UNIT 3 PROBABILITY ASSESSMENT PROJECT

Probability Project Based Assessment

GRASP Analyzing data from a survey
G: to demonstrate mastery of probability standards through real-world examples
R: Researcher conducting a survey and analyzing and presenting the results
A: your high school peers
S: MGSE9-12.S.CP.1-7: Set theory, independent probability, conditional probability,
2 way tables, compound probability, measures of central tendency,
P: The product will be a presentation, whether on poster board or electronic media
that answers all of the required questions and displays the data clearly and
concisely.
Part A: Qualitative Data Survey
Instructions:
1. Create a Survey Question:
_________________________________________________________
______________________________________________________________________________
The survey question needs to be one that can be answered with a yes or no, or
allows the participant to select from a list of choices (i.e. Do you own a pet?, Do you
prefer Taco Bell or Krystals?, etc). You will also need to keep track of your survey
participants and identifying characteristics. That will become your 2 nd set of data.
(males vs. females, or juniors vs. seniors, etc)
2. Conduct your survey: The survey must include responses from a minimum of
50 participants.

3. Arrange your responses into a 2-way Frequency table including the totals.

Type of response
Type of
characteristic Response Response
1 2
Characteristic 1 a b
Characteristic 1 c d

4. Arrange your
data into a
Venn diagram based on type of response.
 UNIT 3 PROBABILITY ASSESSMENT PROJECT

Label your circles A and B and find the following probabilities then describe in
words what each of the probabilities means in relation to your data.
5. P(A) 6. P(B)
7. P(A or B) 8. P(A)

9. P(A B) 10. P(A B)

11. Use your data to draw a conclusion regarding your survey question? Use
complete sentences.
12. Create 1 of the following for your data that a classmate would be able to
answer:

A conditional probability question

An independent probability question

Part B: Quantitative Data Survey

Instructions: Conduct a second survey with numeric results (Examples How
much are you paying for your prom dress? How many hours per week to you
study? How much do you spend on junk food per week?)
13. Determine the measures of central tendency related to your data. (Mean,
Median, Mode, M.A.D., variation and standard deviation)
14. Create your Normal Distribution curve

15. Present the work for parts A and B on a poster board with visuals from each
part of the instructions as appropriate or using some electronic form of a product
(i.e. Prezi, Power Point, etc).
16. Include a written summary of your steps from beginning to end that answers
the following questions
a. Why did you select the Qualitative Survey question that you selected and
what was your survey method? (random, systematic, ect,)
b. What were the findings based upon the survey results?
c. What is the verbal translation for each of the set theories that you
calculated?
d. How did you select the Quantitative question and what was the survey
method you used?
e. Which measure of central tendency most closely represented the center of
your data? Were there any outliers?
 UNIT 3 PROBABILITY ASSESSMENT PROJECT

Rubric:
Understanding/ 1 2 3 4
content
Understanding/ The persons The person has an The person has a The person has
Content understanding of the incomplete complete demonstrated a
(x2 counts as topic is so understanding of the understanding of the complete and
double) incomplete or has so topic and/or information detailed
many misconceptions important to the understanding of the
misconceptions that about some of the topic but not in topic.
the person cannot information. great detail.
be said to However, the person
understand the topic maintains a basic
understanding of the
topic
Communicates The communication The person does not The person uses all The person use all
Effectively in written demonstrates little use some required necessary necessary
form or no attention to conventions of conventions of conventions of
the use of necessary writing or writing for enhanced writing without error.
conventions of demonstrates errors readability with few Spelling,
writing. Errors are in the use of some errors. punctuation,
distracting. conventions. Some capitalization,
errors may be grammar, etc. are
distracting. all appropriate.
Assignment The person is not The person is not The assignment is The assignment is
punctual in turning punctual in turning neatly organized but neatly organized,
in the assignment in the assignment or does not follow the follows the
and didnt use the the does not use the format. The person appropriate format,
appropriate format appropriate format. turns the complete and turned
assignment in on in on time or early.
time.
Creativity The assignment The assignment Some details about The assignment
lacks interesting meets the the assignment are shows attention to
and/or creative requirements but is presented in a detail and effort in