Celina Stubbs

Grade Level: 6
Subject Area: Mathematics
Lesson Title: Statistics and Probability
Time required: 50 minutes
Outcome: SCO: SP3: Graph collected data and analyze the graph to solve
problems.
Learning Objectives:

Can determine the appropriate graph to best display a set of data

Can solve a given problem by graphing data and interpreting the results of
the graph
Can be given a set of data and create their own graph

Materials and Resources:

- Power point - attached
-Worksheets
- Graph Questions
-Chart paper
-markers
Instructions:
1)

2)

5 Minutes Class Discussion

Review material from previous class, which includes collecting data
through surveys, experiments, and research
Have the class brainstorm different types of graphs they have seen
before
-Pictographs, line plots, Venn diagrams, Carroll diagrams, bar
graphs, double bar graphs, and line graphs.
-Have students draw or describe what the graph looks like are
brainstorming
10 Minutes- Power Point
Focus on pictographs, line graphs, bar graphs and double bar graph

3)

5 Minutes Label Graph

Importance of clearly labeling graphs as they communicate
information well-organized, and easy to read.
Have students label a graph including X-axis title, Y-axis title, labels
and title of graph (example in power point)

4)

10 Minutes Activity
Survey students favorite sport in the class.
Present the data on the white board for class to see

5)

6)

Get students to work in groups of 3 and graph the information we

obtained. Students can use markers and chart paper.

15 Minutes Work Sheet Figure 2

Students can collaborate with each other and complete the work
sheet
5 Minutes- Wrap up
Review the answers to the worksheet
Have students discus three things they learned today
Tomorrow we will be looking at theoretical probability

Differentiation:

During activities students will be grouped equally according to their

understanding of the topic
If modified students are struggling working out answers to some questions,
they will have option of using a calculator
If done early, advanced students will be given questions to complete out of
the math textbook

References: New Brunswick Curriculum Document: Grade 6 Mathematics

Graphs
Name:
Date:

1.

This graph represents favorite fruit of grade 8 students

a) Refer to the bar graph above and label it.

b) What kind of fruit did the students like the most, explain your
answer?

c) What kind of fruit did the students like the least, explain your
answer?

d) What other type of graph could you use to represent the data
being displayed?
Explain your answer and draw a rough sketch of this graph.

Celina Stubbs
Grade Level: 6
Subject Area: Mathematics
Lesson Title: Statistics and Probability
Time required: 50 minutes
Outcome: GCO: Statistics and Probability (SP): Use experimental or theoretical probabilities to
solve problems
Learning Objectives:

Will identify all outcomes of an experiment probability

Identify the difference between theoretical and experimental probability
Identify the theoretical probability outcomes in a probability experiment
Compare experiment probability results with the theoretical results

Materials and Resources:

Dice, coin, bags, coin, different colour chocolate manipulates

Probability work sheet

Instructions:
1) 5 Minutes
Refresh on theoretical probability. Start by asking probability questions related to a two
sided coin: Ask for the probability of:
Flipping a heads (1/2)
Flipping a tails (1/2)
Flipping neither a head nor tails (0/2).
Proceed by asking students if they know what type of probability this is.
Theoretical probability
Move into an example with more possible outcomes, such as a die. Ask for the probability of:

Rolling a 3 (1/6)
Rolling a 2 (1/6)
Rolling any number (6/6)

Ask the students to take a minute and think of the formula they are using to calculate their
answers. Ask for a volunteer to write their answer on the white board and explain.
Theoretical Probability: # of favourable outcomes / total # of possible outcome
2) Activity -5 Minutes
Place a bag of chocolates on each table and ask the students to work in groups to write
out all the possible outcomes of ten trials.
Probability of grabbing a red chocolate (5/10)
Probability of grabbing a chocolate (10/10)
Probability of grabbing a green chocolate (4/10)
Probability of grabbing a blue chocolate (1/10)
3) Post Activity Discussion 10 minutes
Discusses what probability is and the importance of it. Also incorporate everyday
examples
Describe to the class that it is often hard to predict theoretical probability in the real life
situations. Incorporate that theoretical probability can be used to determine the outcome
of real life events but this percent is not always accurate as real life factors come into
play
Explain that we must rely on observation of several trials.
Than ask the class what this type of probability rely on trials
4) Experimental probability 10 Minutes
Experimental Probability: This is the frequency of an event happening.
Talk about a formula is represent Experimental probability
Experimental Probability = Number of observed successful occurrences/Total
number of trials in the experiment
5) Activity #2 10 Minutes
Get students to perform10 trials using experimental probability. Use the same bag
of chocolates they used in first activity.
Record results on white board
Compare the difference in the results of the experiment probability and the
theoretical probability results.
Discuss with the students what would happen as we performed more trials.
6) Wrap up and Work Sheet - 10 minutes
Have students complete the work sheet
Go over the answers
Give a brief over view of the two types of probability (experimental and
theoretical)
Differentiation:

-Advanced students will be given the option to go on the computer and work on online math
games at http://www.coolmath-games.com/
- If modified students are struggling working out answers to some questions, they will have
option of using a calculator
- During activities students will be grouped equally according to their understanding of the topic

References: New Brunswick Curriculum Document: Grade 6 Mathematics

Practice Probability Problems

1) You flip a coin. What is the probability of rolling heads? 1/2
2) You roll a six sided die. What is the probability of rolling a 5? 1/6

3) You pick a card at random:

4) You pick a marble at random:

5) You spin the spinner once:

what is the probability of picking odd? 3/6

what is the probability of picking red? 5/7

what is the probability of picking red? 2/10

6) You pick one card at random from a stack of: 5 green, 1 red, 2 blue, 1 yellow, 1 brown, 1
purple. What is the probability of choosing green? 5/11
7) You select a marble without looking and then put it back. If you do this 7 times, what is the
best prediction possible for the number of times you will pick a marble that is not yellow?

6/7
8) You select a marble without looking and then put it back. If you do this 10 times, what is the
best prediction possible for the number of times you will pick red or a purple marble?
10
9) There are five slices of pizza in a box: 2 pepperoni, 1 mushroom, and 2 eggplant. If you reach
into the box without looking and take a slice, what is the probability you will get pepperoni? 2/5
10) You toss two dice. Each time the two dice add up to an even number player A gets one point.
Each time they add up to an odd number player B gets one point. Is this a fair game? Explain.
Yes
Bonus:

You toss two coins in the air. What is the probability of both coins landing on heads?
Explain.

Celina Stubbs
Grade Level: 6
Subject Area: Mathematics
Lesson Title: Statistics and Probability
Time required: 50 minutes
Outcome: GCO: Statistics and Probability (SP): Use experimental or theoretical
probabilities to solve problems
Learning Objectives:

Determining the experimental probability of outcomes in a probability

experiment
Comparing experimental results with the theoretical probability for an
experiment
Graph the results of a theoretical and experimental probability

Materials and Resources:

-Markers
-Chart paper
-Tape
- Data from previous class (Oct.20) every student will have different data
Instructions:
1) 10 minutes Review
Difference between experimental and theoretical probability
Experimental Probability: This is the frequency of an event happening
Theoretical probability: The likelihood that an event will happen
Get students to give an example of each
Formula for each:
Experimental Probability = Number of observed successful
occurrences/Total number of trials in the experiment
Theoretical Probability: # of favourable outcomes / total # of possible
outcome
Experimental probability relies on trials
2) 20 Minutes Activity
Have students take out sets of data that was conducted during class
Thursday Oct. 20
Theoretical data included probability of grabbing: a red chocolate 5/10,
a green chocolate 4/10, a blue chocolate 1/10.
Experimental data collected will be different for all students

Put students back in the same groups they worked with previous class
and each will have the results from of the experimental probability
Students were to perform 10 trials of grabbing a chocolate and record
findings
Students will use chart paper and graph the results of both the
theoretical and experimental probability using markers.
Students will make two graphs to represent both sets of data.
Make sure graphs are labeled correctly

3) 5 Minutes Gallery Tour

Post the graphs around the room and have students view the graphs
around the room.
4) 10 Minutes Discussion
Ask students how their theoretical data compared to their
experimental data. Was their extremes? Was there anything alike?
Ask students what would start happening to the graphs if you did more
trials with the experimental probability.
View the types of graphs the students made and ask why they choose
that particular type of graph.
5) 5 Minutes - Exit slips
Finish the class by getting students to individually write down three
things they learned this class and 3 things they are confused about.

Differentiation: -Advanced students will be given the option to go on the

computer and work on online math games at http://www.coolmath-games.com/
- If modified students are struggling working out answers to some questions, they
will have option of using a calculator
- During activities students will be grouped equally according to their understanding
of the topic
References: New Brunswick Curriculum Document: Grade 6 Mathematics