As students enter the room, they will have a seat, take out their Problem of the Day (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use MP 3 continually based on the discussions we have about the problem each day.
The POD today will be a discussion to introduce the review for the unit. I want to get student feedback about the information we have covered in the unit. I want to know what they know. They can summarize their response to the POD. Hopefully the ideas being shared will generate additional discussion and prompt students to share ideas and build upon what they know and elaborate.
What have you learned in this unit? What do you know today that you didn’t know or understand a week ago? What do you still need to know?
To review for the assessment students will be grouped in pairs. Each pair will receive two sets of the “Four Pictures” cards. While one student (Student A) looks away, the other student will shuffle the cards in one set and place them face down. The other set of cards will be placed face up in front of Student A, who will then turn around. Before the first selection is made, students will answer the first question on the “Guess the Picture” activity sheet. Student A will guess which picture is in position 1 until the correct picture is guessed. Student B will check to see which picture is in position 1. Students record the actual guess that was the correct picture and discuss whether this changes the theoretical probability (no). Now that picture 1 is known, students determine the theoretical probability of correctly guessing the picture that is in position 2 (1 out of 3), then position three (1 out of 2), and finally position four (1 out of 1). After determining the theoretical probability, students record the actual number of guesses that it took to identify the picture in the table provided. When the table is completed, students will discuss the other questions on the activity sheet with the group. The whole class discussion will include how to create a table or a tree diagram to represent the possible outcomes of the ways the order of the four pictures could be guessed.
We can close class with discussions on how outcomes are determined, how to design an experiment, and how to represent a list of possible outcomes. The whole group discussion will benefit my students by giving them an opportunity to pose any questions they may still have and to hear the ideas of others. Students can ask questions regarding content along with questions on the assessment itself.