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RPH

1. The document outlines a teaching and learning activity on probability involving students playing the role of Pierre de Fermat and Blaise Pascal to explore the concepts of sample spaces and probabilities of events with equally likely outcomes through rolling dice. 2. Students are divided into groups to discuss whether they would accept a challenge by Chevalier de Méré that he will roll a prime number before the students roll an even number. 3. As an individual work, students calculate the probabilities of rolling odd numbers, even numbers, and prime numbers, then exchange answer sheets with partners for discussion and feedback.

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Lavina Nair
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206 views3 pages

RPH

1. The document outlines a teaching and learning activity on probability involving students playing the role of Pierre de Fermat and Blaise Pascal to explore the concepts of sample spaces and probabilities of events with equally likely outcomes through rolling dice. 2. Students are divided into groups to discuss whether they would accept a challenge by Chevalier de Méré that he will roll a prime number before the students roll an even number. 3. As an individual work, students calculate the probabilities of rolling odd numbers, even numbers, and prime numbers, then exchange answer sheets with partners for discussion and feedback.

Uploaded by

Lavina Nair
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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TEACHING AND LEARNING ACTIVITY

Topic

: PROBABILITY II

Learning Objective

: Understand and use the concept of probability of an event.

Learning Outcomes

: Students will be able to

1. Determine the sample space of an experiment with equally likely outcomes. 2. Determine the probability of an event with equiprobable sample space.

Activities

Induction set 1. Teacher introduces the concept of chances by asking the following questions to the students: i. ii. Have you played flight chess before? In order to get your plane out of the base, did you ever think that it is always harder to get a 6 than getting any other numbers from rolling a die? 2. Students are exposed to some history of probability and the story between the Chevalier de Mr, Blaise Pascal and Pierre de Fermat.

Activities

ROLE PLAY 1. Students are divided into group of two. 2. In each group, there will be a student who acts as Pierre and the other student acts as Pascal. 3. Each group is given a die. 4. Students are asked to carry out the following instructions: i. ii. Observe the die and list out all the possible outcomes from rolling the die once. Pierre rolls the die once while Pascal records the result.

iii. iv.

Pascal rolls the die once while Pierre records the result. Discuss in group, what is the chance of getting that particular results of Pascal and Pierre?

5. Teacher guides the students to make a conclusion that we have the same chances of getting any numbers from rolling a die. 6. Teacher then gives the following instruction: i. ii. Pascal makes one roll and Pierre makes one roll. Then sum up the results. How many ways of getting a sum of 10 in two rolls? Discuss.

7. Students make a conclusion as to there are three ways of getting a sum of 10 in two rolls.

GROUP WORK 1. Students are divided into group of six. 2. Teacher shows the following statement on the screen. Chevalier de Mr wants to challenge you, saying that he will get a prime number before you get an even number by rolling a die.

3. Students are asked to discuss in group: i. ii. Will you accept his challenge? Justify your answer.

4. Each group presents their decision and the reasons behind that decision in front of the class.

INDIVIDUAL WORK (EVALUATION) 1. Students solve the problems by calculating the chances of getting the following results: i. ii. iii. Chance of getting odd number in one roll. Chance of getting even number in one roll. Chance of getting prime number in one roll.

2. Students exchange their answer sheet with their partner. 3. Teacher discusses the answers with the students.

CONCLUSION 1. Teacher guides the students to make a general conclusion about the chances for an event to occur. 2. Students learns the connection between the chances and the concept of probability. 3. Students make a conclusion about the formula of probability.

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