Reflection: Routines and Procedures Spinner Probabilty - Section 3: Analyzing the Data


It is really important to gather a large set of numbers to show students the larger the sample size the closer the result will represent the mathematical theory of probability; but you can loose their attention, and have a lot of disruptions, if this isn't handled correctly. 

The first thing I do is make sure every student knows they need to also be recording the data - this is the "evidence" they are doing their work.  I also follow the same pattern of having students give their results.  In the past I would call students names using craft sticks because I thought they needed to be on their toes waiting for me to call on them.  Then I realized it takes just as much, if not more, attention to know when the person before them has gone and it is their turn.  We start at table one, seat one and continue around the table and then to the next table following the same pattern.  You will need patience and perseverance on the first time around, but by the time we were on the third color I did not have to call on anyone and by the fourth color we were flying.  I call this a whip around and my students know the pattern to follow and that the word whip means they need to give answers quickly. 

  Collecting Data from Every Student
  Routines and Procedures: Collecting Data from Every Student
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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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