Unit Six: Probability Game Task
By: Beverly Watola
Goal of the task: The goal is to design a new game that shows your understanding of
probability. Students will perform trials and compare the theoretical and experimental
probability of their game. Students will present their findings in a power point, Sway,
Smore, video or other presentation platform.
Role the student will take:
You will work in groups of three and four to design a new game. You will need to test your
game and create a presentation to report your findings.
Audience for which the product/performance is intended:
Your game is created for middle school students, and you will present your report to your
math class.
Product to be created:
The product is a game using a spinner, dice or cards that middle school students would
enjoy playing. Then, you will conduct trials of your game and present your findings in
presentation using a digital tool: power point, Sway, video, Smore Infographic or other
approved digital tool.
Expectations – See rubric.
1. Write clear directions to your game.
2. Using probability notation you will record the theoretical probability of winning your
game.
3. You will play the game for at least 20 trials and record the sample space and
experimental probability using probability notation.
4. Write a summary paragraph comparing the theoretical and experimental probability
and what you learned about experimental and theoretical probability.
5. Present what you have learned using one of the following tools: power point, Sway, video,
Smore Info-graphic or other approved digital tool. Use student checklist to self-assess
your work.
6. Provide feedback for teammates on their presentation using the student checklist.
Reference:
Weigel, J. (n.d.). Carnival Game. Retrieved April 18, 2017, from
http://jfmueller.faculty.noctrl.edu/toolbox/examples/weigel03/carnivalgame.pdf
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Unit Six Probability Task Rubric
Performance Task
Student uses probability
notation to record theoretical and
experimental probability,
MPS 4 Model with mathematics.
Student records sample space and all
trials in a two-way table.
MGSE7.SP.6 Approximate the probability
of a chance event by collecting data on the
chance process that produces it and
observing its long-run relative frequency.
Student writes a summary paragraph
contrasting experimental and
theoretical probability.
MGSE 7.SP.7
Develop a probability model and use it to
find probabilities of events. Compare
experimental and theoretical probabilities
of events. If the probabilities are not close,
explain
possible sources of the discrepancy.
Students write clear directions for
game, creates presentation of finding
and effectively present findings.
TAG 1. The student uses written, spoken,
and technological media to convey new
learning or challenge existing ideas.
Total Points
Grade ________
________ / 15
Not Evident
(1)
Emerging
(2)
Proficient
(3)
Exemplary
(4)
Student use probability
notation to display tine
theoretical or
experimental
probability, with three
or more errors in
labels or probability
ratio.
Student use probability
notation to display tine
theoretical or
experimental
probability, with two
errors in labels or
probability ratio.
Student uses probability
notation to display
theoretical and
experimental probability
with one error in labels
or probability ratio.
Student uses probability
notation to accurately
display theoretical and
experimental
probability and labels
each correctly.
Student records the
sample space and all
trials using a two-way
table but there are
more than three
errors.
Student records the
sample space and all
trials using a two-way
table but it may have up
to three errors.
Student accurately
records the sample space
and all trials using a twoway table but it may not
be neat.
Student accurately and
neatly records the
sample space and all
trials using a two-way
table.
Student writes a
summary paragraph
with one or less facts
contrasting
experimental
probability and
theoretical probability.
Student writes a
summary paragraph
with two facts
contrasting
experimental
probability and
theoretical probability.
Student writes a
summary paragraph with
three facts contrasting
experimental probability
and theoretical
probability.
Student writes a
summary paragraph
with five facts
contrasting
experimental
probability and
theoretical probability.
None of the following
are demonstrated.
One of the following is
demonstrated.
Two of the following are
demonstrated.
All of the following are
demonstrated.
1. Student will write
clear directions to the
game.
2. Students will create a
clear presentation of
their findings.
3. Students will
effectively present their
findings.
1. Student will write
clear directions to the
game.
2. Students will create a
clear presentation of
their findings.
3. Students will
effectively present their
findings.
1. Student will write clear
directions to the game.
2. Students will create a
clear presentation of
their findings.
3. Students will
effectively present their
findings.
1. Student will write
clear directions to the
game.
2. Students will create a
clear presentation of
their findings.
3. Students will
effectively present their
findings.