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Number Cube Probability (Updated!)

Students roll number cubes and use a spreadsheet to record how many times they land on numbers one through six, and demonstrate knowledge of mathematical probability.

Application Exercises give students an opportunity to apply concepts they have learned in previous instruction. Work completed by a student will be graded through a variety of scoring options including participation and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include open-ended questions, correct/incorrect responses, a final product and/or self-assessment.

Teacher-Facing Resources

Type:Application Exercise

Estimated Time:60 minutes

Grades:6-8

Score Type:Mixed Graded

Available Language: English

Vocabulary: Graphs/Tables, Math, Percentages, Probability/Statistics, Spreadsheet Software

Primary Objectives:

Student creates a pie chart from spreadsheet data to display probability study results.
Student uses math skills to create a spreadsheet.

Secondary Objectives:

Student demonstrates knowledge of mathematical probability.

Subjects:

Bold Italicized Headings Layout

Language Arts > Writing > Visual Aids Expository > Bold Italicized Headings Layout

Calculation/Notation

Mathematics > Statistics Probability > Probability > Calculation/Notation

Circle

Mathematics > Statistics Probability > Graphs and Charts > Circle

Communication

Mathematics > Process Standards > Models/Representations > Communication

Compare

Mathematics > Statistics Probability > Graphs and Charts > Compare

Compare/Different Data Sets

Mathematics > Statistics Probability > Graphs and Charts > Compare/Different Data Sets

Construct Display/Circle

Mathematics > Statistics Probability > Graphs and Charts > Construct Display/Circle

Data Collection for Decision Making

Library Media > Information Technology > Student Use > Data Collection for Decision Making

Data Collection for Decision Making

Technology Education > Digital Literacy > Student Use > Data Collection for Decision Making

General

Mathematics > Statistics Probability > Probability > General

General

Mathematics > Statistics Probability > Graphs and Charts > General

Graphic Organizers (Venn Diagrams,etc.)

Technology Education > Information Technology > Software Applications > Graphic Organizers (Venn Diagrams,etc.)

Interpret or compare results

Mathematics > Statistics Probability > Study/Sampling > Interpret or compare results

Organize/Sort

Mathematics > Statistics Probability > Data > Organize/Sort

Problem Solving

Technology Education > Information Technology > Student Use > Problem Solving

Spreadsheets

Mathematics > Statistics Probability > Computation/Technology > Spreadsheets

Spreadsheets

Library Media > Information Technology > Software Applications > Spreadsheets

Spreadsheets

Technology Education > Information Technology > Software Applications > Spreadsheets

Student Evaluation and Selection of Tools / Software for Task

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task

Use appropriate tools strategically

Mathematics > Process Standards > Common Core > Use appropriate tools strategically

	EXCEEDS (4)	MEETS (3)	APPROACHES (2)	DOES NOT MEET (1)
Directions and Participation	The student followed all directions and went above and beyond in answering all questions in the assignment.	The student followed all directions and answered all questions in the assignment.	The student followed most directions and answered most questions in the assignment.	The student did not follow directions or answer the questions in the assignment.
Required Final Product Components	The final product includes additional elements to enhance the assignment beyond the required components.	The final product includes all components required by the assignment.	The final product includes most of the components required by the assignment.	The final product does not demonstrate the components required by the assignment.
Organization and Originality	The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.	The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.	The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.	The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application	The final product clearly demonstrates an accurate and deep level of understanding of the concept.	The final product demonstrates an accurate and appropriate level of understanding of the concept.	The final product demonstrates some understanding of the concept.	The final product demonstrates little to no understanding of the concept.

ISTE

S.5.b

Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

CSTA

2-DA-08

Collect data using computational tools and transform the data to make it more useful and reliable. (P6.3)

CCSS

ELA-Literacy.W.6.2a	Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.7.2a	Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.8.2a	Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Math.Content.7.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.
Math.Practice.MP4	Model with mathematics.
Math.Practice.MP5	Use appropriate tools strategically.
ELA-Literacy.RST.6-8.7	Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Aligned to National and State Standards

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