Section References 

Lesson 122  
Making Predictions 

Lesson 123  
Predicting the Outcome 

Lesson 124  
Probability and Predictions 

Specific Textbook  
Web Sites 

http://www.glencoe.com/ 
sec/math/prealg/mathnet/ 

http://www.eduplace.com/ 
links/ 

http://www.eduplace.com/ 

http://www.hmco.com/ 
college/mathematics/index. 
html 

http://www.mcdougallittell.com/ 

http://www.hmco.com/ 

http://www.SRA-4KIDS.com/ 

General Math  
Reference Sites 

http://www.learner.org/ 
sami/view-category.php3 
?category=math 

http://www.score.k12.ca.us/ 

http://henson.austin. 
apple.com/edres/curric. 
shtml 

http://school.discovery.com/ 
schrockguide/index.html 

http://www.EDsOasis.org/ 

http://www.math.com/ 

http://www.nea.org/ 
grants/free.html 

http://www.wcom.com/ 
marcopolo/ 

http://www.udel.edu/sine/ 

http://dewey.chs.chico. 
k12.ca.us/math.html 

Free Stuff 

http://www.nea.org/ 
grants/free.html 

State/National Math  
Ed Organizations 

http://www.nctm.org/ 

http://www.cde.ca.gov/ 

Calif. Dept. of Ed. Standards, Assessment, Ed. Reference. 

Calculator Reference Site 
http://www.ti.com/ 
calc/docs/calchome.html 

1.) Students conduct the coin tossing experiment using different coins and see if the results differ from their initial classroom coin toss. Again, they should record their prediction (anticipated outcome) and why they expect it before tossing the coins. They will keep records for different numbers of tosses: ten, twenty, thirty, fifty, one hundred. They might want to consider joining with other students' results for the greater number of tosses. they should first consider if it makes a difference who is tossing the coin and explain their reasoning. 

2.) Students expand upon the coin tossing experiment by tossing two coins of the same denomination at a time. They need a record sheet that has space for: two heads, two tails, and one head-one tail. Two coins of different denominations would require four categories for recording: head 1, head 2; tail 1, tail 2; head 1, tail 2; and head 2, tail 1. Before beginning this, students should record their prediction of the outcome of the tosses and why they expect this outcome. 

3.) Have a variety of spinners or spinner faces for students to use. They will draw the spinner face on their record sheet and indicate the fractional part of the face each color or section is. Next, they will predict how often each section will be "hit." They spin and record at least ten times the number of sections. (For two sections, 20 spins; for 3 sections, 30 spins) 

1.) Given a selection of items (coins, spinners with a variety of faces, other items they have used in earlier probability investigations), students will be able to identify the probability of the outcomes and why they are likely. 

2.) Give students materials they have not used in probability investigations. For example, give them a cloth or paper bag and five green and five yellow tiles or cubes. They are to put the items in the bag. They are to predict the number of each color drawn in twenty draws. Rules: Without looking, pull out one item, record its color, and return it to the bag. Students compare the actual results with their predictions and explain why or why not their predictions were accurate.