Math 2 Lesson Plans

Lesson Plans - Math 2

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[WASL Glossary (PDF format)]
Look up the meaning of math terms not in your text. [Here ] [and here!]

[CMP - How Likely is it?] [Click here for the math in this unit...]

[Need some additional credit for missed assignments?] This assignment will count for 3-5 credits (missing assignments) depending on adequate data and presentation. [Here is a scoring guideline for these type of activities: ]
10-28-2002
1. =WarmUp EQ Fr....
2. -HW P506.1FlUp...
OBJECTIVE: #To gain experience in choosing appropriate simulation strategies #To understand, find and compare experimental and theoretical probabilities #To gain experience in critically analyzing and interpreting probabilistic statements. ACTIVITIES: P51+ Applications 1-4 and 5-7 NOTES: HOMEWORK: Finish in class work if not done.

10-29-2002
1. =WarmUp CmnDenom.
2. -P51+ 1-7 finish.
OBJECTIVE: See 10-29 above. ACTIVITIES: P114, Additional Practice 5. Work with pairs. Students will need to cut-out and assemble 4-dice to play. NOTES: Need 4-dice HOMEWORK: Finish write up of Investigation 5
Investigation 5

1. The Four-by-Four game involves two four-sided dice. Each die 
has four triangular faces numbered 1, 2,3, and 4. The result of 
a roll is the number on the face touching the table.

  To play the game, players take turns rolling the dice and 
adding the results. If the sum is odd, the first player gets a 
point. If the sum is even, the second player gets a point.

  a. Find a systematic way to list all the possible number pairs 
that can be rolled and the sum for each pair.
  b. Is Four-by-Four a fair game? Explain your reasoning.
  c. Which sum is most likely and what is its probability?
  d. What is the probability of rolling a sum of 6?
  e. What is the probability of rolling a sum of 3?
  f. What is the probability of not rolling a sum of 8? Explain 
your reasoning.

2. Suppose the rules of Four-by-Four are kept the same except that i
nstead of finding the sum of the two numbers rolled, you find the 
product.

  a. List all the possible products that can be rolled.
  b. Is this version of Four-by-Four a fair game? Explain your 
reasoning.
  c. Which product is most likely and what is its probability?
  d. What is the probability of rolling a product of 5?
  e. What is the probability of rolling a product of 12?
  f. What is the probability of not rolling a product of 2?
  g. What is the probability of rolling a product greater than 3?
Here is the net for folding up a 4-sided die. You can copy the image to your favorite graphic program and make copies so you can have a pair.

10-30-2002Early Release Day
1. -HWP114 Inv-5....
OBJECTIVE: #To increase understanding of experimental and theoretical probability #To appreciate the power of probability for making predictions and decisions. ACTIVITIES: Distribute Progress Report #4. P57, problem 7.1 'Curling your Tongue' NOTES: Collect Data HOMEWORK: None
10-31-2002
1. =ProgReport #4...
2. =WarmUp CD/EqFr..
OBJECTIVE: See 10-30-2002 above. ACTIVITIES: Warm up on finding the common denominators AND equivalent fractions for pairs of fractions. Survey class for the items listed on the Genetic traits activity data base Determine the experimental probability in the Math2 classes. Discuss the theoretical probability. NOTES: HOMEWORK: Read pages 58 to 60 on'Tracing Traits.' Write down at least one question about the material
[Genetic Traits Database - check this out. Maybe our classes can contribute!]
11-1-2002
1. -HW Traits Ques..
2. =Traits DB.......
OBJECTIVE: See 10-30-2002 above ACTIVITIES: Pp65-67 Looking Back and Looking Ahead. Start on solving these problems NOTES: HOMEWORK: P66-67 1-3

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