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Activity 1 Activity 2 Index Student Activity 1: Tossing a coin Student Activity 2: Tossing two coins

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Activity 1 Activity 2 Index Toss a coin. How many outcomes are there and what are they? Are the outcomes equally likely and why? Student Activity 1 Now, working in pairs, toss a coin 30 times and fill in the table on Student Activity 1C. You have a time limit of _____________ Lesson interaction

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Activity 1 Activity 2 Index Now, working in pairs, toss a coin 30 times and fill in the table on Student Activity 1C. You have a time limit of __________ Lesson interaction

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Activity 1 Activity 2 Index Why are the results now closer to the predicted values? If I get four heads in a row does that increase the chances of getting a tail next time? Can you think of any other real life situations which have only 2 possible outcomes? Lesson interaction

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Activity 1 Activity 2 Index Student Activity 2A Student Activity 2B Student Activity 2 Are all outcomes equally likely? Lesson interaction

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Activity 1 Activity 2 Index Predict and write down the outcomes you might get if you were to toss 2 coins simultaneously 28 times. (Why didn’t I pick 30?) Student Activity 2C Working in pairs, toss 2 coins simultaneously 28 times and record your results in table Do your results agree with your predictions? Lesson interaction

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Activity 1 Activity 2 Index Student Activity 2D Are these results in agreement with your predictions? The table only gives one option for heads and tails combination, while the original table showed HT and TH. Will this make a difference to the results? Why? How does this fit in with what you learned in the fundamental principle of counting? Lesson interaction

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Activity 1 Activity 2 Index If you tossed 2 coins simultaneously 1000 times how many of each of the possible outcomes would you expect? Is a game ‘fair ‘or ‘unfair’ if A wins if he gets two heads and B wins if the outcome is one head and one tail. How would you make the game ‘fair’? Reflection Write down 3 things you learned about probability today. Write down anything you found difficult. Write down any questions you may have Lesson interaction

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Bell Work: Factor x – 6x – 16 2. Answer: (x – 8)(x + 2)

Bell Work: Factor x – 6x – 16 2. Answer: (x – 8)(x + 2)

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