Probability Portfolio
The Probability Unit, which we started within the first few weeks of school, was where we went over probability, taking chances, and how stuff happens in the long-run. We did multiple open-ended problems/experiments throughout this unit. We did thirteen problems in total, each very different, but very similar in the same way, because some were experimental and some were theoretical. An example of a lesson we solved that used the theoretical part of this concept was the Gum Ball Dilemma. For this problem, we had to find a formula to fit a situation where you can find the amount of money, in pennies, a parent must spend if her kids want gum balls of the same color from a gum ball machine, where the gum balls cost one penny per gum ball. For this problem, you had to give multiple scenarios where the parent had a certain amount of kids and the gum ball machine had a certain amount of gum ball colors. With that information, you had to find equations that fit the situation and predict how much money the parent was going to spend after analyzing the pattern that the gum balls had due to their probability of colors. This was a very in-depth lesson we had. I liked how we made a few graphs for some of the problems, because one of my favorite things to do in math is to organize data, and make some sort of graph. Even though I learned about probability in third or fourth grade, this unit opened me up to a whole new level of probability. Because I went to a public school before, I didn’t get to learn about it the same way that I did here. Through these few weeks, I learned how to do some of these (theoretical) simulations as easily in my head, as it is on paper. I found that some of the problems were a little challenging, but in a good way. It was in a good way because we got to do a lot of hands-on work (for experimental problems), instead of doing a worksheet and then regurgitating it onto a test. What we learned in this unit, might affect my thoughts in real-life situations (for example: playing the lottery), because it will give me more of a sense in what I am betting for.
I am most proud of how I gave it my very best throughout this unit. I usually do about the average amount of work that is needed for an assignment, but for this, I’ve been determined to try my best, and to do everything above and beyond the requirements. I believe that I’ve improved more when it comes to probability and understanding probability more. A piece of work that can show an example of how hard I worked on this unit is the “Create your own Rug Game.” This shows my progress, because instead of creating a very simple pattern of the rug, I made mine very complex. Even I got confused when I was making it! I spent so much time making it the best that it could be, that it actually took me about an hour and a half to completely finish it.
For this unit, I think that the habit of a mathematician that I used would be “Collaborate and Listen.” During these few weeks, we worked a lot with our table groups, which I’m not used to, because I’m more of an independent worker. It was also very helpful, because whenever I was confused on a problem, I would turn to my classmates, and they would help me solve it. The habit of a mathematician that I also think I conquered through this unit is “Staying Organized.” At the beginning of this unit, I wasn’t very organized with the separate worksheets or random pieces of papers. They would always get crumpled up, or lost in my backpack somewhere, but now, I keep everything in its correct place, so I can look back to see what I have worked on.
I am most proud of how I gave it my very best throughout this unit. I usually do about the average amount of work that is needed for an assignment, but for this, I’ve been determined to try my best, and to do everything above and beyond the requirements. I believe that I’ve improved more when it comes to probability and understanding probability more. A piece of work that can show an example of how hard I worked on this unit is the “Create your own Rug Game.” This shows my progress, because instead of creating a very simple pattern of the rug, I made mine very complex. Even I got confused when I was making it! I spent so much time making it the best that it could be, that it actually took me about an hour and a half to completely finish it.
For this unit, I think that the habit of a mathematician that I used would be “Collaborate and Listen.” During these few weeks, we worked a lot with our table groups, which I’m not used to, because I’m more of an independent worker. It was also very helpful, because whenever I was confused on a problem, I would turn to my classmates, and they would help me solve it. The habit of a mathematician that I also think I conquered through this unit is “Staying Organized.” At the beginning of this unit, I wasn’t very organized with the separate worksheets or random pieces of papers. They would always get crumpled up, or lost in my backpack somewhere, but now, I keep everything in its correct place, so I can look back to see what I have worked on.
Original Al and Betty Spinner Problem
Extension on the Al and Betty Spinner Problem