Chances � The likelihood that something

    will happen. For example, �What are the

    chances that it will rain tomorrow ?�

    Equally likely events � Two or more

    events that have the same chance of

    happening. For example, when you toss

    a fair coin, heads and tails are equally

    likely.

    Experimental Probability � A probabil-

    ity that is found by experimenting. The

    experimental probability would be ratio of

    the number heads to the total number of

    trials.

    Fair Game � A game in which each

    player has the same chance of winning.

    Impossible Event � An event that can-

    not happen, for example, the probability

    of putting a quarter in a gumball ma-

    chine and getting the moon is zero.

    Law of Large Numbers � This law

    states, in effect, that the more trials of an

    experiment that are conducted, the more

    the experimental probability will approxi-

    mate the theoretical probability

    Outcome � A possible result of an ac-

    tion. For example, when a number cube

    is rolled, the possible outcomes aer

    1,2,3,4,5 and 6.

    Theoretical Probability � A probability

    found by analyzing a situation mathe-

    matically.

    Trial � One round of an experiment

    What Do You Expect?

    Glossary

    Connected Mathematics

    Project

    Everett Public Schools

    Mathematics Program

    Proposed Time Frame:

    Approximately 6 weeks

    What Do You Expect?

    Probability

    Unit Goals:

    Understand Probability

    Understand, determine

    and reason with

    experimental pr obability

    Understand, determine

    and reason with

    theoretical probability Find and reason with expected value

    Web Resources

    You will find the Factor

    Game and the Product Game at:

    www.illuminations.nctm.org

    Exploring Probability

    Exploring Histograms

     

    Tips for Helping at Home

    Good questions and good listening w ill

    help children make se nse of mathemat-

    ics an d build self-confidence. A good

    question opens up a problem and su p-

    ports different ways of thinking about it.

    Here are some questions you might try,

    notice that none of them can be an-

    swered with a simple �yes � or �no�.

    Getting Started

    What do you need to find ou t?

    What do you need to know?

    What terms do you understan d or

    not understand?

    While Working

    How can you organize the inf orma-

    tion?

    Do you see any patterns or relation-

    ships that w ill help solve this?

    What would happen if�?

    Reflecting about the Solution

    How do you know your answer is

    reasonable?

    Has the question been answ ered?

    Can you explain it another w ay?

    At Home:

    1 Talk with your child about

    what�s going on in mathem atics

    class.

    2 Look for ways to link mathe-

    matical learning to daily activi-

    ties. Encourag e your child to

    figu re out the amounts for halv-

    ing a recipe, estimating gas

    mileage, or figuring a restau-

    rant tip.

    3 Encourage y our child to sched-

    ule a regular time for home-

    work and provide a comfortable

    place for their study , free from

    distractions.

    4 Monitor y our child�s home-

    work on a regular basis by

    looking at one problem or ask-

    ing your child to briefly de-

    scribe the focus of the home-

    work. When your child asks

    for help, work with them in-

    stead of doing the problem for

    them.

    At School

    1 Attend Open House, Back to

    School Nigh t, and after school

    ev ents.

    2 Join the parent-teacher organi-

    zation

    Investigation 1: Building Boxes

    Develop the concept of surface area

    Develop the concept of volume

    Investigation 2: Designing Packages

    Find the surface area of a rectangul ar box

    Determine which rectangular prism has the least

    (greatest) surface area of r a fixed volume

    Investigation 3: Finding Volumes of Bo xes

    Find volumes of boxes by filling wi th unit cubes

    Determine that the total num ber of unit cubes in a

    rectangul ar prism is equal to the area of the base

    times the height (the volume)

    Learn that surface area is the sum of the areas of its

    faces.

    Investigation 4: Cylinders

    Find the volume and surface area of a cylinder

    Investigate interesting problems in volving the vol-

    um es and surface areas of cylinders and prisms.

    Investigation 5: Cones and Spheres

    Find the volume s of cones and spheres

    Find the relationships among the vol umes of cylin-

    ders, cones, and spheres

    Investigation 6: Scaling Boxes

     

     

    Design boxes for given specificati ons

    Investigate effects of varying dim ensions on volume

    and surface area

    Investigation 7: Finding the Volum es of Irregular Ob-

    jects

    Estimate the volume of an irregularl y shaped object

    by measuri ng the amount of water it displaces

    Understand the relationship betw een a cubic centi-

    meter and a m illimeter

    Connected Mathematics Project

    Mathematics in

    Investigations

    Phone: 425-385-4062

    Fax: 425-385-4092

    Email: mstine@everett.wednet.edu

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