Deal or No Deal Lesson Plan

Transcription

1 Deal or No Deal Lesson Plan Grade Level: 7 (This lesson could be adapted for 6 th through 8 th grades) Materials: Deck of Playing Cards Fair Coin (coin with head and tail sides) for each pair of students Frequency Table for each pair of students 20 envelopes labeled 1 through 20 Copy of Dollar Amounts laminated and cut-out Copy of Deal or No Deal Game Sheet for each student Calculator for each student Pencil for each student Copy of Reflection Questions for each student Objectives: The students will distinguish between Theoretical Probability and Experimental Probability. The students will identify the probability of winning or losing the game when given a set of dollar amounts. The students will compare the probability of winning the game at a variety of points in the game. The students will calculate the mean of the remaining dollar amounts to estimate the bank offer. The students will convert the probability of winning the high dollar amount to a fraction, decimal, and percentage. The students will analyze the probability of the player getting the high dollar amount during a variety of points in the game and advise the player in making his/her choices. The students will judge the best time to exit the game by analyzing the probability. The students will justify their answer. P.A.S.S. Objectives: Process Standard 5: Representations- Use a variety of representations to organize and record data (e.g., use concrete, pictorial, and symbolic representations). 1

2 Maintenance Concepts: Number Sense-Fractions Data Analysis and Statistics- Interpret Data and Graphs, Mean P.A.S.S. Standards: Standard 5: Data Analysis and Probability The student will use probability to formulate and justify predictions from a set of data Use data from a sample to predict possible outcomes and compute simple probabilities as fractions, decimals or percents (e.g., use data from lists, tree diagrams, frequency distribution tables, area models) Determine the probability of an event involving or, and, or not (e.g., on a spinner with 1 blue, 2 red and 2 yellow sections, what is the probability of getting a red or a yellow?). Day 1: Launch: Pick a Card 1. Have a student draw a card from a deck of cards. 2. Ask the students what is the probability of the chosen card being a Queen. Lead the students to the answer which is 4 in 52 ( or 1 in 13.) 3. Ask the students what is the probability of the chosen card being a Heart Lead the students to the answer which is 13 in 52 ( or 1 in 4.) Explore: Heads or Tails 1. The teacher will say: Now we are going to look at another example of using probability. 2. Divide the students into pairs. 3. Give each pair a fair coin. 4. Pass out Frequency Table to each group. 5. Ask students what the probability of flipping heads would be on each flip. The probability would be 1 in 2 or 1/2. 6. Ask the students to predict what the probability of flipping heads would be if they flipped the coin 40 times. The probability would be 20 in 40 (or 1 in 2.) 7. Instruct the students to flip the coin 40 times and make a tally mark of the Frequency Table for each heads rolled and each tails rolled. 2

3 8. Have students record their data on the board in a chart. For example: Group A Group B Group C Heads Tails Summarize: 1. Analyze the data developed from the students flipping the coin. 2. Ask the students: Were the results the same as you predicted? Did everybody get the same results? Why were they different? What if we averaged Heads and the Tails for all the groups? Is this number closer to our prediction? 3. Introduce the terms Theoretical Probability and Experimental Probability. Theoretical Probability- favorable outcome divided by total possible outcomes or what you expect results to be. Experimental Probability- the actual outcome divided by total possible outcomes or what the actual results are. 4. Relate to root words: What word do you think of when you hear the word Theoretical? o Possible answer might be Theory. What about the word Experimental? o Possible answer might be Experiment. 5. If there is time, you may use the same procedure with a number cube. Day 2: Launch: 1. Review vocabulary from previous day (Theoretical and Experimental Vocabulary) 2. Ask for examples where probability is used. Examples may include: a. The lottery b. The casino c. Horse-racing d. Wheel-of-Fortune e. Game Shows 3. Introduce the game Deal or No Deal to the class. a. Ask student the following questions: Have you ever seen the TV show Deal or No Deal? 3

4 What would you do if you were the contestant? b. Tell the students: We are going to play the game today as a class. Explore: Rules for Deal or No Deal Preparation: Begin by labeling 20 envelopes with the numbers Randomly place the Dollar Amounts (attached) in each of these 20 envelopes. Place the envelopes at the front of the classroom. The teacher randomly chooses one student to be the contestant for the game. The teacher will serve as the Host of the game show. A student could serve as host after the game is better understood by the class. Deal or No Deal Game Sheets are passed out to all other students. They will use these game sheets during the game to calculate probability and bank offers as the game progresses. Playing the Game: Contestant begins the game by choosing the envelope that he believes contains the $1,000. The envelope is set aside and labeled on the game sheet. (The contents are not revealed at this time.) Round 1: The contestant chooses 5 envelopes one at a time from the remaining envelopes. The goal is to choose the smaller amounts available in order to increase the bank offer. As the 5 envelopes are chosen, students will cross out these amounts on their game sheets. After each round, the students will calculate and record the bank offer by finding the mean of the remaining dollar amounts (including the chosen envelope). Students will also calculate probabilities as set forth on game sheet. The contestant will decide whether or not to accept the bank offer by saying Deal or No Deal. If the contestant does not take the deal, proceed to Round 2. 4

5 Round 2: For round 2, the contestant chooses 4 envelopes from the remaining envelopes and game continues as in round 1. Round 3: Three envelopes are chosen. Students follow same procedures as in previous rounds. Round 4: Two envelopes are chosen. Students follow same procedures as in previous rounds. Round 5: In round 5 and each succeeding round, one envelope will be chosen. Game continues until the contestant either takes the deal or finishes by eliminating all other envelopes and opening their original case. Suggestions: As the game proceeds, the teacher will ask open ended questions involving probability as needed. Make a transparency of the game sheet to guide students as the game progresses. Summarize: Have students answer questions on the page labeled Reflection Questions. 5

6 Frequency Table Heads Tails Frequency Table Heads Tails Frequency Table Heads Tails

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8 $5 $10 $25 $50 $100 $150

9 $200 $250 $300 $350 $400 $450

10 $500 $550 $600 $650 $750 $800

11 $900 $1000

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13 Deal or No Deal Student Rubric All calculations are correct on Game Sheet. All Reflection Questions are answered using complete sentences and show total understanding of probability. The student made 1 to 3 errors in calculation on the Game Sheet. All Reflection Questions are answered with minor errors in their understanding of probability. The student made 4 to 6 errors in calculation on the Game Sheet. Most Reflection Questions are answered with minor errors in their understanding of probability. The student made 7 or more errors in calculation on the Game Sheet. Some Reflection Questions are answered with substantial errors in their understanding of probability.

14 Deal or No Deal! Date: Name: Based on the game you played in the class, Deal or No Deal; write your response to following questions; 1. Explain why the player made a good or bad deal during each round. 2. When would have been the best time to get out of the game? Explain why. 3. What factors influenced the choice of the players made? 4. What would you have done differently if you were the player of each round?