Gold Seal Lesson:
Games People Play

Copernicus Education Gateway

 

Subject:

 

Mathematics

Grade:

 

 

9-12

 

 

 

ICLE Standards:

 

 

Mathematics as Problem Solving: Apply the process of mathematical modeling to real world problem situations.

Measurement: Use measurement skills in real world context.

Probability: Use theoretical probability to represent and solve problems involving uncertainty.

 

 

 

Performance Task:

 

 

Note to the teacher: You may wish to have this task done as a group assessment. Four or five students is the recommended number. The Band Boosters Club of Midland High School is planning a spring carnival to raise money for their annual band trip. Each class and organization of the high school has been invited to participate in the carnival by developing and building a game of chance. For their participation, each class or organization will pay the greater of a flat rate of $25 or 10% of their net income. The class/organization must submit a written application outlining the details of their game. The application must include the following:

  1. Design and exact dimensions of the booth needed for the game

  2. Name of game and specific rules for playing, including how one wins the game

  3. Cost for participants to play the game

  4. A detailed cost analysis indicating the expected net income before paying the Boosters Club.

  5. The amount of money the Boosters Club can expect to get from the class or organization

Your math class has decided to design and operate a CD-TOSS game, based on the familiar coin toss game. Instead of using coins, participants will “throw” defective or old discarded CDs donated by local music stores. A player tosses a CD onto a checker-like board. If the CD touches any line on the checker board, the player loses. If the CD does not touch any line on the checker board, the player wins. Participants will buy throws. For example, a person can buy 3 throws for $1 or one throw for 50 cents. A winning player has
his/her choice of a CD. A local merchant has agreed to help and will sell the math class up to 100 CDs at a discount price of $5 each to stock the booth.

Your task is to prepare the application that the class will submit to the Band Boosters Club. You must address all the items listed above in your application. You must also design and build a game board for your game. An addendum to your game should be submitted. This addendum must include a detailed explanation of the probability of a participant winning the game, all calculations used to complete your task, and a justification of why this is a viable game for the carnival.

Note to the teacher: You may want to integrate this task with the Language Arts classroom and have the students design an actual application form.

 

 

 

Knowledge / Skills:

 

 

Perform operations with signed (positive and negative) numbers, including decimals, ratios, percents, and fractions. (m1)

Determine the probability of single and compound events using the basic premise that the probability of an event is equal to the number of ways it can occur divided by the total number of outcomes. (m25)

Use the technique of dimensional analysis to convert units of measure (e.g., convert km/hr to m/min). (m33)

Present information in well-organized fashion that will be clear to the target audience. (ela11)

 

 

 

Rubric:

 

 

4 Points = The student independently completes all parts of the task. He/she uses appropriate strategies to in meeting the criteria of the problem. The student shows good organizational skills. All required computations are justified and accurate. The student shows good conceptual knowledge of the required probability concepts. The application and addendum are communicated in clear easy to read form and show extensive effort on the part of the student.

 

 

3 Points = The student requires some assistance to complete all parts of the task. He/she uses appropriate strategies in meeting the criteria of the problem. The student has adequate organizational skills. Most required computations are justified, but a few minor errors occur in the calculations. The student has some lack of conceptual knowledge with the probability concepts of the problem. Although the student has some difficulty expressing his/her ideas, the application and addendum are mostly clear and complete. The student shows that he/she put forth adequate effort necessary to complete the task.

 

 

2 Points = Even with assistance, the student is unable to complete the entire task. He/she demonstrates a considerable lack of conceptual knowledge in probability. The student is somewhat disorganized and makes several errors in computation. The application and addendum are incomplete and contain inaccuracies. The student put forth minimum effort in performing the task.

 

 

1 Point = The student does not complete the task. He/she shows little understanding of probability concepts. He/she use little analysis and is unable to employ strategies that would enable him/her to complete the task. The student is very disorganized and makes many computational errors. The application and addendum are sketchy and meaningless. The student shows little interest in the task and makes little attempt to complete it.

 

 

 

Keywords:

 

 

STATISTICS
MEASUREMENT
PROBABILITY
PROBLEM SOLVING
STATISTICS IN DAILY LIFE
COMPUTATION 
DIRECTIONS

 

 

 

Grades:

 

 

Kg [] - 1 [] - 2 [] - 3 [] - 4 [] - 5 [] - 6 [] - 7 [] - 8 [] - 9 [x] - 10 [x] - 11 [x] - 12 [x]

 

 

 

ICLE Application:

 

 

D

 

 

 

 

 

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