EDU 293 Lesson 8
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Rio Salado Community College *
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Course
293
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
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Uploaded by MinisterJellyfishMaster1747
EDU 293 Lesson 8
1.
Watch the video
Probability: Can You Beat the Odds?
Describe three experiments that Jonny Heeley uses with the seventh grade students. What benefits do you see in conducting the experimental approach to explore probability? Describe how these experiments can be used with upper elementary students to teach probability.
I absolutely loved watching this video! Johnny Heeley used real world problems to show probability and I’m assuming that almost all of those students learned mastered probability in those 30 minutes. Three experiments he used to teach probability were: flipping a coin, rolling dice, and winning a car. The flipping the coin exercise started with all of the students; students who would flip heads would sit down and students who flipped tails would continue. He used it to teach ½ probability, at the end of 7 flips there was 1 student left which had an 1/128 chance to get 7 tails in a row. The second experiment was the dice roll; students identified that there is a 1/6 chance of rolling any single number. He also added a second dice but the probability remained the same. The third experiment was the car in a box. Students were able to identify that there is a 1/3 chance for the student to select the winning box. What they didn’t know is when Heeley showed a
losing box to them that would increase the probability of the unchosen box to 2/3 instead of 1/3. The benefits of using the experimental approach is he had every student engaged if not participating within the whole lesson. Doing activities like this sticks to our students’ brains because they will always be able to remember and connect this learning to future probability questions. These experiments can be used for any grade when teaching probability because students will be eager to
participate in any of the activites.
2.
Read the article
"The Equals Sign: Operations, Relations and Substitutions."
Summarize the article. What do the students understand about the equals sign? What strategies are shared to increase understanding of how the equals sign works?
Student know when they see an equal sign they are going to have to solve an arithmetic operation. For example when students see a questions like (12+5=__) students know they have to
find the sum of the 2 numbers. Now what the article was stating is that there are different strategies on how students would find the answer for that problem. According to the text students
in the eastern hemisphere have more of a rational view when it comes to solving mathematical problems. While in the western hemisphere students use the substitutive view. The substitutive approach is when a student breaks down swaps the numbers, so it is easier to answer. For example, 12+5= could become 10+5+2= students may find it easier to add by tens.
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