Activity Overview
Students will explore probability and statistics using predictions and histograms. Theoretical and experimental probability will also be examined.
Before the Activity
** The exact equation needed to produce random numbers will vary depending on the calculator model being used.
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Remind students of the meaning of Random Number, Integer and Average
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Remind students of the meaning of Histogram, Distribution Curve, Theoretical and Experimental
During the Activity
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A 'hat' with 10 colored marbles or balls may be helpful in illustrating the idea of random
choices. A deck of cards works well also.
The application Prob Sim is an excellent way to let students generate data and explore it's meaning.
Encourage students to do as many trials as possible as this will improve the predictability of the data.
The students can find the average number of boxes by generating the average by hand or by using the lists and statistic menus in the calculator. Using these menus is a good way of extending the lesson to challenge the upper level student.
The random number operation generates numbers between 0 and 1. The random integer operation generates random integers in the range you set. You can have the calculator produce a predetermined amount of numbers.
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The application Prob Sim is an excellent way to let students generate data and explore it's meaning.
Encourage students to do as many trials as possible as this will improve the predictability of the data.
You may want to use the TI-Navigator™ to collect the Histogram from each student to show their individual results.
TI-Smartview™ is also an excellent way to simulate the activity for the entire class.
Students can also use TI-GRAPH LINK™ cables to share their results among themselves and write narratives about the differences in the results.
After the Activity
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Answers
1. Averages will vary.
2. randInt ( 0,5)
3. Averages will vary.
4. Complete more trials.
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Answers
1. Averages will vary until they start asking "which number?".
2. No
3. Averages will vary.
Extension: Have the students generate 100, 200 rolls of the dice. Do they see any difference from the smaller samples?