Welcome back math geeks! I need your help making a lesson better.
I love Price is Right because many of the games require contestants to make predictions. This often involves estimating prices of products. But sometimes contestants have to make choices of a different nature, and these choices are ripe opportunities to think about probability and expected value. And I love when a fruitful 3-Act Math opportunity presents itself. (I’ve written about one before here.)
The example I want to share now doesn’t seem to fit a 3-Act format. Maybe that’s because it’s not truly a 3-Act Math lesson. But I don’t know what else to call it. I’m curious about your thoughts on how to make it better.
Some questions I’m asking:
Is it too clunky?
What grade levels will find this lesson useful?
What concepts/standards does it best target?
What opportunities did I miss?
What extensions can be made?
I’m inviting your feedback in the comment section. Thanks for helping me get better!
Welcome back math geeks!
I love teaching young students about data and statistics. And I enjoy finding ways to make data and statistics matter more to young students. There are two curriculum practices that trouble me about how we teach students to think about data and statistics, especially at the K-6 level. In this post, I’ll outline one of these troubling practices and my attempt to help to teachers work around this obstacle.
A friend and I were reflecting over a beer at Twitter Math Camp in July about how to get more elementary teachers to attend this amazing conference. (Click here to know more!)
He’s an inspirational colleague with a background in special education at the elementary and middle school level. We were talking about content knowledge. He said, “My ability to teach math has always been limited by my lack of content knowledge beyond middle school.” After pondering a beat, I replied, “Me too.” Knowing my teaching experience, he leaned back with a skeptical smirk and looked askance at me. I continued…