MCS Lesson of the Week
Lesson Title: Basketball Coin Toss Grade: 6
Strand: Probability
Learning Goal (Curriculum Expectations)
• determine the theoretical probability of an outcome in a probability experiment, and use it to predict the frequency of the outcome.
ICT Standards:
Critical Thinking & Problem Solving
Students think critically to manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources.
Communication and Collaboration
Students work collaboratively, using digital media and environments, to support
individual learning and to contribute to the learning of others.
Lesson Components
Part 1: Minds On
Anticipated Student Responses
Opportunities for ICT Integration
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5/10, ½, 50%
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Results will vary
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It will stay the same – 1/2
The more you toss the coin, the
more even it will be
Create template for students in math wiki:
http://mrsdavidsonsclass.pbworks.com
Teacher records class results for further
analysis:
o Wiki
o SMARTboard
o Data projector
o Microsoft Word - Tables
o Other
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Share the tossing with a partner
or small group
Coin tossing activity in NLVM
2 section spinner activity in
NLVM
Coin toss interactive in SMART
Notebook software
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NLVirtual manipulatives - Probability
http://nlvm.usu.edu/en/nav/topic_t_5.html
o Coin Tossing & Spinners
o Screen capture and insert into
document – Word or Notebook
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Make a Prediction: If someone flips
a coin 10 times, how often do you
think it will land on heads?
Students will try it and record their
results in a tally chart.
Question: Did your prediction
match your results?
Question: What do you think would
happen if you flipped your coin 50
times? 100 times? 1000
times? Would this change the
results?
Would it be reasonable to physically
flip the coin this many times? How
else could we test our ideas?
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Part 2: Action
Assessment for learning
Kobe Bryant is the captain of the NBA Lakers.
Over the course of the past 100 games, he has won the coin toss 40 times by
calling “heads”.
If he continues to call “heads” over the next 1000 games, what is the probability
that Kobe will win the coin toss?
Express, or represent, your solution in more than one way.
Compare the results between Kobe’s 100 tosses and 1000 tosses. Why are the
results different?
Which results would you use? Why?
(Students can use computer applets as probability devices for experiments to
easily increase sample size –Big Ideas from Doctor Small )
IT Services: Teaching and Learning with Technology
- Spring 2011 - http://community.elearningontario.ca
MCS Lesson of the Week
Part 3: Consolidation
Math Congress – select 3 groups who use
different strategies to solve the problem. The
solutions could be selected based on the
mathematical elements listed in the
“Anticipated Student Responses” column.
Anticipated Student Responses
Opportunities for ICT Integration
1st
Use data projector and SMARTBoard to project
solutions for all to see.
2nd Theoretical probability
Comparison between
theoretical and experimental
probabilities
3rd
Part 3: Highlights and Summary
Paper solutions will be captured
using PhotoBooth and copied into
the wiki.
An experimental probability
approaches a theoretical
probability when enough
random samples are used
Anticipated Student Responses
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What math did we learn today?
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Which tools did you use to solve this
problem? How did these tools help you
find a solution
Experimental probability
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Probability
o Differences between
experimental and theoretical
o Transfer how theoretical can
help predict an outcome
o Experimental: based on past
events, but can never be sure
o Theoretical: analysis of what
could happen
o Experimental probability
approaches theoretical
probability when enough
random samples are used
Making connections with
fractions, percents, ratio to
probability
Record Highlights in wiki, Word, Notebook software
etc….
SMARTNotebook, NLVM, applets
Made the task of flipping a coin
thousands of times more
efficient, faster
Focus on the math, not the
flipping of the coin
Computer as a problem solving
tool
Part 3: Practice
Anticipated Student Responses
Assessment for/as Learning:
Communication or thinking reinforces the big idea: Experimental probability approaches
theoretical probability when enough random samples are used
Reflect in your math journal/wiki– If
Kobe has to spin a 4-section spinner, for
another 1000 games, which section(s)
should he pick? Explain your answer.
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4 sections – 4 different colours
4 sections – 3 colours so one is more likely
4 sections – 2 different colours (similar to coin toss)
4 sections – 1 colour
IT Services: Teaching and Learning with Technology
- Spring 2011 - http://community.elearningontario.ca
MCS Lesson of the Week
IT Services: Teaching and Learning with Technology
- Spring 2011 - http://community.elearningontario.ca