Taking Chances At the Probability Carnival

The unit starts with review and practice with fractions including problems involving addition, subtraction, multiplication, and division. We also review and practice how to convert between decimals, fractions, and percents. Then, we talk about how all of these numbers can represent probability. Our class activities over the next week include playing different games to experience probability. We played games with dice, spinners, coins, and playing cards. This builds on students' knowledge of probability from sixth grade where students all designed and created spinners. In seventh grade, we add on to this knowledge with compound probability, including learning how to calculate it and what it represents in real life.

At the end of the unit, students sketch out their own ideas for games that represent compound probability with an emphasis on luck, not skill. We spend time in the ChangeMaker Lab making the games and students calculate the theoretical probability of winning their game. Finally, for Probability Carnival Day, students from some of the lower grades come to play the seventh graders' games. Seventh graders enjoy the opportunity to interact with the younger kids, explaining to them the rules of their games and keeping track of how many people play and win their game. Seventh graders use this data to calculate the experimental probability of winning their game. Finally, students complete a project reflection about the experience of designing, building, and playing their own games.

This year, we put a particular emphasis on sustainability and health. Students were not supposed to buy anything new for this project, but instead use only supplies from the ChangeMaker Lab or re-use materials from home. Students take great pride in giving out prizes for winners of their games, but we did not allow candy or other very sugary items. Instead, students could have prizes such as bracelets or stickers that they made or non-sugary snacks that they baked themselves. Seventh graders are encouraged to be resourceful and independent so that guardians/parents don't play a role in their project work.