For example, you might explore other chance situations that are familiar to students, such as tossing a coin to start a sports game, or investigate real-life situations that involve elements of chance, such as the weather forecast, traffic lights, or prize packs The theoretical probability is challenging at this level so you may decide on simpler contexts for exploring tree diagrams and expressing probabilities as fractions. The context for this unit is a single dice game that involves elements of chance. providing supportive technology such as graphing tools and online applets to carry out experiments.working more with experimental results progressing to theoretical probability.providing frequent opportunities for students to share their thinking and strategies, ask questions, collaborate, and clarify in a range of whole-class, small-group, peer-peer, and teacher-student settings.apply the gradual release of responsibility to scaffold students towards working independently.modelling the construction of tables and graphs.grouping students flexibly to encourage peer learning, scaffolding, extension, and the sharing and questioning of ideas.playing a simpler game such as rolling two dice and finding the sum.The learning opportunities in this unit can be differentiated by providing or removing support to students and by varying the task requirements. Ways to differentiate include:
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