Grade 2 Probability Activity Packet - Amazon Web …...First of all, thank you so much for purchasing the “Grade 2: Probability” activity packet. This activity packet is aligned

Activity Packet

GRADE 2

© TeachinginaWonderland 2015 2

Table of Contents 2Introduction 3 – 4Coloured Probability Posters 5 – 11 Black and White Probability Posters 12 – 18 Writing about Probability 19Lesson 1: Describing Likelihood 20 – 21 Primary Colour Spinner 22 – 23 What’s the Likelihood? 24 – 25 Lesson 2: Probability Spinners 26Example Spinner 27 – 28 Spinning for Snacks 29Lesson 3: Flipping Coins 30Flipping Coins (I) 31Lesson 4: Rolling a Die 32Rolling for Numbers 33Lesson 5: Flipping Two Coins 34Flipping Coins (II) 35Lesson 6: Spinning Spinners 36Creating Spinners 37 – 38Spinning Colours 39 Probability Match Up Centre: Colour 40 – 44 Probability Match Up Centre: Black and White 45 – 49


First of all, thank you so much for purchasing the “Grade 2: Probability” activity packet. This activity packet is aligned with the Ontario Grade 2 Mathematics curriculum expectations. This packet is intended to provide students with hands-on and engaging opportunities to meet the following expectation(s):- Describe probability as a measure of the likelihood that an event will occur

using mathematical language;- Describe the probability that an event will occur, through investigation with

simple games and probability experiments and using mathematical language.

This activity packet introduces students to probability language and encourages students to think about everyday events using probability terms. So what is included in this packet?

POSTERS: This packet includes posters that address each probability terms. Some extra terms have been added such as “equally likely” and “likely” as these are probability terms students might encounter. The posters included are presented in both COLOUR and in BLACK AND WHITE. Please note that for the black and white posters, you are required to colour in the circles/balls in each jar as these pictures serve as examples or illustrations of each probability term.

LESSONS: This packet also includes lessons that you might choose to use for your probability unit. These lessons are only suggestions in terms of how to introduce probability to students. As each group of students is different, you might need to adjust the amount of time spent on each lesson topic. Each lesson includes an introductory activity or mini-lesson, a core learning activity and a lesson consolidation. Many of the core learning activities are hands on and require students use materials such as dice, paper clips and coins.

ACTIVITY WORKSHEETS: The activity worksheets are intended to be the practical side to this activity packet. These worksheets get students thinking about the probability terms and has students write examples for each term as well as conduct experiments.

PROBABILITY MATCH UP CENTRE: For the activity centre, students are to match the picture to the probability statement. There is a black and white version of this centre included in order to make printing easier to complete. However, you will have to colour in the circles/balls in each of the black and


white. The jars should match each statement card.

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Clipart:


It is impossible to pick a purple ball from the jar.


It is unlikely to pick a green ball from the jar.


You are less likely to pick a green ball from the jar.


You are equally likely to pick a green or a pink ball from the jar.


You are likely to pick a green ball from the jar.


You are most likely to pick a green ball from the jar.


You are certain to pick a green ball from the jar.


It is impossible to pick a purple ball from the jar.


It is unlikely to pick a green ball from the jar.


You are less likely to pick a green ball from the jar.


You are equally likely to pick a green or a pink ball from the jar.


You are likely to pick a green ball from the jar.


You are most likely to pick a green ball from the jar.


You are certain to pick a green ball from the jar.


Name: _________________________ Date: ____________________

Writing about Probability (I)Write a statement that shows what each probability term means. Draw a picture to match your statement/example.

IMPOSSIBLE

_______________________________________

_______________________________________

CERTAIN

_______________________________________

_______________________________________

LIKELY

_______________________________________

_______________________________________

UNLIKELY

_______________________________________

_______________________________________


Lesson 1:Describing Likelihood

Lesson Learning Goal: We can describe probability as a measure of the likelihood that an event will occur, using mathematical language.

Background Information for Teachers: For this lesson students will be reviewing what they have learned in Grade 1 in terms of being able to describe the likelihood that everyday events will occur using mathematical language (i.e., likely, unlikely, equally likely).

Materials Needed:- Chart Paper;- Markers;- “What’s the Likelihood? (I)” activity worksheet;- “What’s the Likelihood? (II)” activity worksheet; - “Primary Colours” spinner (or black and white spinner);

Introduction:Today students will be learning about probability terms. On a piece of chart paper write the words, “impossible,” “unlikely,” “less likely,” “more likely,” and “certain.” Beside each term write the definition or meaning:

1. IMPOSSIBLE – means that an event is never going to happen.2. UNLIKELY – means an event could happen but it probably will not. 3. LESS LIKELY – means an event could happen but there is a greater chance

another event will happen.4. EQUALLY LIKELY – means that an event could or could not happen. 5. LIKELY – means that an event has a good chance of happening.6. MORE LIKELY – means an event probably will happen compared to another event.7. CERTAIN – means an event will for sure happen.

For the purpose of the introductory activity, you do not have to use the terms “less likely” or “more likely.” These terms are great for comparing one event to another (e.g., it is more likely to rain in the summer than it is to snow.) Use the posters to help reinforce the terms as the posters included in this packet have visual pictures.

Spinning for Colours Introductory Activity: Using the “Primary Colours” spinner have students make observations about the spinner (i.e., which colour is there more of?


Lesson 1:Describing Likelihood

What colours are included?) For each probability term, use the spinner to ask studentsa question:1. . If I were to use a paperclip and a pencil and spin this spinner, what are the chances of me spinning the colour green? Use the probability words.

2. If I were to use a paperclip and a pencil and spin this spinner, what are the chances of me spinning the colour yellow? Use the probability words (UNLIKELY).

3. If I were to use a paperclip and a pencil and spin this spinner, what are the chances of me spinning either blue, yellow or red? Use the probability words (CERTAIN).

4. If I were to use a paperclip and a pencil and spin this spinner, is it more or less likely I will spin the colour red than blue? Use the probability words (MORE LIKELY).

As you ask students questions, have them justify their responses.

Core Learning Activity:Have students use the probability words anchor chart to complete the “What’s the Lilelihood? (I)” activity worksheet.

Lesson Consolidation:Have students share their responses to the “What’s the Likelihood? (I)” worksheet. Discuss why each event has the probability it does.

For additional practice, you can have students complete the “What’s the Likelihood? (II)” activity worksheet.


Primary Colour Spinner


Primary Colour Spinner


Name: _________________________ Date: ____________________

What’s the Likelihood? (I)Circle each probability word that fits with each statement.

1. I will play outside today.

2. It will snow in December.

3. If I were to roll a die, I would roll a 9.

4. I will win a contest on the television.

5. I will see a bird today.

6. It will be Monday after Tuesday.

IMPOSSIBLE UNLIKELY LESS LIKELY

MORE LIKELY

CERTAIN


MORE LIKELY

CERTAIN


MORE LIKELY

CERTAIN


MORE LIKELY

CERTAIN


MORE LIKELY

CERTAIN


MORE LIKELY

CERTAIN


Name: _________________________ Date: ____________________

What’s the Likelihood? (II)Circle each probability word that fits with each statement.

1. It will rain in August.

2. I will celebrate my birthday this year.

3. Summer will be the next season after Spring.

4. It will snow in July.

5. I will read a book this year.

6. I will play basketball in physical education today.


MORE LIKELY

CERTAIN


MORE LIKELY

CERTAIN


MORE LIKELY

CERTAIN


MORE LIKELY

CERTAIN


MORE LIKELY

CERTAIN


MORE LIKELY

CERTAIN


Lesson 2:Probability Spinners

Lesson Learning Goal: We can describe the probability that an event will occur, through investigation with simple games and probability experiments and using mathematical language.

Background Information for Teachers: For this lesson students will explore what “equally likely” means for the introductory activity, and practice spinning a spinner for the core learning activity.

Materials Needed:- Chart Paper;- Markers;- “Example Spinner 1”- “Spinning for Snacks” activity worksheet.

Introduction:Show students the “Example Spinner 1.” Ask students, “What do you notice about this spinner?” Have students share their thoughts. Ask students, “What does equally likelymean?”

There are 8 possible spots where the spinner can land. 2 of those spots are pink, 2 of those spots are orange, 2 of those spots are purple and 2 of those spots are green. This is what is mean by equally likely. There is an equal chance that the spinner will land on each colour because there is the same amount of each colour on the spinner.

Ask students, “What might make the spinner not equally likely?” Responses to this question may vary.

Core Learning Activity:For the core learning activity, have students complete the “Spinning for Snacks” activity worksheet. With this worksheet students spin a spinner using a paper clip and a pencil. Students tally up their spins (15 times) and respond to three questions using the data that they have collected.

Lesson Consolidation:Have students share their results. The spins should be around the same for most students as the spinner was an equally likely spinner.


Example Spinner #1


Example Spinner #1


Name: _________________________ Date: ____________________

Spinning for SnacksUsing a paper clip and a pencil, spin the spinner below. Spin the spinner 15 times. Keep track of your spins using the tally chart.

Pizza Burger Pretzel

Which snack did the spinner land on the most?

_______________________________________

Which snack did the spinner land on the least?

__________________________________________________________________________________

Answer:

1. Was it equally likely for the spinner to land on a hamburger or a pizza slice or a pretzel?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


Lesson 3:Flipping Coins


Background Information for Teachers: For this lesson students will continue to explore what is meant by equally likely by participating in a coin flip activity.

Materials Needed:- Chart Paper;- Markers;- “Flipping Coins” activity worksheet;

Introduction:Show students a coin. Ask students, “How many sides are there to this coin?” There are two sides. Call one side “heads” with the Queen’s head on it. Call the other side of the coin “tails” with the picture of whichever coin you have chosen (e.g., beaver, bluenose ship, etc).

Ask students, “If I were to flip this coin, is it equally likely to land on heads or tails?”The answer is yes. Ask students, “In some games where there are two players or two groups of players a coin is used to decide who gets to go first. Why do you think they use a coin for this?” the idea is for students to understand that a coin is used because there is an equally likely chance that the coin will land on heads or tails.

Core Learning Activity:Give each student a coin. Have students flip the coin 15 times. Have students tally their results on the recording sheet provided. When students flip the coin whichever side is facing up is the side they record.

Lesson Consolidation:Have students share their results with the class. How many times did the coin land on heads? How many times did the coin land on tails?


Name: _________________________ Date: ____________________

Flipping Coins (I)Flip a coin 15 times. Record your results on the tally chart below.

1. How many times did the coin land with the heads side up?

___________________________________________________________________________________

2. How many times did the coin land with the tails side up?

___________________________________________________________________________________

3. Was there an equally likely chance that the coin would land on heads or tails? Explain.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Heads Tails


Lesson 4:Rolling a Die


Background Information for Teachers: For this lesson students will begin to make predictions about the outcome of a probability game.

Materials Needed:- Chart Paper;- Markers;- “Rolling for Numbers” activity worksheet; - Dice (one per student);

Introduction:Review the probability terms with students. Have students identify an example of a situation that fits with each probability term.

Core Learning Activity:Give each student a die. Have students roll the die 15 times and record their rolls on the recording sheet provided. When students have finished this activity, have them answer the questions on the bottom of the sheet.

Lesson Consolidation:Have students share their results with the class. How many times did they roll a 1, 2, 3, 4, 5, or 6. The results should be pretty close together as the die was equally likely to land on any of the numbers.


Name: _________________________ Date: ____________________

Rolling for NumbersRoll a die 15 times. Record the results of each roll in the chart below.

1. Which number do you THINK you will roll the most? _____________________

2. Is it equally likely that the die will land on a 1, 2, 3, 4, 5, or 6? Explain.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

3. What is the likelihood of the die landing on an 8?

___________________________________________________________________________________

___________________________________________________________________________________

1 2 3 4 5 6


Lesson 5:Flipping Two Coins



Materials Needed:- Chart Paper;- Markers;- “Flipping Coins (II)” activity worksheet;- Two coins per student;

Introduction:Remind students of the coin flipping activity from lesson 3. With this activity, students were to flip a coin 15 times and record the results on the recording sheet provided.

Ask students, “If you were to flip two coins at the same time, what would the possible results be?” Ask students, “What might happen this time if you flipped two coins? Will it be equally likely to flip two heads, or two tails, or one head and one tail?” Have students explain why.

Core Learning Activity:Give each student two coins. Have students flip both coins at the same time 15 times. Students are once again to record their results on the recording sheet provided.

Lesson Consolidation:Have students share their results with the class. How many times did the coins both land on heads? How many times did the coins both land on tails? How many times did the coins land on heads and tails?


Name: _________________________ Date: ____________________

Flipping Coins (II)Flip a coin 15 times. Record your results on the tally chart below.

1. What was more likely – getting heads and heads, tails and tails or heads and tails?

___________________________________________________________________________________

2. What was least likely – getting heads and heads, tails and tails or heads and tails?

___________________________________________________________________________________

3. Was there an equally likely chance that the coin would land on heads and heads, tails and tails or heads and tails? Explain.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Heads and Heads Tails and Tails Heads and Tails


Lesson 6:Spinning Spinners



Materials Needed:- Chart Paper;- Markers;- “Creating Spinners” activity worksheet;- Paper clip (one per student)

Introduction:Tell students that today they will be creating their own spinners and using their spinners with a paper clip and a pencil. Tell students that they are to create a spinner using at least 3 colours.

Core Learning Activity:Give each student a spinner page. Have students colour in their spinners. Have students make predictions about the results of their spinner (i.e., what is the probability of the spinner landing on red?)

Lesson Consolidation:Have students share their spinners with a partner. Have students spin the spinner of their partner and tally up their results.


Name: _________________________ Date: ____________________

Creating SpinnersColour in the spinner below using at least 3 colours:

Which colour do you think the spinner will most likely land on?

___________________________________________________________________________________

Which colour do you think the spinner will least likely land on?

___________________________________________________________________________________


Name: _________________________ Date: ____________________

Creating SpinnersSpin your spinner 15 times. Record your spins by creating a tally chart:

Look at your predictions. Which colour did the spinner land on the most? Were your predictions correct?

___________________________________________________________________________________

___________________________________________________________________________________

Look at your predictions. Which colour did the spinner land on the least? Were your predictions correct?

___________________________________________________________________________________

___________________________________________________________________________________


Name: _________________________ Date: ____________________

Spinning ColoursUsing a paper clip and a pencil, spin the spinner below. Spin the spinner 15 times. Keep track of your spins using the tally chart.

1. Which colour do you think the spinner will land on the most?

__________________________________________________________________________________

2. Which colour do you think the spinner will land on the least?

__________________________________________________________________________________

RED

BLUE

YELLOW

Red Blue Yellow

3. Which colour did the spinner land on the most?

_______________________________________

4. Was this a fair spinner (meaning it was equally likely for the spinner to land on red, blue or yellow)?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


INSTRUCTIONS FOR THE GAME:

• Lay the picture and statement cards out in front of you.

• Match the picture card to the probability statement.

• The game is finished when all picture cards have been matched to their correct statement cards.




YouYou are more likely to pick a green ball than a pink ball.

YouYou are less likely to green ball than a blue ball.

YouIt is impossible to pick a purple ball.

YouYou are certain to pick a green ball.


YouYou are equally likely to pick a pink or a green ball.

YouYou are likely to pick a blue ball.

YouYou are unlikely to pick a green ball.


INSTRUCTIONS FOR THE GAME:

• Lay the picture and statement cards out in front of you.

• Match the picture card to the probability statement.

• The game is finished when all picture cards have been matched to their correct statement cards.




YouYou are more likely to pick a green ball than a pink ball.

YouYou are less likely to green ball than a blue ball.

YouIt is impossible to pick a purple ball.

YouYou are certain to pick a green ball.


YouYou are equally likely to pick a pink or a green ball.

YouYou are likely to pick a blue ball.

YouYou are unlikely to pick a green ball.

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Grade 2 Probability Activity Packet - Amazon Web …...First of all, thank you so much for purchasing the “Grade 2: Probability” activity packet. This activity packet is aligned