```ProbabilityL'Ouverture Perkins            William S. Carter Elementary School                               5740 S. Michigan                               Chicago IL 60627                               (312)535-0860Objectives:Grade Level: Intermediate elementary (4-6)  a*  The student will be able to determine the relationship between equally         likely events and their favorable results.   b*  The student will be able to graph their results.  c*  The student will be able to determine the degree of probability of event.  d*  The student will be able to determine if an event is equally likely or not         equally likely to happen. Materials Needed:                   Probability board, toothpicks, marbles, toothpick board, cards, dice, cowrie shells, spinners, number cube, coins, peanut butter, jelly, bread, blue and green cubes, unequal and equal spinners.  Strategy: 1. (c*)    The student will toss 3 coins 60 times to determine the possible             combinations of 3 coin families.2. (a*)    The student will determine experimental probability of an experiment              by removing 2 cubes from a mixed bag of blue and green cubes. The              student will then tally the results and compare the experimental              probability with the actual probability. 3. (d*)    The student will determine the likelihood of selecting a peanut              butter, jelly or peanut butter and jelly sandwich from a bag. 4. (d*)    The student will determine the likelihood of selecting any playing              card from a hat that is mixed with at least one folded card. 5. (a*)    The student will determine the number of times a number cube results              in 1-2 versus 3-6. 6. (b*)    The student will toss darts at a dart board, record the results and              graph the results. 7. (b*)    The student will observe a Gauss Curve being formed by marbles being              dropped through a probability board. Performance Assessment:The student will be able to determine if an outcome is equally likely or not
equally likely from a: tossing a coin, b: rolling a number cube with faces numbered 1-6, c: spinning an unequal spinner, d: spinning an equal spinner, e: pick a card from cards set up in a pattern: 1,2,1,2, f: pick a card from cards set up in a pattern: 1,2,3,3,4,5. The student will be able to orally explain if the probability of an event happening is 0,1 or between 0 and 1 for the following questions: 1. You toss a nickel and it will land tails up.2. You will drive a car to school tomorrow.3. It will snow tomorrow.4. It will snow sometime during the winter in Chicago.5. June will follow May.Students will be able to graph the scores of a test that result in a Gauss or bell curve.example: scores   =      10, 13, 22, 26, 29, 34, 43, 56, 66, 74, 82, 95, 100         # students       1,  2,  3,  4,  5,  6,  7,  6,  5,  4,  3,  2,   1,Conclusions:Exploring the field of probability will help students develop their ability to understand the relationship between equally likely events and the actual results.  Understanding this relationship will form the structure for a higher level of logical thinking.  ```