Probability Activity - Hands-On Challenge with Skittles - PBL with Math

Rated 4.69 out of 5, based on 46 reviews

4.7 (46 ratings)

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Absolute Value

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Grade Levels

7th - 10th, Homeschool

Subjects

Math, Algebra, Geometry

Resource Type

Projects, Activities

Standards

CCSS7.SP.A.1

CCSS7.SP.A.2

CCSS7.SP.B.3

CCSS7.SP.C.5

CCSS7.SP.C.6

Formats Included

Pages

41 pages

$4.00

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Absolute Value

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What educators are saying

My students enjoyed using this as a review for probability before MCAS. Allowing them to have candy was a bonus to them!

— Lauren S.

Rated 5 out of 5

This is my favorite math lesson to teach. My students love anything that has to do with candy and this helped teach probability in an easy and fun way.

— Tabitha H.

Rated 5 out of 5

Description

Standards

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Reviews

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Description

Probability comes alive with this differentiated, student-led activity! The Skittles Probability Challenge provides practice using simple and compound probabilities in both theoretical and experimental fashion. Each student is given random data to work with. No two samples are identical.

Students will:

Make predictions based on logic.
Determine the sample size of their personal data.
Create a simple or two-way table to organize their data.
Construct a graph or box & whisker plot to display their data.
Calculate simple probability.
Compute compound probability.
Evaluate the difference between “and” & “or” in a probability statement.
Analyze outcomes.
Work collaboratively to evaluate a combined sample.
Explore real world applications for probability.

You will love the easy prep … make some copies and bring some Skittles. I have provided a prep list for you.

Your students will love the engaging, collaborative atmosphere of experimentation. They will enjoy exploring ideas, engaging in mathematical discussion, and finding real-world conclusions.

Probability will become everyone’s favorite unit of the year. Inquiry-based learning leads to greater retention. It’s a win-win!

This product includes three versions of the activity, meeting the needs of students in advanced 5th grade through high school. Students should already know how to multiply with rational numbers. This project takes one to two hours to complete based on student mathematics level. It’s a great project for the end of the year, practice for the 7th Grade SBAC Performance Task, or an introductory activity for a unit on 10th grade probability.

The following downloads are included with this project:

Teacher Instructions
Student Instructions (3 versions)
Individual Data Analysis Worksheet (3 versions)
Combined Data Analysis Worksheet (3 versions)
6 Enrichment Extension Ideas
Sample Keys (3 versions)
Grading Rubrics (3 versions)
Student samples

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What other teachers are saying…

“Fun way to explore theoretical and experimental probability!”

Katie V. (7th grade)

“This is a great activity to practice probability concepts. It is all built right in AND it comes with three levels for differentiation included, saving me so much time and effort.” Jennifer C.

“I liked this project because it was differentiated and completely student led. This is a great resource to reinforce probability, and my students enjoyed doing it.”

Deana H. (7th grade)

“I used this project with a high school class. I used the extension options to adjust the expectations to meet the level of our class. The students were highly engaged & enjoyed the project. The inclusion of a grading rubric and student sample made this project easy to explain and assess.”

Lori Y. (11th grade)

My 7th grade students loved this assignment! It was challenging and creative. Thanks!

Mary G. (7th grade students on the autism spectrum)

I used this product with my Geometry students during our last class period. It kept them engaged and learning even throughout our last class period togethe

Jennifer W. (9th-10th grades)

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Standards

to see state-specific standards (only available in the US).

CCSS7.SP.A.1

Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.

CCSS7.SP.A.2

Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.

CCSS7.SP.B.3

Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.

CCSS7.SP.C.5

Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

CCSS7.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.

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