8-6: Learning Goals

• Let’s simulate real-world situations.

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8-6-1: Spinners

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8-6-2: Diego’s Walk

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Your teacher will give your group the supplies for one of the three different simulations. Follow these instructions to simulate 15 days of Diego's walk. The first 3 days have been done for you.

• Simulate one day:
• If your group gets a bag of papers, reach into the bag, and select one paper without looking inside.
• If your group gets a spinner, spin the spinner, and see where it stops.
• If your group gets two number cubes, roll both cubes, and add the numbers that land face up. A sum of 2–8 means Diego has to wait.
• Record in the table whether or not Diego had to wait more than 1 minute.
• Calculate the total number of days and the cumulative fraction of days that Diego has had to wait so far.
• On the graph, plot the number of days and the fraction that Diego has had to wait. Connect each point by a line.
• If your group has the bag of papers, put the paper back into the bag, and shake the bag to mix up the papers.
• Pass the supplies to the next person in the group.

8-6-2: Diego’s Walk

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8-6-2: Diego’s Walk

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8-6-3: Designing Experiments

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8-6: Lesson Synthesis

• What is a simulation?
• Why might you want to run a simulation rather than the actual event?
• If you conduct a few trial simulations of a situation and record the the fraction of outcomes for which a particular event occurs, how might you know that you have done enough simulations to have a good estimate of the probability of that event happening?

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8-6: Learning Targets

• I can simulate a real-world situation using a simple experiment that reflects the probability of the actual event.

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8-6-4: Video Game Weather

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