## Opener - Section 1: Launch

# Simulations - Can you design an experiment?

Lesson 4 of 6

## Objective: Students will be able to design and conduct their own simulation to determine the probability of an event.

*60 minutes*

#### Launch

*10 min*

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom (**Instructional Strategy - Process for openers**). This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**. See my video, **MP3**, for more!

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can design and carry out a simulation to model an experiment.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

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#### Explore

*40 min*

Simulations Explore Narrative This activity allows students to model mathematics by creating their own simuation for real world event (**MP 4**). Students will use various tools (spinners, coins, random numbers) to help them design experiments and draw conclusions (**MP 5**).

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#### Summarize + Homework

*10 min*

**Design Your Own: **To gauge student understanding of simulations, I am going to have tables design their own simulation for a family have 2 boys and 2 girls. I will walk around and have each table share their ideas with me.

**Homework:** As I have each group discuss their simulations with me, I will hand out homework and have students begin working on it. Philosophy on Homework

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Thank you so much for expressing your thoughts on homework. I too came to that discovery last year (year 9 of teaching). I went several days going around with my normal routine of checking that students attempted homework. 100 if they did, a 0 if they didn't. After about day 3 of only about 5 out of a class of 30 attempting their homework, I was about to give myself a heart attack because my blood pressure was boiling. I decided that day..."That's alright, if you don't want to do your homework at home...I'm going to make it a part of your class work!" So, in a different way, out of absolute frustration, made it become part of their practice, IN CLASS! Last year, (I am in a small school), my scores were one of the highest in the school! I can't for sure say it was because of this, but I would like to think it helped. (That was the major thing I had changed last year.)

| 6 months ago | Reply

Thanks for creating and sharing this lesson! It worked really well with my students.

I noticed an error on the answer key for the homework-- which I know came from a question bank-- so it's on them. Arrrgggghhhh!

#5: They list the correct answer as B. However, Choice A is also correct. When rolling a number cube with outcomes 1, 2, 3, 4, 5, and 6, the prime numbers are 2, 3, and 5. So the probability of rolling a prime number is also 3/6 = 1/2 which can be used to simulate flipping a coin. Perhaps the writers of the key forgot that 2 is a prime number or that 1 is not.

| 7 months ago | Reply##### Similar Lessons

###### Write It Wednesday-Probability

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*Resources(8)*

Environment: Urban

- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: Simple Events - What is the probability of drawing a king from a deck of cards?
- LESSON 2: Compound Events - Visual Displays of Sample Spaces
- LESSON 3: Experimental and Theoretical Probability
- LESSON 4: Simulations - Can you design an experiment?
- LESSON 5: Probability Review
- LESSON 6: Probability Test