Count the Rainbow CCSS.Math.Content.7.SP.C.6

Learning Objective: I can collect the probability of Skittle colors and determine a relative frequency.

This is a real world application problem connecting probability in a context students enjoy and understand, candy! This activity allows students to evaluate a regular sized packet of Skittles by determining the frequency of each flavor. Everyone has a favorite Skittle, whether it is the cheery red or the new green apple green. This way students can evaluate how frequent their favorite colored Skittle is in typical packet of Skittles. As students participate in this activity they are connecting aspects of mathematics into a context problem that appeal to their lives. When students relate mathematics to real life situations they are able to connect its importance. Then, students can participate in a mathematical discussion to reason abstractly about the probability of different colored Skittles to determine the relative frequency found in all bags. As they discuss the problem students will be making sense of problems. When the students discuss the frequency and probability of skittles in the bag, they can relate it to the production of Skittles, which opens a discussion where students participate as responsible citizens by gaining further knowledge.

As students investigate the frequency of skittle flavors in their designated bags, they can create different representations to demonstrate the date. These representations can be frequency tables, frequency graphs, pictograph, histograms, line graph, bar graph, etc. As they apply these different representations the Skittle problem they are practicing areas of mathematics. Also, students can then relate the information to their classmates and discover patters to determine the relative frequency of Skittle flavors.

CCSS.Math.Content.7.SP.C.6
Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.

CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.

 

Cell Phone Companies Modeling 8.FB4 & 5

Which cell phone plan is the best for me?

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In this lesson, students are given a scenario that requires them to create a linear equation, complete a table and graph the function. The problem presented to the students is as follows: I am sorry to inform you, but your parents have decided to take you off their cell phone plan. Three cell phone plans are provided to different groups in the class. Students are to work in small groups to create their equation, after which they move to larger groups to construct a poster to present to the class. After working in large groups the class will come together and discuss all three cell phone equations and compare. Finally, students will individually decided which cell phone company fits their lifestyle and justify their conclusion. In this activity students will model with mathematics and create linear equations through an interactive activity that appeals to their age group.

Cell Phone Company Lesson Plan