Hello all and welcome to/back to my blog!
This week we covered my favourite strand of math: Data Management and Probability! (Ok...it's tied with Geometry for favourite.) As a student, I loved this strand because it was something tangible for me; something that I could actually count. I loved dice, and coins, and spinners; I still do! I felt that by actually having something in my hands, I could learn. I am both a visual and kinaesthetic learner, and so anchor charts and hands-on activities really helped me to grow and learn, both in math and in other subjects. This week's lesson brought back some memories (good ones!), and helped me to visualize how I could help my future students to love this strand as much as I do!
The first activity that I loved during this lesson were the probability starters. I love putting things in order, and pairing them together, so I loved probability starters number one and two. The first starter showed a line of four people, as asked you to make as many different line combinations as possible (hint: it was 24). I enjoyed this activity, as I was able to order them correctly after I wrote them down (hence the visual and kinaesthetic).
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Retrieved from transum.org
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The second probability starter featured ice cream and how to order double-scoops together. There were six different flavours, and each ice cream cone could only be made once (E.g. Chocolate-Peach and Peach-Chocolate is the same cone!) I enjoyed this activity again, because of the visuals, but also because I really do enjoy ordering things in specific pairings!
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| Retrieved from transum.org |
Another cool idea that I picked up from this lesson (and intend to use!) is the probability field trip to Tim Horton's! As a massive fan of Roll up the Rim, I am all for taking time out of my day during that season to go for a tea. Additionally, and most importantly, I think that this is a great way to show students real-life examples of how probability works in our world on a daily basis. Basically, the point of the trip is to explore theoretical probability (how many times you THINK you'll win/statistics SAY you will win) versus experimental probability (how many times you ACTUALLY win). I find that by introducing students to concepts that they will use/could foresee using in their lives, they are more willing to learn, and more engaged in the learning process. Also, who doesn't love having a nice hot drink on a cold winter day?
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| Retrieved from smartcanuck.ca |
In all, this lesson helped me to think of Data Management and Probability not from a teacher's point of view, but from a student's. I find that it is easier now to remember how I felt about math as a student, and how I solved problems in the past. I looked at this week's lessons as a student, and tried to figure out how I would use these activities in my life (or situations like them). I am so excited to use both my prior knowledge, and my new sense of math-hope to teach my future students about the many strategies they can use to help make not only Data Management and Probability easy for them, but math in general as well!
Hi Erin,
ReplyDeleteI also really liked the Tim Hortons field trip idea. I think it may be hard for some students to understand the difference between theoretical and experimental probability, and the field trip would give these students the opportunity to see in theory what the chances are of winning (theoretical probability) and in reality what actually happens when playing "Roll Up The Rim" (experimental probability).
Additionally, I agree that the Data Management and Probability portion of the math curriculum is great for the kinaesthetic learners, in regards to the number of manipulatives that are often used in the teaching of this section.
Have a great week!
Hi Erin,
ReplyDeleteI, along with everyone else within the class (I am sure of it) really loved the Tim Horton's field trip idea. Having students see first hand that math occurs in the everyday world in scenarios that aren't just about the perimeter or area of something is important. I am sure that is something that the students will never forget and talk about for weeks with their friends. I found it really interesting how you said you look at things from a student's point of view now. I think that is so important as a teacher. We have gone through years of education and forget what its like to be in their shoes learning things for the first time. If we look at it through their eyes I think we will become much more patient and teach a better lesson.
Thanks for sharing!!
Hi Erin!
ReplyDeleteI love your use of the roll up the rim idea to help teach students the concept of probability. What an awesome way to teach them how real life application of math works! This is one of the most important aspects of being a good math teacher I think, as it gives students reason to be excited and interested in learning math concepts because it becomes more applicable to them.
great job!
Hi Erin,
ReplyDeleteI also enjoyed the use of Roll Up the Rim to help students learn the concept of probability. Through the use of this activity, students are able to see the concept of probability in a realistic application. Students will be engaged in their learning and continue to develop their skills as they maintain motivation and interest in this concept. If I have the chance to teach this concept, I will definitely try to use the activity.
Great Post!