Probability & Graphing in the Classroom
Using hands-on and engaging lessons in math can help students enjoy the learning and retain new information and knowledge, better.
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General Lesson Concept:
Students will move through three different probability stations in your classroom. For larger classes, I recommend creating two of each station for a total of six. This will allow two groups to be completing the same station at the same time, without crowding one another.
The stations are flipping a coin, rolling a dice, and spinning a spinner. If you don’t have access to these materials, consider using a virtual option or modifying based on what you have in your classroom.
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Teacher Prep:
Use the Post-it® Super Sticky Mini Easel Pad to create instructions and bar graph outlines for each of the probability stations. Set up the materials each group needs and space them throughout the classroom. Each group will also need Post-it® Super Sticky Notes.
Each station should have:
Instructions
Bar graph outline
Probability prop (e.g., coin, dice or deck of cards)
Post-it® Super Sticky Notes
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Flipping a Coin Station:
Flip the coin 20 times. Each time you flip the coin, track the result on your bar graph using a Post-it® Note. One Post-itv Note represents one flip!
Rolling a Dice Station:
Roll the dice 30 times. Each time you roll, track the result on your bar graph using a Post-it® Note. One Post-it® Note represents one roll!
Spinner Station:
Spin the spinner 20 times. Each time you spin, track the result on your bar graph using a Post-it® Note. One Post-it® Note represents one spin!
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Lesson & Implementation:
Before you begin the stations, take a moment to walk your class through the instructions of each one. Be sure they understand that they are tracking their results with the Post-it® Super Sticky Notes.
Ask your students what the probability of each station is so they have an understanding of what should happen, theoretically. Once you discuss, you can send them off to start working!
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Consolidation & Gallery Walk:
Once the students are done with their station, you can have them rotate and try the rest of the experiments as well or have them do a gallery walk to see what happened with the other groups! This is a great way to consolidate the learning and have students understand that theoretical probability is not always the same as experimental probability.
