask the students to brainstorm what probability means to them and what they don’t understand and would like to know about probability. Note down their answers and determine whether their answers correspond to some of the words listed on the slide. Ask students to explain why they have chosen the words that they have.
- #4: Introducing coin flipping to the students and how it can demonstrate probability.
- #6: Ask the students to determine the possibilities with two coins. Note down what the students answer and ask why they came up with this answer. Bring up the results and discuss why only the two results.
- #7: Provide each group with three coins. Ask the class to guess the many possibilities when flipping the three coins.
- #8: Ask the students to advise of the possibilities of getting heads and tails with three coins.
- #9: Ask the students what the probability is of flipping one head and two tails with three coins. Note down their guesses.
- #10: The arrows highlight the answers that have only one head and two tails – 3 out of 8
- #11: Advise the students the answer is 3/8
- #12: Ask the students to determine where on the scale do they think the probability is of flipping one head and two tails from the results obtained. Ask the students to explain their answers.
- #14: Get the students to work in pairs to use the program to flip coins five times. The students will have a sheet of paper that has a table ( two columns and five rows) to collect their data. Once the students have collected their data ask each of them to tell
- #16: Allow the groups to make their own pie chart or column chart with the results obtained in their table.
- #18: Advise the students that they will be assessed as a group and their contribution as well as their own understanding of the topic after the session is completed.
- #20: Ask the groups to describe what their results mean, from the charts they have drawn as a group.
- #21: What have I learnt ?