Kyle Gibbs
Eunice Nixon
Making Sense of Data-Elementary
Learning Module 3
July 30, 2003
Coin You Win?
Rationale:
Students always wonder if the choices they make in a coin toss matters and is there a better chance of flipping to get heads or tails. Furthermore, does it matter which coin is used.? This activity will test to see if the probability of a coin landing on heads or tails is truly 50% and if the coin you flip influences the percent chance of the result being heads or tails.
Mathematical Topic(s) Addressed:
Probability
Bar Graphs
Materials/Handouts Needed:
Graph Paper for Bar Graph
Prerequisite Skills:
Students should be able to calculate percentages.
Students should be able to tally data.
Performance Objective:
Students will create bar graphs.
Students will evaluate data to see if the coin tossed influences the probability of a certain coin toss.
MO Math Standards Addressed:
MA3 – data analysis, probability and statistics
1.8 - organize data, information, and ideas into useful forms.
Procedure:
Lead the class in a discussion about events that coin tosses are used for. Discuss the fairness of coin tosses. Have students investigate coins by simple measurements and observations to determine if they believe there may be features of different coins that might influence the results of a coin toss. For example, students may observe the different layering of metal in the quarter or the greater raised surfaces of the head side of some coins and conclude that these may influence the probability of the coin landing on heads or tails.
Each student is given 4 coins (penny, nickel, dime, quarter). The students are instructed to create a chart to record the number of times they predict each coin will land on heads or tails. They should have 4 different charts, one for each coin.
Each student should then flip the penny 20 times and count the frequency of their data. Students should all flip coins on identical surfaces and be instructed on a similar way of flipping. The results for each student will then be recorded on the board on a chart representing the entire class’s results.
The students will continue coin flipping until the probability of getting heads versus tails is tested for all 4 coins. Each student will flip each coin only 20 times. The results will be recorded on the board.
The students combine the data for the entire class and compare the frequency of each coin landing on heads versus tails. Percents are calculated to compare the relative frequency of a coin landing on heads versus tails.
Students take the data for each coin and create a double bar comparing the number of head and tail tosses for each coin.
Students then analyze the data represented on the graph and determine if there is a better probability of any certain coin landing on heads or tails.
Student questions:
Is the chance of flipping heads versus tails truly 50/50?
Does a certain coin land on heads or tails more frequently?
Could you improve your chances of winning a coin toss?
Assessment:
Bar graphs will be checked to ensure that the correct scale, labels, accuracy of information, key, and title are included. Students will write a short interpretation of the data explain whether the type of coin influences the coin landing on heads or tails.
Extension:
The probability of flipping heads versus tails can be tested on different surfaces or with various ways of flipping the coin.
A study about economics on different monetary systems can be incorporated.
Students can practice money handling skills and making change.
In Science, students can study the various elements that are used to make different coins.