## #FailFriday – Normal Distribution

Original post here.

This is actually a couple of weeks ago, where a topic seemed to take aaages for the students to grok a few important things about Normal Distribution. I’m going to try and highlight the different ways I tried to explain, and get some feedback on how I might approach it differently.

What I wanted them to grok early on:

We did some sketching and some examples of different normal dists after calculating mean and standard dev for some data sets (why does it feel like they ALL need to relearn the graphic calc everytime?) then introduced the standard curve with the areas labelled.

What I feel like they took away from that first lesson:

However, I did not realise this (as they produced for me some nice distributions drawn with appropriate scales) until we tried to do this the next day (excuse the sketch, the sheet is at school and I am not):

So we had to go back over what the area was and what it meant in terms of a probability and how all possible outcomes were under the curve and I felt like I couldn’t explain and they were frustrated by the symmetry and we ran out of time.

So next lesson we went back to the mean and standard deviation and drew some more distributions for things like height sets and weight sets on mini whiteboards so I could see them drawing it. Then We plotted the line for a particular height or weight.

Then we drew some symmetry on the curves and talked about which were the same and how we could work it out (using word-sentence-equations like:

‘Probability of more than 1.55m is the probability of less than 1.55m taken away from 1 (because 1 is everything that could happen’

With symbols becoming more frequent as they went through.

So after that, and a bit of practice reading the normal tables, we could try some standardisation problems; and suddenly it seemed to work. I thought. So I exitslipped them and it seemed alright, and the next day, we built it up again in the first activity: Draw a curve for given mean and SD, shade the area you want, standardise, read the table, find the result and interpret it as a percentage.

WE WERE FREAKING THERE. Time for some problems. YES YES YES.

The two real questions are:

• Why the hell didn’t I think to do it that way right away?
• Will they remember in 2 weeks time

The second will be answered next week…

So my failure here was pretty much a bunch of time where me and the students were frustrated by what we were doing, before I got myself together and figured out a way to redo what I did. So what do people think?

p.s. this wasn’t all fail, one student made me feel much better at the end of the final lesson, having done a TON of exam questions and said ‘I got it on Monday, but I didn’t want to make the others feel bad, so I just helped my table and got on with the work’ THANKS KIDDO!

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## The Monopoly Project

Original Post here

I stole this idea from Yummy Maths, but unfortunatley theirs was all American, so I had to adapt it for the UK version of the game. I made up this handout for the students to work though:

My plan was 2-3 lessons and then the weeks homework to finish off whatever else needing doing. I rooted round my mum and dad’s place and found a few copies of the game to use in class (less dice, pieces, cash and houses) and basically let them run with it. Man I learned a lot:

• Students are insanely resourceful when they think they can play a game; bottle caps became playing pieces, phones had dice apps, written accounts of what money people have appeared. I really wih I could channel that resourcefulness into productive research regularly
• There was just too much to fill in. About 30ish properties, all with 9 pieces of data. Thats a hell of a table to fill in and it took some students AAAAGEEESS. I shied away from giving them the data already in a table because I wanted them to encounter the board and properties. Future versions of this will have some to most of the data filled in, with gaps to complete
• Some students have never played Monopoly. I was a little shocked, I mean I despise the game, it’s an awful example of a board game that is made and played even worse by house rules and a win-more attitude. But seriously, never played?! wow. Maybe college needs a board games club?
• Theres a hella lot of scatter graphs in there.
• I wonder if the project would have gone better using a computer spreadsheet package. It would elimate a lot of the dead time from data entry to the graphic calculators but would lose the practise of plotting graphs and drawing lines of linear regression.
• I don’t think the students LEARNED any new material. They just applied a bunch of techniques to a (somewhat) new situation. I am unconvinced that this task was more that a glorified practise exercise.

So it was not overall a resounding success. So taking in to account the above I have updated the handout to this:

And hopefully next time I do this it will be better. I would love some feedback on this; can this be more than skills practise? Should I throw this at them at the start of the unit with less ‘calculate this’ and more ‘compare these, oh wait, you can’t?’. I also think the document might benefit from a bit if a graphical spruce up. But I suck at cutesy, so…. sorry! Laters

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