Unit Overview

In this unit you will investigate independent and dependent probabilistic situations and compare theoretical and experimental probability. You will practice displaying, summarizing, interpreting, and communicating univariate and bivariate data.

Unit

5

Essential Questions

? ?

How do different displays help you interpret data?

Academic Vocabulary

Add these words to your vocabulary notebook. categorical variables range experimental probability simple random sample (SRS) numerical data outlier theoretical probability

Why is it important to know if events are dependent or independent when calculating probabilities?

EMBEDDED ASSESSMENTS

This unit has two Embedded Assessments, after Activity 5.2 and 5.4. These embedded assessments allow you to demonstrate your understanding of probability, box plots, ﬁnding the mean, data displays, and random samples. Embedded Assessment 1 Probability, Box Plot, Mean p. 271 Embedded Assessment 2 Data Displays and Random Samples p. 291

© 2010 College Board. All rights reserved.

251

UNIT 5

Getting Ready

Write your answers on notebook paper. Show your work. red blue blue green The list below shows the number of hours the students in Ms. Gandera’s class spent on homework in one week. 6, 3, 0, 1, 3, 5, 5, 2, 3, 6, 6, 5, 7, 2, 6 5. Make a dot plot of the data. 6. Give the mean, median, mode, and range of the homework data. 7. Ms. Gandera created a histogram of the absentee rate of her students. Absences in Ms. Gandera’s Calss

10 9 8 Number of Students 7 6 5 4 3 2

© 2010 College Board. All rights reserved.

1. In the spinner pictured above, what is the probability of landing on each color? a. blue b. green 2. Jackie tossed a penny 40 times and the penny landed on heads 26 times. a. What was the experimental probability of landing on heads in Jackie’s trial? b. What was the theoretical probability of landing on heads in Jackie’s trial? 3. Tell whether each of the following is numerical or categorical data. a. eye color b. types of fruit c. height of students in the class d. weight of textbooks e. favorite sport 4. Garrett enrolled in a fitness program and followed a power walking plan. For the first nine days his progress chart showed his time in minutes for walking a mile were: 16, 15, 15, 14, 12, 12, 11, 11, 11. Find each of the following for Garrett’s power walking data: a. mean b. mode c. median d. range

1 0 1-2 3-4 5-6 7-8 9-10 Days Absent

a. How many students are in Ms. Gandera’s class? b. In which class interval is the median data?

252

SpringBoard® Mathematics with MeaningTM Level 3

Probability Rock, Paper, Scissors

SUGGESTED LEARNING STRATEGIES: Marking the Text, Role Play, Summarize/Paraphrase/Retell, Predict and Confirm, Create Representations, Quickwrite

ACTIVITY

5.1

My Notes

Rock, Paper, Scissors (RPS) is a fun two-person game. Some sources say that more people have played Rock, Paper, Scissors than any other game in the world. To play RPS, each player taps a fist in his or her palm twice. Then both players simultaneously extend their hands in the shape of a rock, piece of paper, or pair of scissors. The winner of a round is decided based on the following rules: rock beats scissors, scissors beats paper, and paper beats rock. If both players show the same shape, the round results in a tie. 1. Predict which will occur more often: a win for Player 1, a win for Player 2, or a tie. Explain your reasoning.

Rock breaks scissors. Scissors cut paper. Paper covers rock.

2. Play 30 rounds of Rock, Paper, Scissors with a partner, and write the frequency of wins in the table below.

© 2010 College Board. All rights reserved.

Frequency Table Tally Player 1 wins Player 2 wins Tie

Frequency

Unit 5 • Probability and Statistics 253

ACTIVITY 5.1

Probability

Rock, Paper, Scissors

SUGGESTED LEARNING STRATEGIES: Predict and Confirm, Debrief, Think/Pair/Share, Create...