Sample Space, Clothing and Outfits

Normally a discussion on probability or statistics begins with outcomes from an experiment, what we refer to as sample space


Taken From CNX.org

A sample space is a set or collection of outcome of a particular random experiment.
For example, imagine a dart board. You are trying to find the probability of getting a bullseye. The dart board is the sample space. The probability of a dart hitting the dart board is 1.0. For another example, imagine rolling a six sided die. The sample space is {1, 2, 3, 4, 5, 6}.

Examples of Sample Space.

• The tossing of a coin, sample space is {Heads, Tails}
• The roll of a die, sample space is {1, 2, 3, 4, 5, 6}
• The selection of a numbered ball (1-50) in an urn, sample space is {1, 2, 3, 4, 5, ...., 50}
• Percentage of calls dropped due to errors over a particular time period, sample space is {2%, 14%, 23%, ......}
• The time difference between two messages arriving at a message centre, sample space is {0, ...., infinity}
• The time difference between two different voice calls over a particular network, sample space is {0, ...., infinity}

Many educators use a tree diagram to help students understand outcomes which is a very handy tool. 

(Flipping a Coin and Rolling A Die)

Yet, even with a great tool like a tree diagram, there is still a disconnect between the teaching and the student. We need a better way to reach them!

I like this idea suggested by one of my statistics students!

How Many Outfits Can I Wear?

Using stickers of different clothing (shoes, hats, dresses, etc), let your students discover the amount of mixing and matching they can perform to create different outfits. 

Extra Credit From My Statistics Students

Go Faith! Awesome Job With Your Extra Credit!

Teaching Statistics With Tootsie Pop Data

Need To Teach Statistics? Mean, Median, Mode, Range, Standard Deviation, etc? Then you need data...

Now, you can surly get data from predetermined data sets, but such data does create any relevance. It doesn't spark any interest because it is too far removed from the student and the classroom. Here's an idea! Tootsie Pops!

How many licks does it take to get to the center of the tootsie pop?

So here's what you do. Buy a couple bags of tootsie pop suckers

1st: you must decide if your question is how many licks to remove all the candy around the tootsie pop, 1/2 of it, or simply to reach the tootsie pop.

Now decide, do you distribute them at the beginning of class and allow the students to lick the sucker throughout class, or assign it as homework? Either way, you will collect a diverse set of data that will interesting to investigate. Let me know how it goes! Send pics handonmath@gmail.com