# Tag Archives: classroom

## Fun with Expected Value

I just taught expected value in FST and really enjoyed it. The two main tasks I used were: The Carnival Candy Game and Dan Meyer’s Money Duck.

The Carnival Candy Game

You’re at a carnival and you get to pick one piece of candy from a bag. The color candy you draw determines how much money you win. I used starbursts, and I set it up like so:

The students didn’t win money; rather they won that many starbursts. (I had a different bag of starbursts for prize winnings because I made sure that the candy drawn was replaced each time to keep the probabilities the same for everyone.)

This was enjoyable because naturally all the kids wanted to pick the purple one. Not surprisingly, most picked pink, yellow, or red, but I have 45 FST students (two classes), and the 44th student did pick the purple one.

Then I asked them to calculate the expected value for their prize winnings when playing this game.

Then I said, suppose it costs \$5 to play this game. What does that mean for the player? What does it mean for the carnival game host?

Money Duck

Love the Money Duck. The students were very engaged by the idea of the money duck. I basically followed Dan Anderson’s lesson plan for this one. Like Dan’s students, and as I commented on his post, my students also wanted to determine the possible/impossible distributions based on what they saw in the video instead of in theory. I slightly fixed that in my second class by stopping the video after the first \$1 money duck, explaining that the video was made up, and stressing that we were interested in what is possible, not necessarily what the company actually does.

Like Dan, I had my students come up with company names, probabilities, and price. They then had to compute expected value and their profit. I also compiled the data in a spreadsheet, but didn’t really do anything with it, unfortunately. If I did it again I would like to have the students do some more sharing and comparing between groups.

And then things got even better. Today was the grand opening of a new Cabela’s nearby my school, so several of my male seniors told me how they all skipped class this morning (well, some of them probably had open campus 1st period… I hope) to get in line at the new store because the first 500 customers received a gift card up to \$500. One of them said, “But Ms. Cummins, they didn’t tell us how many were for \$500″. It turned out that they all got \$10 gift cards except for one who got a \$25. It was perfect. I told them I was going to write a test question about that.

Filed under FST / Algebra 2, fun, probability

## Plans for the New Year

Happy new year! What a wonderful winter holiday this has been. I think I really lucked out as a first year teacher getting a two-week break from school this year. It was been a period of relaxation and rejuvenation, as well as a celebration of family, friends, and good times. And it’s not even over yet!

As a result, I’ve had plenty of time to reflect upon my teaching experience so far, and as a result, I’ve developed some ideas and plans for the new year and next semester’s classes. I still have two weeks left to wrap up before finals week, so while I may implement some fresh ideas now, I might not get around to all of them until the new semester starts.

Here are some thoughts I’ve had, in no particularly order.

1) Change up the seating arrangement. This one I’m going to save until second semester because I don’t want to throw off the kids right before finals week because I swear I’ve read somewhere that a person tests best in an environment that he or she is familiar and comfortable with. Anyway, my plan is to arrange my students in pairs. Right now the kids are seated in small groups of four to facilitate collaborative learning, but the tables are simply too big for the kids to work across. I encourage them to stand up and move to the other side, but sometimes they’re reluctant to do that. Additionally, partner work has been more effective than group work in my classroom so far. I’d love to do more group work, but it’s a dream in progress, and I think the days would just run more smoothly with students in pairs.

2) Figure out a good system for warm-ups. I have to decide what I want my expectations to be for warm-ups, and I think they’re going to be different for my Geometry classes and my FST classes. For Geometry, I think I might have the students do a weekly warm-up sheet (a la Fawn Nguyen, etc.), but for FST I think I’m going to have them do a daily half-sheet that is either prepared by me with review of some Algebra skills that will be needed for the day’s Functions, Stats, or Trig concept OR that is some sort of writing task. Which  leads me to idea number 3.

3) Incorporate more writing into math class. Still have to think about this one, but I love, love, love it. The ability to communicate is so important in mathematics (and in life, as my mother would say).

4) Continue to build relationships with my students, my school, and the MG community. I just read this article, which was a good reminder to finally attend a basketball game, as well as organize another MG SNOWBOARD AND SKI CLUB!!!!!!! trip. I agreed to be the advisor of the new snowboard and ski team, and it has been mildly hectic, but fun, so far. The other day I realized I have a more experienced background in sports and recreation teaching than I do classroom teaching because I started teaching sailing lessons when I was 14.

Ok, that looks like a pretty good list. Now I just have to work on the enormous pile of grading that I have to do.

Filed under planning

## The teacher learns

I’m getting better at making my expectations clear. Giving quick, short directions right away and repeating them until all students are with me sounds obvious, but it’s easy to move on without some kids and then you never really get them back.

Always be one step ahead of the kids. Pass out and explain the next task to the kids before they start their quizlet so that kids who finish early have something to do.

I freaking love warm ups. Haven’t figured out a system for them yet though. Should I preprint the questions on a half sheet? Should I grade it? I think the answer is probably yes to both of those questions, but I don’t love the idea of using more paper or having more things to grade.

Graphic organizers are great. A few phrases in a few boxes is more writing than we usually do in math class. They work on it individually, then in groups, then I solicit answers and go over it as a class.

That reminds me: cold-calling = awesome. I have cards with student names on them that I use. Open ended questions or questions with more than one right answer (give me one of the transformations we’ve talked about) are best.

I’m almost half-way done with my first year! The lows have been low, but the highs have been high, and I keep reminding myself just to be better than I was yesterday. Always learning.