Breaking the Stick

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$By: Melissa Hanel Math B/Grade 11 5 Day Unit Plan Technologies ...$

G 1 6 Continue the activity, considering each whole number between 10 and 20 as a possible rightmost break. Your picture should look like the one below. Try other choices for the rightmost breaking point, such as 12.5 and 16.25. A success when the rightmost break is at 12.5 results if the choice for the leftmost break is a number more than 2.5 but less than 10. The leftmost break can be anywhere between 2.5 and 10. A success when the righmost break is at 16.25 results if the choice for the leftmost break is a number more than 6.25 but less than 10. The leftmost break can be anywhere between 6.25 and 10. Add the information to the graph. Point to the red dots at (11, 1), (12, 2), (12.5, 2.5), (13, 3), (14, 4), …, and (20, 10). T: Why are the dots along this diagonal red? S: They are for the cases where the middle piece of the stick would be exactly 10 cm long. G-74 IG-VI
G 1 6 By now the class should suspect that solid areas of red and blue, as suggested by the red-blue segments, can be colored in. Shade the appropriate regions. T: What is the probability that a fly landing in the honey triangle will land in the blue region? What is the probability that if two breaking points are chosen randomly, the pieces will form a triangle? S: 1 ⁄4; the area of the blue region is one fourth of the area of the honey triangle. IG-VI G-75
Page 1 and 2: G13 BREAKING A STICK #1 G 1 3 Capsu
Page 3 and 4: G 1 3 Distribute copies of Workshee
Page 7 and 8: Your table should resemble this one
Page 11 and 12: Choose a student to come to the boa
Page 13 and 14: Shade the interior of the (red) tri
Page 17: When the class is convinced that no

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