Small Groups
Students will apply basic concepts of probability to design spinners that match a specific set of clues.
A certain probability can be expressed as a ratio (3 out of 8), as a fraction (3/8), as a percentage (3 divided by 8 or 37.5%), or as a decimal (.375). The first number (3) represents the portion of the whole that are your chances, while the other number (8) represents all the possible chances. For instance, if there are four different colored balls in a bag, your chances of drawing out one certain color would be 1 out of 4, 1/4, 25%, or .25. The "Invitation to Learn" activity models the activity for the cooperative learning groups to later follow.
4. Communicate mathematically.
Invitation to Learn
Make an overhead spinner by copying the overhead, putting a thumbtack with point
upwards through the center of the overhead’s circle, and laying a paperclip
over the tack. Display the spinner and tell the class that the spinner determines
their prize for a contest. Use think-pairshare to ask the group the following:
Instructional Procedures
Curriculum Integration
The study of probability is linked to the study of genetics. There are some
gambling subjects that could also be discussed.
Possible Extensions
Have each student write a clue set. The four clue sets produced by a group could
be passed to another group to solve.
Homework & Family Connections
Give each student a spinner as used in the Invitation to Learn activity. Have
them try spinning it to see if the odds they predicted are really true.
This activity has a built-in assessment because each student will produce an answer sheet with spinners designed to show their understanding.
The idea for this activity came from Grognet, Jameson, Franco, & Derrick-Mescua in Enhancing English Language Learning in Elementary Classrooms, Study Guide (Delta Publish Company).