## Mathematics Essentials 10 Probability

**Specific Curriculum Outcomes**

**G1**express probabilities of simple events as the number of favourable outcomes divided by the total number of outcomes

**G2**express probabilities as fractions, decimals, and percent, and interpret probabilities expressed in each of these forms

**G3**predict and describe the results obtained in carrying out probability experiments related to familiar situations involving chance

**G4**compare predicted and experimental results for familiar situations involving chance, using technology to extend the number of experimental trials

**G5**simulate familiar situations involving chance and explain the choice of simulation

**G6**interpret information about probabilities to assist in making informed decisions in a variety of situations

**G7**interpret and assess probabilistic information used in the media and in common conversation

## Activities

**Play the dice game Pig or Skunk**- These are referred to as "jeopardy" dice games. For jeopardy dice games, the dominant type of decision is whether or not to jeopardize previous gains by rolling for potential greater gains

**A Shot at the Glory from John Berray -**Tell students to number their paper one to ten. Tell students to write true or false for each number. Their sequence could be any one of the 1024 distinct permutations that are possible.Have students stand up next to their desks, pencils down. With the showmanship of a circus ringmaster, slowly read off each answer. If they get one wrong, they sit down. Otherwise they remain standing, proudly, and in the jealous awe of their peers. This takes a few minutes if done right, akin to an American Idol results show. I randomly alternate between “Please remain standing if you wrote…” and “Please take a seat if you put…”

**Rolling with the Same Probability from Open Middle**- Using the whole numbers 1 through 9 at most one time each, fill in the blanks to complete this sentence: Rolling a ___ on two ___-sided dice is the same probability as rolling a ___ on two ___-sided dice.

**Where would you buy your coffee from?**from Krista Harris (@KristaHarris19)

**Probability Carnival from Liz -**Students create a game that involves chance rather than skill. We provided a rubric which required a scale model game (that could be played), directions to play the game, theoretical probability, experimental probability and expected payout. Students worked in pairs and created a game for our carnival during class. The project took about 3 days and we held the carnival on the 4th day.