BrookesRevision

StatsLesson2:CollectingandAnalyzingData
Age/GradeLevel:5th

ContentArea:Mathematics

Objective:Studentswillcreateabargraphusingrandomizedprobabilityusingaspinner
simulation.

INStandard:

7.DSP.6:
Approximate the probability of a chance event by collecting data on the chance
process that produces it and observing its relative frequency from a large sample.

Thespinner
http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=1015&
ClassID=2742805

I.
Launch:
Todaywearegoingtocollectandanalyzedataaswespinonanonlinespinner.
Onceeveryonegatherstheirdata,wewillcompareandseetheresults.Beforeweget
started,wearegoingtotakealookatafewtermsthatmightbehelpfulfortodayslesson.
a. Theoreticalprobability:
Ameasureofhowlikelyaneventis.Youcanfindthis
probabilitybydividingthenumberofwaysaneventcanoccurbythetotalnumberof
possibleoutcomes.
b. Experimentalprobability
:probabilitydeterminedbytheresults
c. Frequency
:
isthenumberoftimetheeventhappensinonetime
.

II.
Procedure:
Havestudentsmaketheirpredictionsofwhattheythinktheoutcomewillbewhenwe
complete5spinsonthespinner.
Splitthestudentsintopairedgroupsandhaveeachgrouprecordtheirresultsusing
highervaluesforeachrunonthespinner.(5,10,20,50,100)Thestudentswillbeableto
seetheirresultsforeachindividualrunontheGizmoapp,theywillthenrecordthose
numbersonapieceofpaperorsomewheretheycanrememberthedata.
Onceeveryonehascollectedtheirdata,havethestudentscomparetheirresultsand
seehowdifferenteachoftheoutcomeswere.Discussasaclass.

Studentswillanswerthefollowingquestions:
1. WhatshouldtheresultsbewhenIspin20times?(theoretical)
2. Havethespinnerspin20times.Recordyourresultsandobservethespinner
asitcompletesthe20spins.(experimental)

3. Wasyourpredictioncorrect?Ifnot,howwastheexperimentalprobability
(result)different?
4. Hittheclearbuttontoclearthedata
5. Changethenumberofspinsto100andclickruntogetanothersetfor100
spins.
6. Aretheresultsthesame?

Createbargraphsasagrouptoshowtheresultsforeachtrialrun.Comparethe
graphresultstoeachotherusingthisonlineapplet.Savethebargraphsaspdfsandupload
onaworddocumenttoshareresultswithpeers.
(
http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=3ea49e0577804b76b2a974721ed
661cf
)

Studentexamples:
5spins:
10spins:

20spins:

100spins:

Studentswilldiscusshowtheirpredictionscomparetotheiractualfindings.Theywill
discusshowthedifferencesinthenumberofspinsaffecttheamountoftimesthatthespecific
colorischosen.
1. Whyareyourresultsdifferentfromoneanothers?
a. Answer:Theresultsaredifferentfromeachotherbecausetheresults
arerandomized.Notwoanswerswillbethesame.
2. Howdotheseresultscomparetoyourfirstpredictions?

a. Answer:*Studentswillcomparetheirnumberstootherstudents*.The
amountoftimeseachcolorisspunwillonlybeconnectedtotheamount
oftimesthestudentspinsthespinner.
3. Doyouthinkitispossibletobeabletoaccuratelypredicthowmanytimesthe
spinnerwilllandonaspecificcolor?

AssessmentwillbethroughEdmodooremail.Iwilluploadtheassignmenttoedmodoandthe
studentswillneedtodownloadandcompletetheassignmentandthenuploadittosubmitit.

III.
Assessment:Dothesameprocedurewitha2differentspinnerscutintodifferent
sections.ThestudentswilllogintousegizmosusingthestudentaccountsImadefor
them.
A. Studentswilltakescreenshotsofthespinners,datasets,andbargraphsand
usethemtoanswerthesequestions:
1. Whatisthetheoreticalprobabilityforthisspinner?
2. Whatistheexperimentaldataforthisspinnerspun20times?
3. StudentswillsavetheirfilesanduploadthemtoEdmodoforteacher
review.
IV.
Extension:Ifthestudentshavemoretimeaftercompletingtheassessment,the
studentsmaycreatetheirownspinneronthegizmosappletandallowtheirfriendsto
spinitandseetheoutcome.

V.
Closure:
Todaywehavepredicted,collected,andanalyzedorownsetofdatausingaspinner
tocreateabargraph.Wealsolearnedabouttheoreticalandexperimentalprobabilityand
howtheyrelatetooneanother.Theyarebothcalculatedthesamewayandasmoretrials
andconductedtheresultstendtogetclosertobeingequal.Thisprobabilityprocedurecanbe
doneformanythingsinlife.Howcanyouapplyrandomprobabilitytoyourdaytodaylives?

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