# Date Learning Target/s Classwork Homework Self-Assess Your Learning. Pg. 2-3: WDYE 3.1: Designing a Spinner. Pg. 5-6: WDYE 3.2: Making Decisions

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1 What Do You Expect: Probability and Expected Value Name: Per: Investigation 3: Making Decisions and Investigation 4: Area Models Date Learning Target/s Classwork Homework Self-Assess Your Learning Fri, Mar. 4 Mon, Mar. 7 Tues, Mar. 8 Weds, Mar. 9 Thurs, Mar. 10 Determine the theoretical probabilities for a spinner. Analyze methods to simulate a fair game. List all possible outcomes for a game and analyze winning strategies. Design a simulation to find experimental probabilities. Use an area model to represent a probability situation. Pg. 2-3: WDYE 3.1: Designing a Spinner Pg. 5-6: WDYE 3.2: Making Decisions Pg. 8-9: WDYE 3.3: Roller Derby Pg. 11: WDYE 3.4: Scratching Spots Graphic Organizer Pg. 13: WDYE 4.1: Drawing Area Models Fri, Mar. 11 Pg. 15: WDYE 4.2: Making Purple Mon, Mar. 14 Pi Day! Tues, Mar. 15 Weds, Mar. 16 Thurs, Mar. 17 Discover the relationship between the diameter of a circle and its circumference. Use an area model to represent a probability situation. Review for WDYE unit assessment. Demonstrate mastery of WDYE standards. Pg. 17: FW 3.1: Circumference Pg. 4: WDYE 3.1 Zaption Pg. 7: WDYE 3.2 Zaption Pg. 10: WDYE 3.3 Zaption Pg. 12: WDYE 3.4 Zaption Pg. 14: WDYE 4.1 Zaption Pg. 16: WDYE 4.2 Zaption Pg. 18: Sir Cumference Zaption (Not in Packet) MathXL Assignment Probability Unit Review (Not in Packet) Google Doc Unit Test Surface Area and Volume Zaption CCSS Probability Standards 7.SP.C.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. 7.SP.C.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, and predict the approximate relative frequency given the probability. 7.SP.C.7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies. 7.SP.C.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. Parent/Guardian Signature: Due: 1

2 WDYE 3.1: Designing a Spinner to Find Probabilities Kalvin makes the three spinners shown at right. Kalvin is negotiating with his father to use one of the spinners to determine his bedtime. Which spinner gives Kalvin the best chance of going to bed at 11? Explain your reasoning. A. Kalvin decides to design a spinner that lands on 11 most often. To convince his father to use this spinner, Kalvin puts three 9 spaces, two 10 spaces, and one 11 space on the spinner. However, he uses the biggest space for 11. Kalvin hopes the pointer lands on that space most often. 1. Which time do you think is most likely to occur? 2. Is Kalvin s father likely to agree to use this spinner? Explain why or why not. B. 1. Find the experimental probability that the pointer lands on 9, on 10, and on After how many spins did you decide to stop spinning? Explain why. 3. Suppose Kalvin spins the pointer 64 times. Based on your experiment, how many times can he expect to land on 9, 10, and 11? 2

3 C. 1. Find the theoretical probability that the pointer lands on 9, on 10, and on Do your experimental probabilities match the theoretical probabilities? Explain what you notice. 3. Suppose Kalvin spins the pointer 64 times. Based on your theoretical probabilities, how many times can he expect to land on 9, 10, and 11? 4. Describe one way Kalvin s father can design a spinner so that Kalvin is most likely to go to be at 9. D. The cooks at Kyla s school make the spinners below to help them choose the lunch menu. They let the students take turns spinning. For parts (a)- (c), decide which spinner you would choose. Explain your reasoning. a. Your favorite lunch is pizza. b. Your favorite lunch is lasagna. c. Your favorite lunch is hot dogs. 3

4 WDYE 3.1: Homework Zaption Use a paper clip as a pointer and spin the pointer 30 times. Red Blue Yellow 1. What are your experimental probabilities for red, blue, and yellow? 2. What are the theoretical probabilities for red, blue, and yellow? (Hint: What fraction of the spinner is each color?) 3. Do you expect the experimental and theoretical probabilities to be the same? Why or why not? 4. Suppose you spin 300 times instead of 30 times. Do you expect your answers to become closer to or further from the theoretical probabilities that you found? 5. When you spin, is it equally likely that you will land on red, blue, or yellow? Explain. 6. Suppose you use the spinner to play a game with a friend. Your friend scores a point every time the pointer lands on red. To make the game fair, for what outcomes should you score a point? Explain. 7. Suppose you use this spinner to play a three-person game. Player A scores if the pointer lands on yellow. Player B scores if the pointer lands on red. Player C scores if the pointer lands on blue. How can you assign points so the game is fair? 4

5 WDYE 3.2: Analyzing Fairness One day at school, Kalvin s teacher has to decide which student to send to the office for an important message. Billie, Evo, and Carla volunteer. Kalvin suggests they design a quick experiment to choose the student fairly. A. How could the class use each of these ways to choose a messenger? 1. A coin 5. A spinner 2. A number cube 6. Drawing straws 3. Colored cubes 7. Is each a fair way to make a choice? Explain why or why not. 4. Playing cards B. At lunch, Kalvin and his friends discuss whether to play kickball, soccer, baseball or dodgeball. Ethan, Ava, and Beno all have suggestions. Ethan: We can make a spinner like this. Ava: We can roll a number cube. If it lands on 1, we play kickball. If it lands on 2, we play soccer. Landing on 3 means baseball, 4 means dodgeball, and we can roll again if it s a 5 or 6. Beno: We can put 1 red straw, 2 yellow straws, 3 green straws, and 4 purple straws in a container. If the straw drawn is red, we play soccer, and if it s yellow, we play baseball. If it s green, we play dodgeball, and if it s purple, we play kickball. 1. Which method would you choose and why? 5

6 C. The group decides to play baseball. Tony and Meda are the team captains. Now they must decide who bats first. Tony: We can roll a number cube. If the number is a multiple of 3, my team bats first. Otherwise, Meda s team bats first. Meda: Yes, let s roll a number cube, but my team bats first if the number is even and Tony s team bats first if it s odd. Jack: Each team rolls two number cubes, and the team that rolls two numbers that add to make an even number bats first. 1. Which method would you choose and why? D. There are 60 seventh-grade students at Kalvin s school. The students need to choose someone to wear the mascot costume on field day. Huey and Sal are texting about it. 1. Is Huey s plan unfair, as Sal claims? If so, why it is unfair? 2. Is Sal s plan fair or unfair? Explain your answer. 3. Design a new and fair plan for choosing someone to wear the mascot costume. Explain why your new plan will work. 6

7 WDYE 3.2: Homework Zaption 1. Molly designs a game for a class project. She makes the three spinners shown. She tests to see which one she likes best for her game. She spins each pointer 20 times and writes down her results, but she forgets to record which spinner gives which set of data. Match each spinner with one of the data sets. Explain your answer. First data set: Five 1 s, twelve 2 s, three 3 s Second data set: Seven 1 s, four 2 s, nine 3 s Third data set: Four 1 s, eleven 2 s, five 3 s 2. Three people play a game on each spinner in Exercise 4. Player 1 scores a point if the pointer lands on 1. Player 2 scores a point if the pointer lands on 2. Player 3 scores a point if the pointer lands on 3. a. On which spinner(s) is the game a fair game? Explain. b. Choose a spinner that you think doesn t make a fair game. Then, change the scoring rules to make the game fair by assigning different points for landing on the different numbers. Explain why your point system works. 3. Jake, Carl, and John are deciding what to do after school. Jake thinks they should play video games. Carl wants to see a movie. John thinks they should ride their bikes. Which strategy is a fair way to decide? a. Let s toss three coins. If they all match, we play video games. If there are exactly two heads, we see a movie. If there are exactly two tails, we ride our bikes. b. Let s roll a number cube. If we roll a 1 or 2, we play video games. If we roll a 3 or 4, we go to the movies. Otherwise we ride bikes. c. Let s use this spinner. d. None of these is fair. 7

8 WDYE 3.3: Roller Derby A. Play the game at least twice. (Get a game board and game pieces from your teacher.) 1. For each game, record the strategies you use to place your markers on the board. Game 1 Strategies Game 2 Strategies 2. Record how many times each sum is rolled. Game 1 Sums Game 2 Sums 3. Which sums seem to occur most often? 4. Which sums do not come up very often? 5. What is a good strategy for placing your markers on the game board? Now go to the next page to analyze the game further 8

9 B. 1. Complete the table to show all of the pairs of numbers you can get from rolling two number cubes , , Complete the table to show all of the sums for all of these outcomes Are all of the sums equally likely? Explain. 4. How many ways can you get a sum of 2? 5. What is the probability of getting a sum of 4? 6. What is the probability of getting a sum of 6? 7. Which sums occur most often? C. Now that you have looked at the possible outcomes of the Roller Derby game, do you have any new strategies for winning? Explain. 9

10 WDYE 3.3: Homework Zaption 1. Use your list of possible outcomes for rolling two number cubes from Problem 3.3 (on page 9). a. What is the probability of getting a sum of 5 when you roll two number cubes? b. What is the probability of getting a sum greater than 9 when you roll two number cubes? 2. Ella is playing Roller Derby with Carlos. Ella places all her markers in column 1 and Carlos places all of his markers in column 12. a. What is the probability that Ella will win? b. What is the probability that Carlos will win? 4. In some board games, you can end up in jail. One way to get out of jail is to roll doubles (two number cubes that match). What is the probability of getting doubles on your turn to get out of jail? Use your list of possible outcomes of rolling two numbers (on page 9). Explain you reasoning. 5. Write each probability as a fraction, decimal, or percent. Fraction Decimal Percent % % 10%

11 WDYE 3.4: Scratching Spots Designing and Using a Simulation A is a model used to find experimental probabilities when it is not possible to work with a real situation. For example, when the first astronauts flew in space, they practiced in simulators to give them a sense of what it would be like in space. Tawanda s Toys is having a contest. Any customer who spends at least \$10 receives a scratch-off prize card. Each card has five silver spots that reveal the names of video games when you scratch them. Exactly two spots match on each card. A customer may scratch off only two spots on a card. If the spots match, the customer wins that video game. There are five equally likely choices, of which exactly two match. So, you can design an experiment using a simulation to find the probability of each outcome. A. Use a simulation to find the experimental probability of winning. B. Examine the different ways you can scratch off two spots. Then use what you found to determine the theoretical probability of winning. C. How much do you need to spend to get 100 prize cards? D. How many video games can you expect to win with 100 prize cards? E. Challenge: Describe a situation in which it would be very difficult to directly determine the probability of an event happening. Show how you could use simulation to help you figure out the approximate probabilities for the outcomes of the event. 11

12 WDYE 3.4: Homework Zaption 1. Suppose Humberto and Nina play the game Evens and Odds. They roll two number cubes and find the product of the numbers. If the product is odd, Nina scores a point. If the product is even, Humberto scores a point. a. Make a table of the possible products of two number cubes b. What is the probability that Nina wins? c. What is the probability that Humberto wins? d. Is this a fair game? If not, how could you change the points scored by each player so that it would be fair? e. What is the probability that the product is a prime number? f. What is the probability that the product is a factor of 4? 2. Tawanda wants fewer winners for her scratch-off cards. She decides to order new cards with six spots. Two of the spots on each card match. What is the probability that a person who plays once will win on the card? 12

13 WDYE 4.1: Drawing Area Models to Find the Sample Space Bucket 1 contains three marbles one red and two green. Bucket 2 contains four marbles one red, one blue, one green, and one yellow. The player draws a marble from each bucket. Miguel draws a square to represent the area of 1 square unit. He will use the square s area to represent a probability of 1. The square represents the sum of all of the probabilities for all of the possible outcomes. A. Miguel adds to his diagram to help him find the theoretical probabilities of drawing marbles from Bucket Explain what Miguel has done so far. Does this look reasonable? 2. Use the top edge to represent Bucket 2. How many sections do you need to represent the marbles in Bucket 2? Draw the lines and label the sections you need to represent Bucket Now label each of the sections inside the square with two letters to represent the results of choosing two marbles. RR in a section would mean that two red marbles were drawn from the bucket. B. Use your probability area model to answer each part: 1. What are the probabilities for selecting each pair of marbles? a. RR d. RY g. GG b. RB e. GR h. GY c. RG f. GB i. YY 2. Use your drawing to answer these questions. What is the probability of choosing a marble from each bucket and: a. Getting at least one red? c. Getting at least one green? b. Getting at least one blue? d. Getting at least one yellow? 13

14 WDYE 4.1: Homework Zaption 1. The area model below represents a different situation from Questions A and B in our class work today. In this area model, P(RY) = 1/10, P(GY) = 4/10, and P(GB) = 4/10. Use the area model and these probabilities to answer the following questions: a. What is the area of each section? b. For each section, what fraction of the whole square is this? c. How do the fractions in the previous sections compare to the probabilities of each section? 2. Create an area model that represents the probabilities of each combination of buckets: a. 2 red and 8 green in Bucket 1 5 yellow and 5 blue in Bucket 2 c. 1 red and 4 green in Bucket 1 3 yellow and 3 blue in Bucket 2 b. 2 red and 8 green in Bucket 1 10 yellow and 10 blue in Bucket 2 d. 2 red and 2 green in Bucket 1 4 yellow and 4 blue in Bucket 2 3. Which of the following combinations above could be the contents of the two buckets in the original problem? Explain your reasoning. (Hint: Which area model from question 5 looks the most similar to the original area model?) 14

15 WDYE 4.2: Making Purple Making Purple is a popular game at the school carnival. A player spins the pointer of each spinner below once. Getting red on one spinner and blue on the other spinner wins, because red and blue together make purple. A. Play the Making Purple game several times. Based on your results, what is the experimental probability that a player will make purple on a turn? B. Construct an area model. Determine the theoretical probability that a player will make purple on a turn. C. How do your answers to the first two questions compare? D. The cost to play the game is \$2. The winner gets \$6 for making purple. Suppose 36 people play the game. 1. How much money will the school take in from this game? 2. How many people do you expect will win a prize? 3. How much money do you expect the school to pay out in prizes? 4. How much profit do you expect the school to make from this game? 5. Should the school include this game in the carnival? Justify your answer. 15

16 WDYE 4.2: Homework Zaption A school carnival committee features a different version of the Making Purple game, as shown at right. 4. Before playing the game, do you predict that the school will make money on this game? Explain. 5. Use an area model to show the possible outcomes for this game. Explain how your area model shows all the possible outcomes. 6. What is the theoretical probability of choosing a red and a blue marble on one turn? 7. Suppose one marble is chosen from each bucket. Find the probability of each situation. a. You choose green marble from Bucket 1 and a yellow marble from Bucket 2. b. You do not choose a blue marble from either bucket. c. You choose two blue marbles. d. You choose at least one blue marble. 16

17 FW 3.1: Circumference Happy Pi Day! Measurements of Circular Objects Object Name Diameter Circumference Ratio of circumference diameter 1. Can you find the circumference of a circle if you know its diameter? If so, how? 2. What is the formula for finding the circumference? 3. What is pi or? 4. Why we do we celebrate Pi Day today on March 14? 17

18 FW 3.1: Homework Zaption What is the title of the book? Make a sketch of each character. How does their name connect to a concept? Sir Cumference Lady Di of Ameter Radius Dragon of Pi Math Concept: Math Concept: Math Concept: Math Concept: How does this book relate to what we learned about in class today? 18

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