Use probability to predict long-run frequencies.
Students draw on their ratio and proportion reasoning skills to make predictions of long-run frequencies. This is a good opportunity to review or re-engage students in ratio reasoning skills from Units 1 and 5.
If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Problem 1 (benefits from discussion) and Anchor Problem 2 (benefits from worked example). Students can also use the interactive Academo tool (linked to the right) to simulate an experiment with a die. Find more guidance on adapting our math curriculum for remote learning here.
Alexander flips a coin 3 times. It lands on heads 0 times.
a. Do you think this is a fair coin? Explain why or why not.
Alexander flips the same coin 100 times. It lands on heads 47 times.
b. Do you think this is a fair coin? Explain why or why not.
c. If Alexander were to flip the coin 500 times, about how many times would you expect the coin to land on heads?
Taylah flips a coin and creates the graph below to represent her results.
d. Explain what the graph tells you about Taylah’s experiment.
e. Does it appear that Taylah used a fair coin? Explain your answer.
Statistics of Rolling Dice is made available by Academo. © Academo.org 2016. Accessed April 5, 2018, 2:06 p.m..
On a game show, contestants spin a wheel to determine which game, of four options, they will play to win a prize. The games of the last several contestants are shown below.
|Guess the Price||16|
|Match the Brand||7|
|Throw the Darts||5|
|Race the Clock||12|
About how many of the next 200 contestants do you expect will play Race the Clock? Explain your reasoning.
A six-sided number cube includes the numbers 1, 3, 5, and 7, as shown below.
Han predicts that out of 150 rolls of the number cube, the number 1 will appear exactly 50 times.
Do you agree with Han? Explain your reasoning.
The following resources include problems and activities aligned to the objective of the lesson that can be used to create your own problem set.