Which Number Will Finish First?

Designed by:  Marian Davis, Meadowfield Elementary

1) CORE CURRICULUM OBJECTIVE(S): Explore the concept of probability(estimation) using concrete items and record observations.   (KSP2-1)

GRADE LEVEL:  Kindergarten    SUBJECT:  Math

2) OVERVIEW: Students will explore the concept of probability by using two different spinners to conduct an experiment.  These spinner activities provide experience with collecting data and representing it graphically.

3) FOCUS/ESSENTIAL QUESTION: How can we explore the concept of probability by using spinners?  How can we record our observations?

4) TIME FRAME:  One 45 minute lesson.

5) RESOURCES/MATERIALS:

4 orange spinners with equal regions for the numbers 1,2,3,4.

4 yellow spinners each divided such that half of each spinner is devoted to the number 3 and the other half  divided into 3 equal regions numbered  1.2. and 4.

Two recording sheets per student.

Sample Spinners:

                             Sample Recording Sheets:  

To be used with orange spinner.

  To be used with yellow spinner.

6) CULMINATING ASSESSMENT:    Students will be given recording sheets labeled at the top with a picture of each spinner.  Data will be collected by spinning the spinners.  Data will be recorded on the recording sheet for each spinner.

7) INSTRUCTIONAL ACTIVITIES:

1. Begin the activity by asking the students if they have ever played a game in which they used a spinner.

2. Show students the spinners that they will be using.  Explain that they will do two experiments, one with the orange spinner and one with the yellow spinner.

3. Show students the recording sheets.  Tell them that they will start by coloring the faces of the spinners orange or yellow. (Explain and demonstrate this procedure to the students).

4. Tell students that they will then spin the orange spinner and see which number comes up.  They will color a box in the correct column on their recording sheet.  Demonstrate by spinning the orange spinner and coloring the correct box on the recording sheet.

5. Tell them that you are going to spin again and color the correct box on the recording sheet.  (Continue spinning and recording until one number reaches the top of the column). *Point out that when a number comes up on the spinner for the first time, they are to color the box at the bottom of the new column.

6. Before students begin the experiment, ask them what is different about the two spinners.  (Hold up a yellow and orange spinner).

7. Have students predict which number will reach the finish line first when they spin the yellow spinner.  Ask the to explain why they think so as they offer predictions.  (Repeat the same procedure with the orange spinner).

8. Review directions with students.  Tell them that they will be working with a partner.  Each will have a recording sheet and will start with one spinner.  (Tell students to take turns spinning).  Each student will record on his/her own sheet as they take a turn.

9. Stress to students that as soon as one number reaches the top of its column, you should stop that experiment.  Then, get the other color spinner and begin the second experiment and record on the corresponding recording sheet.

10. When all students have completed their experiments, sort the papers into two piles, separating the records of the two different spinners.

11.  Pick up the pile of papers for the yellow spinner.  Tell students to listen carefully as you read off the number that finished first each time.  When you have gone through the pile, ask students if they could tell if one number came up more often that the others and which number it was.  (Ask students why they think that the 3 came up more often).

12. Repeat this procedure with the recording sheets for the orange
spinner.  If students cannot tell which number came up most often,  ask them what we could do to find out.

13. Tape the recording sheets across the board in four rows, one for each of the numbers.  By lining up the sheets in this way, a graph is constructed which makes it easy for students to see which number came up most often.

14. Proceed by asking questions such as:

* Which number came up most often?

* Which number came up the least?

* How many record sheets are posted altogether?

* If you did this experiment again, which number do you think might finish first?

15. Focus students on some of the individual results and discuss some of the things that they noticed. *Ask students, if they were playing a board game that involved racing a marker around a track to a finish line, which spinner would they want to use.