Exploring data collection and graphing -- Mathematics Instructional Plans (MIPs) help teachers align instruction with the  Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This is a series of two activities that should be used to support students in understanding the difference between experimental and theoretical probability

This is a series of two activities that should be used to support students in understanding the difference between experimental and theoretical probability

This 4 pack of Tic-Tac-Toe Graphing Games is great for a math station or small group activity. The students answer tic-tac-toe questions by analyzing the given graphs. If they get the question correct, they place their marker on the board . If they answer incorrectly, it moves on to their partners turn. The first person to 3 in a row wins. If no one gets 3 in a row, they play again.

The questions are very basic for beginning data analysis. The teacher can make a copy of the google doc and change the questions based on the classroom needs.

Students investigate the number of licks of a Tootsie Roll Pop needed to get to the center. In doing so they analyze class date to interpret and compare z-scores for normally distributed data; and apply properties of normal distributions to determine probabilities associated with areas under the standard normal curve.

This resource consists of a Java applet and expository text. The applet illustrates the triangle experiment: A stick is broken randomly into three parts. The events of interest are that the pieces form an acute triangle, an obtuse triangle, or no triangle.

Exploring the concept of probability -- Mathematics Instructional Plans (MIPs) help teachers align instruction with the  Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This resource consists of a Java applet and expository text. The applet illustrates the arrivals in a Poisson process where each arrival, independently, is one of two types. The time interval, the rate of the process, and the probability that an arrival is type 1 can be varied. The applet illustrates "splitting" a Poisson process.

This resource consists of a Java applet and expository text. The applet simulates a random sample from the uniform distribution on the interval [0,a], and computes standard point estimates of a. The bias and mean square error are also computed.

This resource consists of a Java applet and expository text. The applet is a simulation of the voter experiment, an interacting partile system that consists of a rectangular array of sites. At each discrete time unit, a site is chosen at random, a neighboring site is chosen, and the color of the first site is changed to that of the neighbor. The applet illustrates clustering of the colors and convergence to consensus.

This video is part of the Learn and Grow with WHRO TV series. Watch Kelsey Eanes teach about weather and graphing.

Predicting probability experiment outcomesMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Data collection, graphingMathematics Instructional Plans (MIPs) help teachers align instruction with the  Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Investigating and describing experimental and theoretical probabilities.Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom. 

What is Random? Through this project, students will discover what makes an outcome random. Emphasis will be placed on the difference between deterministic and nondeterministic outcomes.  The project starts out with a discovery activity where students will see the difference between creating data with a coin toss where they just make up the data and creating data through actually tossing a coin.Students will end the project by studying pseudorandom number generators, specifically the Middle Squared Algorithm. They will even create a program that uses this algorithm.  Enjoy!

The document below can be downloaded as a PDF document for use by the teacher.