Performance Task on Probability 4th Year High School GOAL / ROLE The school will soon be having its

annual fair. As part of the Committee on Games and Amusement (five members per group), your task is to design an interesting game that will attract people of all ages to play and in return will help in raising funds. AUDIENCE You need to convince the administrators, teachers, and classmates to consider your proposed game. SITUATION The challenge involves creating a unique fair game where you will have to define its mechanics and explain the probabilities involved in your game. PRODUCT / PERFORMANCE Your proposed game will be demonstrated in front of the class accompanied by a written report that includes: (1) an overview of your game, (2) step-by-step instructions, (3) game description, (4) probability analysis, (5) and individual reflection. The demonstration and written report are needed in order to evaluate the games feasibility, probability, and mass appeal. STANDARDS See rubric on the next page.

CATEGORY Game

Instructions

Group Written Report

Probability Analysis

4 Students create a fully functioning game that students can play. They bring all of the game materials to class. Instructions are clear and easy to follow. The game can be played by others without referring to the game creators for help. Group has a comprehensive written report including: introduction, instructions, game description and probability analysis. The report has been thoughtfully prepared and provides insight into the actions of the group. Group provides accurate analysis of the math behind their game. The idea of a fair game is clearly explained in terms of their project and an alternative for making their game fair is presented. Reflection clearly explains students thought process during the project. The relevance of the project is clearly described. The work is presented in a neat, clear, organized fashion that is easy to read.

3 Students create a game that students can play. There may be slight oversights, but overall the game can be played. Instructions are somewhat clear and easy to follow. The game can be played by others with minimal interaction with creators of the game. Group has a written report including: introduction, instructions, game description and probability analysis. The report provides some insight into the actions of the group.

2 Students create a game, but it cannot be played in class.

1 Students have an idea for a game.

Group has written instructions but they are unclear and a verbal description of the game is necessary.

Instructions are incomplete.

Group has an incomplete written report including some of the following: introduction, instructions, game description, and probability analysis.

An attempt at a written report is made.

Individual Reflection

Group provides somewhat accurate analysis of the math behind their game. The idea of a fair game is explained in terms of their project. An attempt at providing an alternative for making their game fair is presented. Reflection attempts to explain students thought process during the project. The relevance of the project is described. The work is presented in a neat and organized fashion that is usually easy to read.

Group provides some analysis of the math behind their game. The idea of fair game is mentioned.

Group attempts some sort of analysis of their probability.

Reflection attempts to explain students thought process during the project.

Some attempt at a reflection is made.

Neatness and Organization

The work is presented in an organized fashion but may be hard to read at times.

The work appears poor and unorganized. It is hard to know what information goes together.