What did I learn?
I learned a great way to teach about probability in our math class this week. Instead of merely going through a step by step lesson on probability, students can learn by “experiencing” it for themselves, when playing a dice game. If two players are awarded chips, based on a certain roll, each player will want to know if they have an equal chance of winning. Each student playing the game will want it to be fair, so this is a great way to introduce them to probability. They have a “stake” in whether or not it’s a fair game, because they’re playing it!
At first glance at the rules of the game presented in class, it looked like Player 1 had an advantage over player 2 because he or she was given 7 “sums” compared to player 2, who was given only 4. But, after closer scrutiny, it became apparent that the “sums” given to player 2 had a greater probability of being rolled. This could be shown mathematically by creating a chart that showed the 36 different combinations of rolled dice. As it turned out, a sum of 6, 7, 8, or 9 had a 10% greater chance of being rolled than a 2, 3, 4, 5, 10, 11, or 12. This “increased chance” of winning became apparent in our class when player 2 won almost every game (by collecting 5 counters before player 1.) This type of problem will show students the value of being able to solve a probability problem, even if this knowledge is only used to evaluate whether the rules of a card game are fair. It empowers them to learn to evaluate the various probabilities in their everyday lives.
What do I have questions about?
How will I be able to constantly think of new and exciting ways to present the different concepts in math to my students, to keep them engaged? How do I make my students realize that they will encounter math in their everyday lives?
What are the implications for classroom practice?
This exercise, of playing a dice game, clearly shows the value of giving problems to kids that they’ll care about. If students are given a game to play they’ll want to know if its rules are fair so they’ll spend time evaluating them. Math becomes fun when students are allowed to creatively solve problems, like determining whether the rules in a card game are fair. Making math fun can be as simple as having a competition among students in the classroom. I witnessed this first hand in my dyad placement last week. The students were working on double digit multiplication math problems. In past classes, I had watched the students do their “daily check” problems at their desk with limited enthusiasm. They all seemed to know the various steps, but at times, made careless errors. Many couldn’t even get through the assigned problems in the allotted time during class. This all changed on the day they were given the “Turkey Team Challenge”. Four teams were formed, each competing to construct a turkey on the active board. The rules were simple. The correct solution of each problem was worth a particular body part on their turkey; the head, body, right wing, left wing, right leg, left leg, face, and various colored feathers. To earn the privilege of placing a body part on their turkey, however, each member of the team had to solve a particular problem correctly. The room was “a buzz” with excitement. Every member of every group was “on task” as the competed to complete the turkey. This was an excellent way to keep the students focused on math. It was educational, as well as fun. This is a game I will definitely play in my future classroom
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