# Skittles Probability Challenge - Project Based Learning (PBL) with Math

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PDF

(4 MB|41 pages)
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3.9
(4 Ratings)
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The purpose of the Skittles Probability Challenge is to provide students the opportunity to practice using simple and compound probabilities in a unique and memorable fashion. Each student is given random data to work with. No two samples are identical.

Students will:

1. Make predictions based on logic.

2. Determine the sample size of their personal data.

3. Create a simple or two-way table to organize their data.

4. Construct a graph or box & whisker plot to display their data.

5. Calculate simple probability.

6. Compute compound probability.

7. Evaluate the difference between βandβ & βorβ in a probability statement.

8. Analyze outcomes.

9. Work collaboratively to evaluate a combined sample.

10. Explore real world applications for probability.

This product includes three versions of the activity, meeting the needs of students in advanced 5th grade through high school. Students should already know how to multiply with rational numbers. This project takes one to two hours to complete based on student mathematics level. Itβs a great project for the end of the year, practice for the 7th Grade SBAC Performance Task, or an introductory activity for a unit on 10th grade probability.

The following downloads are included with this project: Teacher Instructions, Student Instructions (3 versions), Individual Data Analysis Worksheet (3 versions), Combined Data Analysis Worksheet (3 versions), six Enrichment Extension Ideas, Sample Keys (3 versions), Grading Rubrics (3 versions), and student samples.

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Absolute Value

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For more Project Based Learning with Mathematics available at my store: https://www.teacherspayteachers.com/Store/Absolute-Value. This project was created and provided by Absolute Value.

Apply the general Multiplication Rule in a uniform probability model, π(π and π) = π(π)π(π|π) = π(π)π(π|π), and interpret the answer in terms of the model.
Apply the Addition Rule, π(π or π) = π(π) + π(π) β π(π and π), and interpret the answer in terms of the model.
Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.
Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
Total Pages
41 pages
Included with rubric
Teaching Duration
2 hours
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