Comparing Experimental and Theoretical Probability

A game has players roll a 6-sided number cube and flip a coin. What are all the possible outcomes? What is the theoretical probability* of rolling a prime number and flipping a head? Do all your work in your math notebook and be prepared to share all the possible outcomes during discussion *Theoretical Probability: probability based on reasoning written as a ratio of the number of favorable outcomes to the number of possible outcomes.

 😃Discussion: find  3 people you do NOT normally work with. 

1. Share all the possible outcomes, the probability of rolling a prime number and flipping a head and the strategy you used to find your answer. Include any work you did, including picture, charts, tables, etc.

Read through your classmates' responses. Respond to each using the following three prompts:

• Describe how your response is similar and/or different.
• Explain how or why you agree or disagree with their response.
• Describe any new learning or wonderings you have.

Next: log in to https://resources.elearningontario.ca/d2l/home

Student login: dsbnstudent

password: oerbs

Search Odds are or try this link once you are logged in: https://download.elearningontario.ca/repository/14/1477160000/GRD8MTHEU05A01/mme/Gr8_Math_Data_OddsAre/Gr8_Math_Data_OddsAre_OF/Jake_Gr%208%20Probability%20Odds%20Are.html

Work through the activity together. Participation is expected from everyone, not just the regulars. Help the Occasional Teacher out please by being stellar students today. 

Once you've finished that activity, search What are the chances, or try this link: https://download.elearningontario.ca/repository/14/1477160000/GRD8MTHEU05A01/mme/Gr8_Math_Chances/LO1151/LO1151/LO1151.html again.

 😃Discussion: find three other people that you do not normally work with. 

Describe what happens to experimental probability as the number of trials increases. Consider how your response is similar and/or different. Why do you agree or disagree with their responses?

If you have finished the EXPLORING BASIC PROBABILITY sheet you can get your columns ready for...

POPCORN!

We will be doubling the doubles today again. So 2 sixes becomes 24 instead of 12. Lucky you!

Défi d'ecriture

Regarde bien cette photo. 

https://www.instagram.com/aubergebishop/

👀DÉFI:

1. Dans ton cahier d’écriture, raconte une histoire de ce qui se passe dans la photo ci-dessus.
2. Il faut inclure au moins un mot de notre liste VOCABINOCLARD sur le tableau en arrière de la classe. 
3. Tu as 10 minutes pour faire ton remue-méninges et écrire ton histoire. Tu DOIS utiliser tout le temps pour écrire ton histoire. 
4. Il faut utiliser le présent de l'indicatif, le futur proche et le passé récent dans ton histoire. 

Nous allons partager notre écriture en groupes demain. Nous ne partageons pas avec les mêmes personnes avec lesquelles on s'assoit. 😜

LA GRILLE DES PRÉNOMS

Les élèves se mettent à travailler en groupes de 4. Chaque groupe dessine une grille dans laquelle ils écrivent leurs prénoms de la façon suivante :

A	U	R	O	R	A
M	I	K	A	Y	L	A
J	O	S	H	U	A
	E	V	A	N

Ensuite, on dit aux élèves qu’ils ont 3 minutes pour écrire le plus grand nombre de mots possible en utilisant seulement les lettres de la grille. Les lettres doivent absolument être juxtaposées dans la grille mais il n’est pas nécessaire qu’elles soient placées sur une même ligne horizontale ou verticale.

Exemple de mots trouvés dans la grille :

ami, rase, soie, mois…
Mots de 3 ou 4 lettres = 1 point
Mots de 5 lettres = 2 points
Mots de 6 lettres = 3 points

L’équipe qui a obtenu le meilleur score gagne. 

MAIS: lorsque les groupes disent leurs mots, il faut les écrire sur un papier d'affichage. Les autres groupes peuvent défier les mots. S'ils ont raison, ils gagnent les points pour le mot incorrect. S'ils ont tort, ils perdent les points de leur totale. 

Assessing Situations and Developing Strategies to Avoid Potential Dangers

HPE 1.5, C2.2 Critical and Creative Thinking Skills to Assess Situations for Danger

Uses critical and creative thinking skills to help them demonstrate the ability to assess situations for potential dangers and apply strategies to avoid them

Language 2.1-2.6 - Speaking to Communicate Effectively:

• Uses an appropriately loud and clear voice;
• speaks with accuracy, fluency, and intonation
• uses eye contact and body language to promote communicative effectiveness

You will also be assessed on group collaboration skills

TASK: Assess your assigned scenario for potential dangers. Present a skit that demonstrates strategies developed by the group to avoid those potential dangers.

-With your partner/group mates assess the situation for potential dangers and develop a list of strategies that would help to avoid those dangers. Next, develop a skit that introduces the situation and presents the strategy/strategies you discussed.

Scenario 1 You’re babysitting your three little brothers and they want to go to the playground down the street. What do you do? (4 students)

Scenario 2 You’re supposed to get a ride home with your older brother’s friend Eric from the party you’ve all been at, and it’s gone way later than you thought. It’s really dark, and Eric just barely got his license. You’re also not sure if he’s been drinking, because other people have. What do you do? (2 students)

Scenario 3 While playing ice hockey after school some kids from another team keep intentionally tripping and bumping into you. The referee isn’t calling anything. You overhear one player saying he wants to fight. What do you do? (4 students)

Scenario 4 Your friends are not happy with one of the girls in your group. She hasn’t been very nice, and they’ve decided to exclude her, and are making mean comments about her whenever she’s in earshot. What do you do? (4 students)

Scenario 6 Your sister tells you her friend Jenn is really into you, even though she’s much older. You’ve heard she smokes pot at the lunch break but you’re not sure if it’s true or not. Either way, you’re not comfortable with dating Julie, but you know she’s popular. What do you do? (2 students)

Scenario 7 Your grade 8 prom is coming up and your friends are all going artificial tanning. What do you do? (3 students)

Scenario 5 Your 2 1⁄2 year-old sister is always active. When it’s dinner time, rather than sitting to eat, she’ll often run and jump around the house while eating and chewing. What do you do? (2 students)

Scenario 8 You’re at a party, and your friend’s parents are nowhere to be found. It’s fun, but it seems like it might be getting out of hand when two girls you don’t know break into the liquor cabinet and start to mix drinks. What do you do? (3 students)

Scenario 9 You need to get the little boy you’re babysitting ready for bed. He needs a bath, and just before he’s ready to get out, the phone rings. What do you do? (2 students)

lundi, le 7 janvier 2019

A l’arrière de ton cahier d'écriture, vous allez créer une section de 7 pages dédiées au vocabulaire. Nous allons appeler la section VOCABINOCLARD. Ici, vous allez écrire au moins cinq mots qui respectent ces défis pendant que vous lisez:

• intéressant
• difficiles
• nouveaux
• onomatopée
• beaux mots (vous ne savez pas pourquoi mais tu aimes ce mots) (exemple: époustouflant)

Combien de fois pensez-vous que Cornelius a pris cet égoportrait?

Quelles sont les choses qui rend cette image intéressante?

Que ferez-vous pour améliorer cet égoportrait?

Pourquoi pensez-vous que Cornelius a pris cet égoportrait?

Quoi notez-vous à propos de sa posture, ses émotions, son expression, ses vêtements, sa coiffure (ses cheveux)?

Que pensez-vous que ses choix disent à propos de Cornelius comme une personne et les émotions capturées dans la photo?

Dans ton cahier d'ecriture, reponds a la question suivante. Tu as 10 minutes pour faire un remue meninges ET commencer a ecrire les phrases. Il faut utiliser tout les 10 minutes. NE DESSINE PAS.

1. Que pensez-vous que Cornelius aura dire à propos des égoportraits aujourd’hui? Pourquoi?