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Students will exchange papers and will grade each other's papers. Once you are finished we will put the grade on the paper and then as a class go over the assignment.

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example 1: There is a bag with 25 marbles, 5 red,5 blue,5 yellow,3 orange,3 green,4 purple. What is the probability that you will choose a blue marble?
The answer is 5/25 because 5 of those 25 marbles are blue.

example 2: If you have a spinner with 5 spaces with numbers and there are three 3's, one 2, and one 7. What is the probability that the spinner will land on the number 2?
The answer is 1/5 because there is one number 2 out of the 5 possible numbers.

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Here is a little of Early Probabilty, the story of Blaise Pascal and Pierre de Fermat.
Games of chance

The modern mathematics of chance is usually dated to a correspondence between the French mathematicians Pierre de Fermat and Blaise Pascal in 1654. Their inspiration came from a problem about games of chance, proposed by a remarkably philosophical gambler, the chevalier de Méré. De Méré inquired about the proper division of the stakes when a game of chance is interrupted. Suppose two players, A and B, are playing a three-point game, each having wagered 32 pistoles, and are interrupted after A has two points and B has one. How much should each receive?

Fermat and Pascal proposed somewhat different solutions, though they agreed about the numerical answer. Each undertook to define a set of equal or symmetrical cases, then to answer the problem by comparing the number for A with that for B. Fermat, however, gave his answer in terms of the chances, or probabilities. He reasoned that two more games would suffice in any case to determine a victory. There are four possible outcomes, each equally likely in a fair game of chance. A might win twice, AA; or first A then B might win; or B then A; or BB. Of these four sequences, only the last would result in a victory for B. Thus, the odds for A are 3:1, implying a distribution of 48 pistoles for A and 16 pistoles for B.

Pascal thought Fermat’s solution unwieldy, and he proposed to solve the problem not in terms of chances but in terms of the quantity now called “expectation.” Suppose B had already won the next round. In that case, the positions of A and B would be equal, each having won two games, and each would be entitled to 32 pistoles. A should receive his portion in any case. B’s 32, by contrast, depend on the assumption that he had won the first round. This first round can now be treated as a fair game for this stake of 32 pistoles, so that each player has an expectation of 16. Hence A’s lot is 32 + 16, or 48, and B’s is just 16.
https://www.britannica.com/science/probability

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Students will be able to:
Use a variety of graphs to display data and explore relationships among data.
Mathematical Practices:
SMP.3. Construct liable arguments and critique the reasoning of others.
SMP.4. Model with mathematics.
SMP.5. Use appropriate tools strategically.
SMP.7. Look for and make use of structure.

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In 1765 Joseph Priestley published a timeline type graph upon which he plotted horizontal bars. Although not one of the more usual forms it is still a bar style chart.

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http://www.jpowered.com/graphs-and-charts/bar-chart-history.htm

https://www.britannica.com/science/probability

https://www.education.com/worksheet/article/probability-toss-4/

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There is a history fact that has come up online which speaks about Nicole Orseme and how this person used a barchart to plot velocity of a constantly moving object against time. Below is the graph that was made to plot the information.