Unit 3 Probability Game Project PDF

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its a english and math homeword tests i guess so like read it please...

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Unit 3: Probability - What are the Odds?

Design Your Own Game of Chance In this assignment, you will be designing your own game in fairs. The game should be the type of game that you would play at a carnival or amusement park. It cannot be a game that already exists; your group must create a unique game. You must be able to define the sample space and the probability of your games outcomes, so don’t make it too complicated or based on skill!

Goal: Your goal is to create a game of chance for carnival. You will need to make sure that your games will be appealing so many people will play. Role: You are a game designer who designs games for carnivals and fairs. Your work is designed to create fun experiences for people visiting the carnival. The group sponsoring the carnival wants people to have fun. The way this happens is by making sure that people can win and lose. Audience: One audience will be the people from the carnival. They will need to be convinced that your carnival game is fun. Situation: You oversee creating games of chance for a carnival. You want to make sure that your games will be appealing so many people will play. Create a digital presentation that summarizes your carnival game

and analyzes the data you collected. Include the theoretical probability of winning your game as well as the empirical probability from the data you collected, and the difference between the two. Show the number of trials vs number of wins. You must be able to define the sample space and the probability of your games outcomes, so don’t make it too complicated or based on skills. Products 1. Create a digital presentation that summarizes your game and Convince the Director of the Carnival that your game is fair. 2. Create a model of your game (3D – Model). It can be a scaled version of your proposed carnival game but should have all of the components of the actual game. 3. Create a set of instructions on how to play the game. The instructions must include: a. Objectives of the game/ideas. b. Rules of the game c. How many people can play the game? d. How much it will cost to play? e. What prizes are available? 4. Analyzes the data you collected: a. Include the theoretical probability of winning your game, b. Calculate the experimental probability from the data you collected. c. Difference between the Theoretical and Experimental probability. d. Calculate the rules for winning, include dependent and independent events; conditional probability and mutually and non-mutually exclusive events. e. Show the number of trials vs number of wins (PLAY YOUR GAME AND RECORD ALL THE FINDINGS). 5. Create an expense report showing: a. Expenses (to build the game, purchase prizes), b. Revenue (how much would it cost participants to play the game) c. Break-even point. (how many times must people play for you to cover your expenses) Final Products: 1. Game – Include all game boards, advertisement playing pieces, cards, balls, etc. for your game. 2. Instructions – You must create a set of typed instructions to 3. Clearly explain your game. They must be easy to follow so our fifth-grade players may read them and begin playing your game. 4. Write-Up to clear your game up. The Write-Up: 1. Introduction - Provide an overview of your game. (1 Per Group) a. What type of game is it? b. Where would you play this type of game? c. How much does it cost to play? d. What is the pay out of tickets if you win? 2. Instructions - Step-by-Step instructions for how to play the game. (1Per Group) 3. Game Description – What do you need to play the game? (1 Per Group) a. List all materials needed to play (dice, spinner, darts, ball, etc.) b. Create game board or advertisement to lure in players c. Should include rules, amount of tickets to play, and amount of ticket possible to win.

4. Probability Analysis (1 Per Group) a. Calculate the probability of all outcomes; include grids, trees, or Venn diagrams to show your understanding. b. Is the game fair? Show the mathematical calculations for the expected value of winning the game. c. If the game is not fair, how could you change the game to make it fair? 5. Reflection – Each student must write a 1-page reflection (1 Per Person) a. What were your overall feelings about this project? b. Did this project help you understand probability any better? c. On carnival day: Did you make a profit? Did people enjoy your game? What games do you think where most enjoyed by the players? d. How did you and your partner work together? e. Relevance: What have you learned about “Fair Games”? f. What is your opinion about casinos and the gaming industry? Objective B: Investigating Patterns i. select and apply mathematical problem-solving techniques to discover complex patterns. ii. describe patterns as general rules consistent with findings. iii. prove, or verify and justify, general rules. Objective C: Communicating i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations ii. use appropriate forms of mathematical representation to present information iii. move between different forms of mathematical representation iv. communicate complete, coherent and concise mathematical lines of reasoning v. organize information using a logical structure. Objective D: Applying mathematics in real-life contexts i. identify relevant elements of authentic real-life situations ii. select appropriate mathematical strategies when solving authentic real-life situations iii. apply the selected mathematical strategies successfully to reach a solution iv. justify the degree of accuracy of a solution v. justify whether a solution makes sense in the context of the authentic real-life situation.

Assessment Criteria (B & C) for this Project

Criterion B: Investigating Patterns

0 1-2

None of the following descriptors have been achieved.

3-4

5-6

Criterion C: Communication in Mathematics

7-8

0

None of the following descriptors have been achieved.

1-2

There is limited mathematical language and representation. Game board or instructions are missing. Lacking comments on two or more of the following: feelings on the project, working with a partner, their opinion on fairness of games, their understanding of probability, and expectations.

3-4

The student use limited mathematical language and representation. Game board and instructions are difficult to interpret, design is limited and basic to players. Lacking comments on one of the following: feelings on the project, working with a partner, their opinion on fairness of games, their understanding of probability, and expectations.

5-6

The student usually uses appropriate mathematical language and representation. Game board and instructions are present in an organized coherent structure; design is limited in colorful and appeal to the players. Commented feelings on the project, working with a partner, their opinion on fairness of games, their understanding of probability, and expectations.

7-8

The student consistently uses of appropriate mathematical language and representation. Game board and instructions are present in an organized logical structure; design is colorful and appealing to the player. Effectively communicated feelings on the project, working with a partner, their opinion on fairness of games, their understanding of probability, and expectations.

Real-life Applications Criterion D: Applying Mathematics in

0

None of the following descriptors have been achieved.

1-2

With some help the student selected some mathematical strategies to find probabilities of games. Probability calculations are oversimplified. The mathematics is applied with limited success.

3-4

The student selected some mathematical strategies to find probabilities of games. Probability calculations simple. The mathematics is mostly correct, reached a valid solution. The student discusses the fairness of the game.

5-6

The student selected appropriate mathematical strategies to find probabilities of games. Probability calculations are not just simple ratios. Use of grids, tree, and Venn diagrams enhance the explanation. The mathematics is mostly correct, reached a valid solution.

7-8

The student selected appropriate mathematical strategies to find probabilities of games. Probability calculations involve complex strategies such as compound or conditional events. The mathematics is correct without error, reached a correct solution....