Mathematics 9 -
Statistics and Probability (Chance and Uncertainty)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

In order to prepare students to explain the use of probability and statistics in the solution of problems, it is expected that students will:

• recognize that decisions based on probability may be a combination of theoretical calculations, experimental results, and subjective judgments
• demonstrate an understanding of the role of probability and statistics in society
• solve problems involving the probability of independent events
  

SUGGESTED INSTRUCTIONAL STRATEGIES

Important life decisions often involve an element of chance. Using probability in decision making involves theoretical calculation, empirical estimation, and informed judgment. Using data from their own experiments can help students see the relevance of this important branch of mathematics.

• Ask students to create tables or diagrams to represent data from events and interpret the results in terms of independent events.
• Have students work in groups to prepare arguments concerning the independence or dependence of pairs of events such as the following:
  • A: Jennifer will get an A on her next mathematics quiz.
    B: Jennifer got an A on her last mathematics quiz.
  • A: It will snow tonight.
    B: Jasdev's school bus will be late tomorrow morning.
    Bring the class back together to discuss the findings.
  • Suggest that students use dictionaries to look up and, or, dependence, and independence. How do the dictionary definitions relate to the mathematical uses? Work with the class to create mathematical definitions for these terms.
  • Discuss with the class the use of technology in generating random numbers. Have students experiment with this type of application.
  • Have students work in groups to design games that use predicting probability as the basis for making decisions. Have groups share their games with other groups.
    

SUGGESTED ASSESSMENT STRATEGIES

Assessment should probe students' understanding of probability and challenge them to demonstrate their knowledge of and skills with chance and uncertainty.

Observe

• Have students test the claim that no more than 25% of M&Ms are brown. Observe students as they work, noting how they approach the problem and their success in correctly applying what they know about probability.

Question

• Ask students to explain and give examples of independent events. Are their explanations accurate? Are the examples appropriate?

Collect

• Ask groups of students to design and conduct probability experiments. Each experiment should involve a pair of independent events. Have students describe their experiments and summarize the results. Note the following:
  • Do students identify all possible outcomes?
  • Were the experiments conducted in an appropriate manner?
  • Did students accurately calculate the probability of specified events?
  • Can they clearly describe their experiments?
  • Did they effectively summarize the results?
• Have students use sketches to illustrate the difference between the use of AND and OR in mathematical sentences. (e.g., Of the local population, 45% see a certain advertisement on TV, while 30% hear it on the radio. Only 15% see the ad on television AND hear it on the radio.) Are students' illustrations accurate? Have they chosen effective methods for illustrating the relationships?
  

RECOMMENDED LEARNING RESOURCES

Print Materials

• Interactions (Level 9)
• MATHPOWER 9, Western Edition
• Triple 'A' Mathematics Program:
  Data Management & Probability
  

Multimedia

• The Learning Equation Mathematics 9 (TLE)
• Math Tools
• Mathematics 9 (Distance Education Package)
• Minds on Math 9, Revised Edition

© Copyright 2001. All Rights Reserved. BC MOE Standards Department.
Maintained by: Mathematics Coordinator
Revised: September 1, 2000

Ministry of Education Home Page