Reflection: Checks for Understanding Spinner Probabilty - Section 3: Analyzing the Data


During my questioning I asked my students "Why did the spinner land on each color the number of times we have recorded here?"  Pointing to the recorded data on the whiteboard.  Two of my brightest students answered correctly the spinner landed on red the most because red has the greatest area on the spinner face.  But they both went on to say the spinner landed on green more times than yellow, because it was closer to red - the color with the biggest space. 

I told them other students in the past had this same thought and that is why each year I keep the colors the same.  Some years we end up with green having more tallies and some years we end up with yellow having more tallies.  I ask them why the tallies for green and yellow would always come up close to the same?  I could see them thinking and gave them a moment to discuss this with their tables - hoping another student could explain better than I did - green and yellow would come up about equally likely and 1/8 (each) of the total number of spins. They said they understood but these two are not used to making mistakes so I am going to give them some time before I revisit this.  I do a 5 Minute Math question each morning and this will reappear during that time so I can assess their understanding. 

  Student Misconception
  Checks for Understanding: Student Misconception
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Spinner Probabilty

Unit 7: Probability
Lesson 2 of 5

Objective: Students will be able to gather, analyze and interpret data; discuss whether or not a a result is possible or likely; comparing personal results with a larger class sample

Big Idea: Statistics are all around us in the "real" world.

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