Essential Question: How
can I differentiate through student product in my classroom?
new AK Math standard
Use probability to
evaluate outcomes of decisions.
S‐MD.6. (+) Use probabilities to make fair decisions (e.g.,
drawing by lots, using a random number generator).
LYSD Standard:
The student demonstrates a conceptual understanding of probability and counting
techniques by
M6.4.5
determining or comparing the experimental and/or theoretical probability of
independent or dependent events
Technology Standard
Nets-C
2.g. Coach teachers in and model effective use of technology
tools and resources to continuously assess student learning and technology
literacy by applying a rich variety of formative and summative assessments
aligned with content and student technology standards
I will not do an in depth project with my students due to
recent school wide computer problems and time constraints with the cultural
week we are soon having.
Students will play a game to be able to determine that a
game that seems fair is actually unfair after analyzing the game in a logical
manner and find out why things happened as they did. Students will also create either a glog, a blog, or a
powerpoint presentation to communicate results and their conclusions.
Procedure:
- Explain to the group that they are going to play a game dealing with probability.
- Group the students into groups of three.
- Each group gets 3 index cards to keep score on. Randomly assign players A,B, and C.
- The groups each get two coins to toss and are assigned points according to the following rules.
- Player A gets 1 point if the coin toss results in two heads, player B gets 1 point if the toss results in two tails, and player C gets 1 point if the coin toss results are mixed (one head and one tail).
- The game is over after 20 tosses. The player who has the most points wins.
- The students play the game 3 times. After each game they discuss whether they think the game is fair or unfair and make predictions about who will win the next game.
- As a class, have a discussion about the fairness of the game. Challenge the students to make an argument not based on the data as whether the game is fair or unfair and why.
Unpacking the
Standards
·
Make decisions based on expected values
·
Use expected values to compare long term
benefits of several situations
·
Justify fairness/unfairness of the situation
·
Determine or compare the experimental and/or
theoretical probability
·
Determine the probability of the outcomes
·
Determine how many options exist using counting
techniques
·
Discuss the conclusions
·
Communicate the outcome in an age appropriate
way
·
Create a product using technology to share
outcome.
Students will be assessed based on the following rubric.
Rubric for
Probability Experiment and Conclusions using a Technological Tool
Name:___________________________ Date:______________________________ Molly
Hale’s Class
Category
|
High
|
Moderate
|
Developing
|
Needs Improvement
|
Probability Experiment
|
Experiment problem clearly stated. Chart is set up with labels; data for
3 different sets of 20 tosses is neatly presented on a spreadsheet. Calculations for theoretical
probability and experimental probability are neat and correct. A short paragraph reflecting results
is accurate and typed.
|
Experiment problem clearly stated. Chart is set up with labels; data for
3 different sets of 20 tosses presented on a spreadsheet or graph paper. Calculations for theoretical
probability and experimental probability are correct. A short paragraph reflecting on the
results is accurate.
|
Experiment problem stated but not clear. Chart is set up with labels; data for
3 different sets of 20 tosses is presented on graph paper or on plain white
paper. Calculations for theoretical probability or experimental probability
contain a few errors. A short
paragraph reflecting on results contain a few errors.
|
Experiment problem not stated. Chart is set up with no labels; data for 2 or fewer
different sets of 20 tosses is presented on plain white paper. Calculations for theoretical
probability and experimental probability contain several errors. No reflection paragraph on the
results is given.
|
Communication
|
The student can represent work in a clear, organized
manner. Summary: the student
uses appropriate mathematical language and symbols to explain how
calculations were made and advised the class on the fairness or unfairness of
the game. Representations: the
student has created an efficient system of tables or graphs to track the
calculations for all the possible outcomes of the event, the results of the
experimental probability experiment, and the results of the theoretical
probability.
Extension: the student includes a written rule, equation,
generalization, and observation about their mathematical insights about their
understanding of probability.
|
The student can represent work in a clear, organized
manner. Summary: the student
uses appropriate mathematical language and symbols to explain how
calculations were made and advised the class on the fairness or unfairness of
the game. Representations: the
student has created an efficient system of tables or graphs to track the calculations
for all the possible outcomes of the event, the results of the experimental
probability experiment, and the results of the theoretical probability.
|
The student has communicated understanding of the task by
labeling their work, but the task is not clearly organized and the student’s
thinking is hard to follow. Summary: the student states final answer; and
uses some mathematical knowledge and symbols to explain calculations and
advised on the fairness or unfairness of the game. Representations: the student has not established an
accurate system of tables or graphs to track the calculations for all the
possible outcomes of the event, the results of the experimental probability,
and/or the results of the theoretical probability.
|
There is little or no communication, the student did not
label the work, and/or their thinking is difficult to follow. Summary: the student does not write
final answer, and/or their thinking is difficult to follow. Summary: the student does not writ
final answer, and/or uses little or no mathematical language and symbols to
explain how calculations were made and advised on the fairness or unfairness
of the game.
Representations: the student has no system of tables or
graphs or charts to track calculations for all the possible outcomes of the
event, the results of the experimental probability experiment, and/or the
results of the theoretical probability.
|
Understanding
|
There is clear understanding of the topic in depth and it
shows through the presentation of the information with a strong argument for
the fairness or unfairness of the game.
|
There is clear understanding of the topic in depth and it
shows through the presentation of the information with ease.
|
There seems to be understanding of the concept and the
presentation is choppy.
|
There is an inadequate amount of understanding.
|
Oral Presentation
|
Holds attention of entire audience with the use of direct
eye contact, seldom looking at notes.
Speaks with fluctuation in volume and inflection to maintain audience
interest and emphasize key points.
|
Consistent use of direct eye contact with audience, but
still returns to notes. Speaks
with satisfactory variation of volume and inflection.
|
• Displays minimal eye contact with audience, while
reading mostly from the notes. Speaks
in uneven volume with little or no inflection.
|
• Holds no eye contact with audience, as entire report is
read from notes. Speaks in low
volume and/or monotonous tone, which causes audience to disengage.
|
Final Product
|
Students create an original, accurate and interesting
product using technology that adequately addresses the probability
experiment.
|
Students create an accurate product using technology that
adequately addresses the issue.
|
Students create an accurate product using technology but
it does not adequately address the issue.
|
The product is not accurate and is incomplete.
|
References:
No comments:
Post a Comment