Grade ̸ Subject: Mathematics 9- Stats and Probability
Topic: This lesson will explore probability and statistics with respect to Residential Schools and how probability and data are not always accurate.
|Outcome: SP9.3Demonstrate an understanding of the role of probability in society. [C, CN, R, T]||b. Analyze the meaningfulness of a probability against the limitations of assumptions associated with that probability.
Prerequisite Student Learning: Students should have an understanding of how to calculate experimental probability.
Set: (approximately 10 minutes)
- Draw a T chart on the board, one side has Taken Away and the other side has Forced Upon.
Taken away- language, hair, name, clothing, religion
Forced upon- Christianity, English, European beliefs,
- Brainstorm with students what they seen in the exhibit that fits in each category.
Development: (approximately 100 minutes)
- Explain how we adapted the Aboriginal game Lahal to create our own game
- Explain rules of game (see page )
- Have students play game and fill in data sheet (see page )
- Discuss punishment for specific activities in the game:
Disobedience= no food or water for a day, beating, extra garden work
Failing a test= no food for a day
Speaking native language x1= no supper
Speaking native language x2= no supper, beating
Speaking native language x3= no food or water for a day, beating, extra garden work
Not working hard enough= 4 hours extra work
Going off by yourself= kneeling alone on rock floor where everyone can see
Wetting the bed= wore the soiled sheet overtop of your head in front of everyone
- Discuss how if you had more than 5 punishments you would not survive
- Discuss results as a whole class
- Have students calculate specific probabilities in their data (such as: probability of praying, probability of speaking native language, probability of survival etc.)
- Have students research actual statistics regarding survival rates and treatment of students at residential school
- Students bring findings to class and in groups compare findings to the probability found in the game
- Have students present results to the class
Closure: (approximately 10 minutes)
- Discuss how probability is not always accurate and how data can be skewed
- Do a 3-2-1, 3 things they learned, 2 things they have a question about, 1 thing they want the instructor to know
Materials and Aids:
- Cards for the games
- Game Rules
- Have groups chosen ahead of time
- Walk around to keep students on task
Assessment and Evaluation
- Reliable resources
- Presentation- attitude, organization, group work
|Speaking their Native language x2||Going off by yourself||Praying|
|Eating what is given||Failing a test||Working hard|
|Passing test||Speaking English||Not working hard enough|
|Disobedient||Speaking their Native language x1||Speaking their Native language x3|
**Mark a tally beside the behaviour that corresponds with each paper** YOU draw
|Not Working Hard Enough|
|Speaking their Native language once|
|Speaking their Native language twice|
|Speaking their Native language three times|
|Passing a Test|
|Failing a Test|
|Eaten What is Given|
|Going off By Themselves|
- The person with the most letters in their first name goes first, then the order continues going clockwise around the table.
- On their turn, the person selects a behaviour card from the middle and records tally on the worksheet.
- Discuss whether or not that behaviour would result in a punishment; if so, what would that punishment be?
- Once recording and discussion are completed proceed to the next turn.
- Repeat until each individual has taken ten turns.