Break the Bank SP73 SP82 Project
Break the Bank
Lesson plan
Motivational Set:
- Break the bank from the Facebook and listen to a clip.
- Discuss each vault and its probability of opening.
- Discuss the money and its probability of how much.
- Point out the appropriate probabilities for the game to be “fair” or “win-able”. What would be considered fair?
Development:
- In groups of 3 or more, students will create a Break the Bank
- Choose method of probability (dice, spinner, cards, other, etc)
- Choose the prize sample space.
- Introduce and explain journals.
- Talk about the rubrics
Closure:
- Play the game that is created by each group
- Complete the worksheet assessment
Resources:
- Data Analysis and Probability Games:
- Break the Bank YouTube:
Break the Bank Student Sheet
Resources Possible
http://www.superteachertools.us/spinner/
http://www.superteachertools.us/dice/
Student Instructions:
- To make a vault pick a randomizer (ie. dice, spinner, etc.) to determine whether the vault will open or not.
- Make a tree diagram to show the sample space.
- Explain why you chose this probability.
- Write the probability of the vault opening as a fraction.
- Make 6 vaults in total.
- You will then pick a prize sample space for each of your vaults, if they are opened. For example:
- Vault 1 - $1, $5, $20
- Vault 2 – Gum, cookie, Pop, beef jerky
- Vault 3 – Pencil, sharpie, loose leaf, crayon
Probability Table: Break the Bank Sheet
| Vaults | Randomizer | Probability of vault opening | Probability of the winning prize | Sample Space |
| Example: | Spinner | 4/5 | 1/3 | Gum, chocolate, juice. |
| 1 | ||||
| 2 | ||||
| 3 | ||||
| 4 | ||||
| 5 | ||||
| 6 |
Final Game Sheet
| Vault | Open or closed. | If open, what was won. |
| 1 | ||
| 2 | ||
| 3 | ||
| 4 | ||
| 5 | ||
| 6 |
Journal
- What do you know about the Break the Bank game? And how do you win? Lose?
- How do you think each vault is chosen to open or close? How about the money?
- What do you think the probability of winning break the bank is?
- What are some different ways you can randomize the vault to open or close? Or amount of money?
- Should each vault have an equal chance of opening? Or different? Explain.
- Is it easy to win money in your game? Or difficult? Why do you think this?
- How many plays would it take to win the “grand prize”?
- Why did pick a spinner, dice, cards, etc.? Explain.
Break the Bank Reflection and Assessment
- Justify each vault and their probabilities. Why did you choose the numbers you did?
- What did you learn about making the game?
- Reflect on what difficulties you and your group had in creating the game, how the game is created for C95 or anything you found interesting.
- Explain how the theoretical vs experimental probability are related. Can you assume they are equal? Why or why not?
- If you played the game more, what would you think would happen to your experimental probability numbers in relation to the theoretical probability.
- Represent your theoretical and experimental probability as a percent, fraction and decimal of winning your game.
- What was the probability of opening Vault 1 AND Vault 2?
- What was the probability an opening Vault 1 and winning a prize OR opening vault 1 and winning a different prize?
- What is the theoretical probability of winning your game?
- Play your own game. Did you end up winning? Did the theoretical probably match the experiments you ran?
- What does the probability of winning tell us about the Break the Bank game?
- Who would want to sponsor a game like Break the Bank? Why?
Rubric:
SP7.3 - I can understand the probability of two independent events (Sample space less than 36) expressed as a fraction, a decimal and a percent.
SP8.2 - I can explain, predict, test and relate the probability of 2 separate events both separately and as they relate to each other concretely, pictorially, orally and symbolically.
| 4Exemplary | 3Meeting | 2Approaching | 1Beginning | |
| Journal | Meaningful connections to other probability games | Outcome connections are evident in response | Some connections are made, or some are accurate. | Not clear or no connection to outcomes. |
| Reflection and Assessment | Clearly show their understanding of the outcome. Each answer shows detail and thoughtfulness. Your voice is clear in each response. | Responses are correct for each project. Outcome connections are evident in response. | Some responses are correct. There are some outcome connections. | Responses are not correct and has no connections to the outcomes. |
| Tree Diagram | Multiple randomizers and multiple probabilities of winning while keeping the game reasonable. | Reflects the game your group created. | Not all diagrams are a reflection of the game. | Not evident or no connection to the game your group created. |
| Probability Table | N/A | Reflects the game your group created and complete accurately. | Incomplete. | Not evident or no connection to the game your group created. |
FASA
| Consistently | Usually | Sometimes | Rarely |