ࡱ> %'$a jbjb,, NN^98  <>>>>>>,R jj    < <    M  0     Dear Family, Our math class is about to start a unit on probability, a subject that appears in our lives in many different forms. When the weather reporter on the TV or radio reports a 70 percent chance of rain, we are being given a probability to help us figure out whether or not to carry an umbrella that day. When we flip a coin to decide who goes first in a game, we are using probability. And when we talk about whether someone is likely to have a baby girl or baby boy, we are also using probability. Within the next day or so, your child will bring home a sheet on which you both will briefly describe what you think the word probability means. This could lead to an interesting discussion about the many meanings of some words. Another activity your child will be doing at home is tossing a bottle cap many times to see how likely it is to land with the top up. You can help your child keep track of the results of this experiment and try to draw some conclusions from it. Later, we will be talking about games of skill and games of chance, and how to judge the fairness of a game. Listen to your childs explanation of what makes a fair game. In another homework activity at the end of the unit, your child will experiment with pulling family members names out of a hat as a fair way of deciding who does a household chore. Although students only pretend to allocate chares this way, you might actually try it out for a while. If you do, be sure to keep track of the results and discuss with your child whether or not it seems fair. Look and listen for ways probability is being used around you, and discuss these situations with your child. For example, if someone you know has entered a raffle or contest, talk about the probability of winning versus losing. Raise questions like these: About how many people do you think have entered? How many winners will there be? Is there reason to believe your chance of winning is higher or lower than anyone elses chance? These questions are both personally and mathematically interesting and provide important opportunities to talk mathematics with your child. Sincerely, Between Never and Always Grade 5 Parent Letter  } hj@Y6 hj@Y5 hj@Y5CJ$hj@Y   OP[\]^^/ =!"#$%D@D NormalCJOJPJQJmH sH tH DA@D Default Paragraph FontZi@Z  Table Normal :V 4 l4a _H(k@(No List 4@4 j@YHeader  !4 @4 j@YFooter  ! zOP[\]^000000000000000000Pˀ0P((0PPp8))888;  ^^^@Zw` @UnknownGTimes New Roman5Symbol3 Arial3Times"hqfۣ&;!r4d[j@YBetween Never and AlwaysMichael McLaughlin Andy Robbin Oh+'0x  4 @ LX`hp'Between Never and Always1.QMichael McLaughlinNormal Andy Robbin3Microsoft Word 11.2@G@$HM@Q; ՜.+,0 hp|  'MMA Between Never and Always Title  !"#&Root Entry FQ(1Table WordDocumentSummaryInformation(DocumentSummaryInformation8CompObjX FMicrosoft Word DocumentNB6WWord.Document.8