Reflection: Rigor Playing with Probability - Some Simple Scenarios - Section 3: Active Engagement


The concepts in this lesson are potentially very high level.  My goal in conferring with students during the independent study portion of this activity is to ask questions that prompt them to both develop their ability to use mathematical language when speaking and also to push them towards that state of productive discomfort where they are asking themselves, “What’s going on here?  Why did I think ----- and then ------ happened instead?” 

An example of where this kind of thinking occurs is when students work with the first scenario, in which they have 10 red, 5 orange, and 5 green.  They predict that they will pull out the most red and as know, in only 10 trials, this is not always the case.  This is a place for rich thought.  “If you have 10 red and only 5 orange, why did you pull out so many orange and so few red?”  Another example would be the puzzlement of students who predict that they will pull out an equal number of orange and green, since there are 5 of each of those colors. 

  Effective Questioning
  Rigor: Effective Questioning
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Playing with Probability - Some Simple Scenarios

Unit 10: Math and Me: Nutrition, Health and More
Lesson 7 of 7

Objective: SWBAT write and state complete sentence predictions and then write or state a complete, mathematical response that compares the actual results of a probability trial with reality.

Big Idea: Exposure to this concept now is both fun and engaging AND a crucial step toward building a foundation for deeper, long-term understanding.

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