Ive taught this lesson with both sixth graders and seventh graders and it really cements in the idea of experimental vs theoretical probability. They are really engaged and I enjoy teaching the lesson! I've actually extended the lesson by having them take the experimental probability and making a new wheel (basically making a circle graph) for the show. Really great lesson guys!

Cool lesson. A possible extension would be to have them find the probability that someone actually wins the million dollars after landing on the wedge. I think I've seen it once, but the odds are astronomical.

This lesson was completed with two grade eight classes to practice their understanding of Theoretical and Experimental Probability in preparation for their assessment. I found that both groups were quickly interested and curious to find out whether the game is rigged or not. Students were found to be immersed in conversation about the proportions of the segments, particularly on the one million and bankrupt segments. Students worked together to solve the problem, shared their ideas, and explained their thinking orally. The activity encouraged students to justify their thinking no matter what answer they chose. A suggestion that could grab more students' attention would be to add a clip of the game at the beginning of the lesson so that all students have an idea of how the game is played and can then share their ideas in regards to the concept of a whole to part relationship.

FYI: There is a typo in question 3 on the student document. It should read "... what would need to happen for you to think that the show was rigged?..." My kids really enjoyed this lesson. Helped to reinforce the percent concepts we've been talking about. I found a great site that lets you make your own wheel for any purpose [ wheeldecide.com ]. I used it with my kids before we did this lesson just to practice playing wheel of fortune for those that weren't familiar. This can also be used for a variety of review activities no matter what the concept.

I'm very upset. The wheel in the introduction- that we calculate the probability with- does not match the wheel they actually use in the game. This means that the results are not valid. Please edit this lesson and repost it.

My calculations show Free Play coming up twice and Lose A Turn only once. Am I wrong? I watched the video several times to count each spin.

Thank you, I have a student, who is never excited to do math, and this kept him involved the entire period!!