What are the Chances of Designing a Brilliant Probability Game?! Billie Radomiljac S287367 EMA200 Assignment2 2020

Introduction

Welcome to this year four mathematics Webquest!

This WebQuest focuses on probability and chance, and specifically how it can be used in fun and engaging games!

Probability is about the likelihood or possibility of an event occurring. Probability can be related to everyday events and probability language can help people discuss and understand everyday events in relation to other events. 

For example, what is the probability that today will be rainy if the weather forecast for today is sunny? What language would you use to describe those events in relation to one another?

What about the chance of you getting your weekly pocket money if you have completed all of the necessary chores at home? What words would you use to describe these two events? 

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Task

Your task is to design a game using chance and probability. 

During this quest you will be learning the important language of probability, testing a number of probability games and then using your knowledge to design, create and play your very own probability game for you and your classmates!

This task requires you to have a strong understanding of chance and probability, and therefore will require you to do extensive research of current probability games.

Good luck!

Image result for dice

Process

Lesson One 

In this lesson you will learn the language of probability and discuss scenarios in partners using the correct probability language. 

Watch the following ABC video ''The Giraffe Ate It'' http://education.abc.net.au/home#!/media/1566284/

 

Use the following list of words to help you and your partner agree upon the appropriate language for a selection of scenarios given to you by your teacher.

PROBABILTY 

CHANCE

CERTAIN 

UNLIKELY

IMPOSSIBLE

EQUALLY LIKELY

LIKELY

Create a probability line such as the one below in your workbook to show the probability of the scenarios occurring. Draw pictures to demonstrate the scenarios and make sure you include the correct probability language!

 

 

Reflection: How confident do you feel about the probability language? Why do you think probability language is important for everyday scenarios? 

Extension: follow the link to use spinners and make predictions on what will happen. answer the questions below in your workbook.

http://www.scootle.edu.au/ec/viewing/L2380/index.html#

  • What affects the likelihood of a colour being spun?
  • How can you prove it?
  • Can you correctly predict what colour will be spun?
  • Is your next spin affected by what you spun the turn before?
  • How can you prove it?

Lesson Two

In this lesson you will work in small groups to learn and play a dice probability game and discuss the outcomes of each round. This begins your investigations in preparation for designing your own probability game. In this particular game, the Greedy Pig Dice Game, you will need to consider the likelihood and make judgements on whether to play it safe or take risks in order to get as many points as possible. Good Luck!

Image result for cartoon pig

The Greedy Pig dice game rules: 

What you will need: one dice, one cup, a recording table drawn into your books.

One number on the die (e.g. 2) is selected as the ‘poison’ number.

Everybody in the group stands. A regular six-faced die is rolled, and everyone receives the points according to the number rolled.

 The die is rolled again, and everyone adds on those points to the previous points obtained. You may sit if you’re satisfied with your points total so far. However, if the poison number (2) is rolled, those left standing lose all their points! Those sitting keep their points for that round.

The round continues until no one is left standing.

Every person records their points total for Round 1.  

Now everyone stands to start Round 2, and the die is rolled again and everyone accumulates their points as in Round 1.

Keep rolling the die until no one is left standing.

Repeat the procedure for a total of five rounds.

The winner is the person with most points after 5 rounds. 
 

Reflection: what did this game make you realise or understand differently about probability? was each roll dependent or independent of the roll before it? why is this?
 
Extension: play ''Did I roll a 2?'' follow the link below. 

file:///C:/Users/billi/OneDrive/Pictures/DidIRollA2.pdf

https://www.scootle.edu.au/ec/viewing/S2575/DidIRollA2.pdf

Lesson Three

It's time to keep playing and keep investigating the best probability games out there! today as a whole class, and then in smaller groups you will play the probability game Multiplication Bingo and discuss the effectiveness of it as a probability game. 

Multiplication Bingo rules:

What you will need: 4x4 white board bingo boards, multiplication cards pack

Students first insert 16 different numbers between 0 and 99 on their first Bingo Board – numbers they think may be the answers to the multiplication cards to be read out by the teacher.

The teacher shuffles the pack of 100 cards and then reads them out one at a time from the pack, pausing for students to work out their basic facts and mark off the numbers.

 If the teacher reads out ‘7 fives’, the students cross off 35 on their boards if they have it.

 Students call out ‘Bingo’ when they have a row, column or diagonal of four numbers crossed out.

The first student to call out ‘Bingo’ is the winner.  
 

Reflection: After playing the game once, discuss which numbers were good to have on the board. Was zero a good number to have? if so, why? What other numbers had a reasonable likelihood of being selected?

If you have time, play the game again and use the ‘likely’ numbers. Then discuss the best positions to place the ‘likely’ numbers. 

overall, did you like this probability game?

Lesson Four

In this lesson you will work in small groups to design, modify and test your very own probability game!

Use the link below to discover board game templates or create your own design, or don't use a template at all! 

http://www.museumofgaming.org.uk/documents/DesignYourOwnGame.pdf

hint: make sure you give your game a really catchy and fun name!

Lesson Five

In this lesson your games will be completed and classmates will have the chance to try out your game and give you feedback. happy playing!

please find the important evaluation forms in the evaluation tab of this Webquest. 

 

Evaluation

The following rubric is what the teacher will be using to grade each student individually. Have a read through to make sure you know what your teacher is looking for!! 

Category

Effective- 3

Minimal- 2

Unsatisfactory-1

use of appropriate probability language to describe, link and explain the occurance of everyday events.

Uses correct language and can explain the occurance of events in relation to other events occuring. Contributes to group and class discussion by providing relevant information and asking appropriate questions.

uses mostly correct language and can identify variations of results throughout games. Contributes to group and class discussion on a regular basis and is fairly consistent with asking questions and providing relevant information.

 

has not used probability language. Contributes a little and attempts to confirm ideas and provides a sentence or two to summarise thoughts.

 

works collaboratively and effectively in a group to design a successful probability game

excellent collaboration with group during creation of the game. highly neat presentation and detailed game information.

Good effort when working with the group, the presentation is neat and there is some information relevant to the game. 

 

little effort of collaboration and minimal evidence of an effective game.

 

Creativity of game and use of prior game research in final product.

Evidence of effective research during prior lessons, fantastic creativity and incorporation of new rules and design. 

Some evidence of creativity in presentation of the game. 

no evidence of creativity or new rules in the game design.

 

 

The following forms are important for you to complete honestly and critically for yourself and for your classmates in order for us all to improve and develop our mathematical skills. 

Team Contribution Form

copy and paste as many of the following forms as needed to complete the survey for each member of your group including one for yourself!

Team Member____________________________ Your Name____________________________________________ 
 
highlight the rating that best describes your team member’s contribution to the project. 
 

4-They contributed equally in creating the game and fulfilled all of their part of the project.

3-They contributed equally in creating the game and fulfilled most of their part of the project 

2-They contributed little in creating the game and fulfilled little of their part of the project.

1-They did not contribute in creating the game and did not fulfill their part of the project. 
 
 
  Team Member________________________ Your Name____________________________________________ 
 
Circle the rating that best describes your team member’s contribution to the project. 

 
4-They contributed equally in creating the game and fulfilled all of their part of the project.

3- They contributed equally in creating the game and lfilled most of their part of the project  

2- They contributed little in creating the game and fulfilled little of their part of the project.

1- They did not contribute in creating the game and did not fulfill their part of the project. 

 

Peer Assessment Form 

copy and paste as many forms as needed depending on how many games you trialled! 
 
Name of game____________________________________________________________

Who created the game_____________________________________________________

Who played the game______________________________________________________
 
On a scale of 1-4, rate the following 4 categories for the game you played. 
 
4 = Yes!   3 = For the most part  2 = Somewhat  1 = Not at all 
 
Category Criteria

Score Rules: Were the rules clearly outlined and easy to understand?  

Accuracy: Was the answer key accurate and complete?

 Effort: Was there effort put into creating this game? Were all the game pieces included?

Fun: Did you have fun playing the game?

 
AVERAGE SCORE (add up the 4 scores and divide by 4) 

 

Conclusion

You have now completed the year four probability WebQuest!

How many games did you trial? 

Did you have a favourite? Why was it such a good game?

Can you turn to a partner and tell them what the probability would be of you playing your own game and why?

You will have the opportunity to hear some of the feedback of your game and then discuss with your group the feedback and collaborate on any possible improvements that could be made. 

Image result for probability

Credits

websites used:

ABC education video http://education.abc.net.au/home#!/media/1566284/

Scootle website

Museum of Gaming website

Australian Mathematics Teachers journal article- Improving students' attitudes to chance with games and activities

Maths is Fun website

Pinterest 

Teacher Page

Learning Outcomes: The WebQuest is designed to equip students with the foundations of probability language and the skills to identify and describe the chances of everyday events occurring in relation to other events. It has also been designed to develop an enjoyment and interest in the topic of chance and probability, through students opportunity to play chance games and collaborate to independently make their own games with little direction or structure from the teacher in regards to how the game should look or be played. 

Year Four Curriculum Outcomes linked to the Webquest

ACMSP092- Describe possible everyday events and order their chances of occurring.

ACMSP093- Identify everyday events where one cannot happen if the other happens.

ACMSP094- Identify events where the chance of one will not be affected by the occurance of another. 

Year Four Mathematics Proficiency Strands

  • understanding includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals, using appropriate language to communicate times and describing properties of symmetrical shapes
  • fluency includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns with shapes and their transformations and collecting and recording data
  • problem-solving includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations and using properties of numbers to continue patterns
  • reasoning includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles, communicating information using graphical displays and evaluating the appropriateness of different displays

The outlined Webquest requires students to use and develop a number of skills related to the year four proficency strands, including using appropriate mathematical language, recalling information, modelling and recording authentic situations and evaluating the appropriateness of different displays. During the WebQuest, students will play a number of games that already currently exist, discover faults such as issues playing in large or small groupsand suggest improvements. Students have the opportunity to collaborate extensively during this WebQuest through sharing their ideas within groups, and then deciding on a rough plan for their own game. This involves working well in a team, listing possible resources required, making decisions and detailed planning. Each group of students produces a detailed design, then creates the game plays to checks the finished version. This involves selecting and using appropriate probability factors in order to meet the Webquest requriements. Finally, the groups exchange games with other groups and test them. The testing and evaluating is a highly important part because students must engage critically in the playing of the games and cannot just be passive team members. During the conclusion of the WebQuest, groups are given the opportunity to read over their feedback and evaluate their final product and discuss possible improvements.