Creating a Fair Game

Name  Carol Aubrey


Lesson Topic   Probability

Date  2018

Curriculum Expectations (including Mathematical Processes & Catholic Graduate Expectations)


By the end of Grade 5 students will: predict the frequency of an outcome in a simple probability experiment, explaining their reasoning; conduct the experiment; and compare the result with the prediction.


Mathematical Processes:  

Reasoning and Proving                                                                    Reflecting

- hypothesize and make conjectures                                   - reflect on the challenges

- decide how to test the hypothesis and test it                  

- infer, justify and conclude


CGE: a collaborative contributor, an effective communicator, a reflective, creative and holistic thinker

Learning Goals:

I can:

  • create and conduct a probability experiment and review the results to compare it with my prediction

  • use reasoning to determine if a game is fair


Big Ideas :

  • Probability is a measure of likelihood.

  • The larger the sample size the more useful the data.  The law of large numbers.





  •      Chromebooks

  •      Scratch (students are somewhat familiar with this coding software)

  •      Lined Paper for recording

  •      Pencils

  •      Math Journals for writing reflections after the activity


Lesson Components

                Anticipated Student Responses

Before / Minds On

Whole Class Watch: A Very Improbable Story by Edward Einhorn


Turn and talk to your elbow partner. Were all of the probability games that Ethan and Odds played fair? How did you decide?


The Task


Use coding to create a game that is fair.  Your audience is your Grade 2 reading / math buddy.


Success Criteria:

Is your game fair? How do you know?

Is your game fun to play?

Students will be able to verbalize what it means to be “fair” in probability. The students will orally discuss terms such as equal chance, equally likely, and fair.


The students can determine if the games played in the video were “fair”.

  • Coin pull

  • Sock pull

  • Marble pull

  • Cereal pull


During/ Working on It


Choose a probability game to create in Scratch: coin flipping, spinner, dice, etc.


You can create a new game or you can “remix” a previously posted game on the Scratch website.


Guiding Question: How will you determine if the game is fair?



Students will have had some experience with Scratch. They will have created a few simple Scratch frames. They will be motivated to make a game.


If creating a spinner game the students will have difficulty with keeping the arrow centered.


Students will have to record a large number of results to determine if their game is fair.


Would putting your results in a chart make them easier to look at?


Students must keep their tracking sheets because they will be using them as part of their exit ticket on another day.


After (Highlights and Summary)

Gather back together and project a few of the  games on the Smartboard. Play the games with the whole class to determine if they are fair.  

How do we know if they are fair?

How many times do we have to play the game to determine if the game is fair?

Students begin to understand that they need a large sample size before they can determine if the game is fair.


Discuss the “law of large numbers” with the students.


Next Steps

Write a reflection in your Math journal. (Assessment as Learning) What stuck with you today?


The students invite their Grade 2 buddies to a “Probability Fair” to try out the Probability games they have created on Scratch. The Grade 5 students receive feedback from the Grade 2 students. The Grade 5 students collect the data that the Grade 2 students generated.


Assessment of Learning - the students take the information collected from the Grade 2 students and use it to determine whether or not their game is fair. The Grade 5 students can add the data that they generated as they were testing the game.  


Exit Ticket:

Does having more data make it easier to determine if the game is fair?  Yes/No Why?


Deep Learning Elements


Pedagogical Practices  _____x_____

Learning Partnerships  _____x_____

Learning Environment  _____x_____

Leveraging Digital _____x_____

 Global Competencies



Critical Thinking  _x_

Collaboration   __x__

Creativity          __x__

Communication  _x__



 Character   _______