Multi-step Experiments

5 min

Teacher Prep
Setup
Display one problem at a time. Allow 30 seconds of quiet think time, followed by a whole-class discussion.

Narrative

The purpose of this Warm-up is to get students thinking about probabilities and spinners, which will be useful when students compute these values in a later activity. While students may notice and wonder many things about these spinners, the probabilities are the important discussion points.

Launch

Arrange students in groups of 2. Display the image for all to see. Ask students to think of at least one thing they notice and at least one thing they wonder. Give students 1 minute of quiet think time, and then 1 minute to discuss the things they notice and wonder with their partner.

Student Task

What do you notice? What do you wonder?

Circular spinner divided into four equal parts. The first part is red and labeled “R,” the second part is blue and labeled “B,” the third part is green and labeled “G,” and the fourth part is yellow and labeled “Y.” The pointer is in the part labeled “B.”
Circular spinner divided into four equal parts. The first part is red and labeled “R,” the second part is blue and labeled “B,” the third part is green and labeled “G,” and the fourth part is yellow and labeled “Y.” The pointer is in the part labeled “B.”

Circular spinner divided into five equal parts. Starting from the top right, and moving clockwise, the first part is labeled 1, the second, 2, the third, 3, the fourth, 4, and the fifth, 5. The pointer is in the part labeled “5.”
Circular spinner divided into five equal parts. Starting from the top right, and moving clockwise, the first part is labeled 1, the second, 2, the third, 3, the fourth, 4, and the fifth, 5. The pointer is in the part labeled “5.”

Sample Response

Students may notice:

  • The first spinner has 4 sections and the other has 5.
  • The first spinner has colors and letters, the second one has numbers.
  • Within each spinner, the sections are equally sized.

Students may wonder:

  • What is the probability of getting something like blue and 5 if both spinners are spun?
  • Do you choose which one to spin or do you spin both?
  • If you spin both, how many different outcomes will there be?
Activity Synthesis (Teacher Notes)

Ask students to share the things they noticed and wondered. Record and display their responses without editing or commentary for all to see. If possible, record the relevant reasoning on or near the image. Next, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to observe what is on display and respectfully ask for clarification, point out contradicting information, or voice any disagreement.

If probability does not come up during the conversation, ask students to discuss this idea.

Standards
Building On
  • 5.OA.1·Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
  • 5.OA.A.1·Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
  • 6.EE.2.b·Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. <em>For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.</em>
  • 6.EE.A.2.b·Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. <span>For example, describe the expression <span class="math">\(2 (8 + 7)\)</span> as a product of two factors; view <span class="math">\((8 + 7)\)</span> as both a single entity and a sum of two terms.</span>

10 min

20 min