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Probability Assessment - Rock, Paper, Scissors revised

The document outlines a structured activity for groups to play Rock, Paper, Scissors, including tracking wins and ties, calculating probabilities, and analyzing fairness. It also introduces a new version of the game with different scoring rules and requires participants to draw tree diagrams and compare experimental and mathematical results. Additionally, it poses questions about the impact of replacing items on probability and includes an extra credit question about the probability of having two female children.

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johnlorinevans
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2 views

Probability Assessment - Rock, Paper, Scissors revised

The document outlines a structured activity for groups to play Rock, Paper, Scissors, including tracking wins and ties, calculating probabilities, and analyzing fairness. It also introduces a new version of the game with different scoring rules and requires participants to draw tree diagrams and compare experimental and mathematical results. Additionally, it poses questions about the impact of replacing items on probability and includes an extra credit question about the probability of having two female children.

Uploaded by

johnlorinevans
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Probability Assessment:

Rock, Paper, Scissors!

¿Cual es tu nombre?

Work in groups of three to play 20 rounds of Rock,


Paper, Scissors following the traditional rules. Two members of the group should
play the game while the third records who wins in the table below. Remember
that rock beats scissors, paper beats rock, and scissors beats paper.

Player Tally Total Wins/Ties % Wins/Ties

Tie
1) After completing 20 rounds, work as a group to calculate the percentage of
wins/ties for each player in the table above. Based on the results you got in
the chart above, does each player have an equally likely chance of winning
Rock, Paper, Scissors?

2) Draw a tree diagram showing every possible outcome for the game for one
throw.
3) Based on your tree diagram, write fractional, decimal, and percent values
representing the mathematical probability each player has of winning the
game (or it ending as a tie). (Be sure to include ALL possible outcomes from
your diagram.) Do your experimental results match your mathematical
results?

4) Tally your results with the rest of the class. Are the averaged experimental
results a closer match to the mathematical results? Why or why not?

5) Based on all of your results, is this a fair game (you probably want to base
this on your mathematical analysis of the game)? JUSTIFY your answer.

6) What is the total probability that your opponent will throw a rock on the first
throw, and then a rock on the second throw?
7) Create a spinner below that shows the mathematical probabilities of the
outcomes of a game of Rock, Paper, Scissors following the original rules of
the game.

You are now going to play the game again, but the rules will be different. This
time, play according to these rules with ALL THREE PLAYERS:

Player A gets a point if all signs are the same.

Player B gets a point if two signs are the same.


Player C gets a point if all of the signs are different.

Play the game 20 times and fill in the table below:

Player Tally Total Wins % Wins

8) According to your results, does each player have an equal chance of winning
the new version?

9) Draw a tree diagram showing every possible outcome for the new version of
the game for one throw.
10) Based on your tree diagram, write fractional, decimal, and percent values
representing the mathematical probability each player has of winning the
new version of the game. Do your experimental results match your
mathematical results?
11) Tally your results with the rest of the class. Are the averaged experimental
results a closer match to the mathematical results? Why or why not?

12) Based on all of your results, is this new version a fair game (once again, you
probably want to base this on your mathematical analysis of this game)?
JUSTIFY your answer.

13) When calculating the probability of compound (multiple) events, how does
replacing an item or not replacing an item affect the total probability?
*** EXTRA CREDIT ***
You have two children. Suppose I tell you that one of them is a female. What is
the probability that the other child is a female?

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