UEN Security Office
Technical Services Support Center (TSSC)
Eccles Broadcast Center
101 Wasatch Drive
Salt Lake City, UT 84112
(801) 585-6105 (fax)
Background For Teachers:
Intended Learning Outcomes:
Demonstrate for the students how to do the spinner experiment:
Pose a part of the problem:
Present the problem to be solved:
Students should conduct the experiment three times (using their entire graph recording sheet).
Discuss the class results when all students are finished comparing the results
to their predictions. Most likely, 3 was the winning number, but there will
be instances of 1 or 2 as winner. Ask: how might we find out if 3 actually comes
up in half of all the spins?
Homework & Family Connections
The next day, have students again cut apart their numbers, discard blank squares, and add to the class strip of 1s, 2s and 3s. Discuss the results. If there is time, have students actually count the number of 1s, 2s and 3s. This could be accomplished by cutting the strips into groups of ten, then compiling the 10s to form hundreds and so on. Some students may devise their own strategies for counting. Divide the strips among small groups for counting, then gather together for a class total.
Discuss the total numbers finding out if there were any surprises with the
additional data. Ask, “Does the mathematical theory of probability (gathering
more data) seem to be evident in our experiment? How can you tell? Can you find
a way to prove that 3 came up in half of the spins?” Add applicable questions
Why do you think mathematicians say that a large sample of data is better
for analyzing information than a small sample of data?
Created Date :