Math Academy Are You Game

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MahAcamyA Yu Gam?Explorations in Probability


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A Tank Yo to Or Cororate Sonsors

The Actuarial Foundation would like to thank theollowing sponsors or their generosity in unding the

production o the Math Academy booklet.

By providing fnancial support or this project they are

assisting The Actuarial Foundation in its pursuit o one o

its many aspirations-to provide students with enrichedlearning opportunities that can help them succeed in

their educational and proessional endeavors.

The Actuarial Foundation and the companies listed

below are collectively ensuring math educationremains strong and enjoys a prosperous uture.

2007 The Actuarial Foundation

th Acuaal fuas mss: To develop, fundand execute education and research programs that servethe public by harnessing the talents of actuaries.


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Congratulations! Youve just ound your answer to the

question, What can I do to create real enthusiasm or

mathematics in all my students?

Created by teachers or teachers, the Math Academy

tools and activities included in this booklet were designed

to create hands-on activities and a un learning environment

or the teaching o mathematics to our students. On Math

Academy days I oten ound that I couldnt make it rom my

car to my classroom without being stopped by enthusiastic

students wanting to know every detail o the upcoming days

events. Math Academy days contributed to a positive

school-wide attitude towards mathematics on our campus.

This booklet contains the themed programAre You Game?

Math Academy Explorations in Probability, which you can

use to enhance your math instruction while staying true to the

academic rigor required by the state standards ramework.

This eort would not have been possible without support rom

The Actuarial Foundation. With the help o the Foundations

Advancing Student Achievement (ASA) grant program, whichis committed to unding projects that enhance the teaching o

mathematics, this Math Academy program came into being.

I sincerely hope that you enjoy implementing theAre You Game?

Math Academy Explorations in Probability with your students.

When you do, you will nd that your students engage with math-

ematics on a whole new level. The Actuarial Foundation is truly a

great partner in urthering mathematics education!

For the kids!

Kmberly Rmbey, M.Ed., NBCT (Mat)Mathematics Specialist

Phoenix, AZ

I you wish to fnd out more about my experiences with this

and other Math Academies, eel ree to contact me via e-mail

[email protected].

A Letter from te Ator

3


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When the Math Academy concept was rst developed, it was designed as a hal-day or ull-dayevent which allowed students to deepen their understanding o math while interacting with

volunteers rom the community (see page 24 or ideas on working with community volunteers).The activities we selected or these events were hands-on, standards-based lessons which appliedmathematical principles in real-world scenarios. Each student experienced three to ve activitiesduring the course o the event.

Each Math Academy began with a brie school assembly eaturing a guest speaker who representedthat days particular theme. Themes included math related to restaurants, sports, nature, shopping,ne arts and other topics, as well as ocused on math-related careers. Ater the assembly, studentsrotated to dierent classrooms where they engaged in various activities related to mathematics andthe days coordinating theme.

Included in this booklet is the Math Academy Are You Game? Explorations in Probability, whichhas all the activities we used or The Game Company Math Academy. This Math Academy isdesigned to help students understand probability through playing games. You may choose to implement a grade-level or school-wide Math Academy as we originally designed it, or you may preerto implement these activities in your own classroom. Whichever ormat you use, keep in mind thatthe goal is to help your students see the relevance o mathematics in real-lie contexts. I you wouldlike more inormation on the set-up or a school-wide or grade-level Math Academy event, visit The

Actuarial Foundations Web site atwww.actuarialoundation.org/grant/mathacademy.html.

Wat s a Mat Academy?


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Math Academy Format

You may choose to conduct your Math Academy as a school-wide event, as agrade-level rotation, or as a single-classroom experience. I you will be holding

your Math Academy or a single classroom, you may want to invite a guestspeaker to speak with your class about how mathematics is used in his/her

job (rather than putting on a school-wide or grade-level assembly as describedbelow). You can still set up the day in a similar way by explaining the GameCompany scenario, but you will simply do this in your classroom rather thancreating a large-scale production.

Math Academy Schedule

Schedule and times may vary depending on format being used.

Opening assembly (optional) 15 minutes

Directions and Math Journals 15 minutes

Activity Rotations 3045 minutes per activity

Assessment and Closure 15 minutes

Opening Assembly/Directions

To build enthusiasm and to ocus attention, have everyone participatein the Math Academy Chant(or younger students):

You and me, we all agree Math is un as you will see!

It makes us think, it makes us strong,It helps us learn even when were wrong.

You and me, we all agree Math is un at the Math Academy!

iuc

Announce to the students that today they will be working or a company thatinvents and sells games. Tell them you have reason to believe that the companyslead game inventor has lost his touch and has stopped creating games that areair. I games arent air or all players, they arent un, and as a result, people willstop buying them. Today the students will be playing several game prototypes todetermine whether or not they are air. The goal is to nd out whats wrong with

the games and to x them beore its too late! They will be asked to play eachgame prototype several times and to record the data they collect to determine ia game is air or not. They may also be asked or recommendations on how to xthe games to make them air.

Gus Sak psa (al)

Beorehand, arrange or someone in the game industry to talk to the studentsabout the mathematics and probability o games. Possible guest speakers mayinclude a chess coach, an actuary, or a game store employee.

Gettng Started

Theme

The Game Company Understanding ProbabilityThrough Playing Games

Objective

Understand and apply concepts oprobability while playing games todetermine airness


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Use the Procedures section in each activity as a skeleton or the lesson

Look through the Suggestions or Customizing This Activity section.

Select the suggestion(s) which ts best with the probability concepts onwhich you want your students to ocus.

TEAChER TipS: CuSTOMiziNG ThESE ACTiviTiES

We asked our students to

use graphic organizers torecord their thoughts andndings in their mathjournals. This creates agreat connection to ourlanguage arts curriculum.

The best results are achievedwhen 45 minutes are allowedin each classroom about 30minutes or the activity and15 minutes or clean-up and

refection. The students canuse their math journals torecord their ndings during theactivities and write refectionson the journals blank pages.

Following the probabilityactivities in this booklet, youwill nd a student quiz aswell as sample surveys orstudents and teachers so thatyou can evaluate the successo your Math Academy. The

Actuarial Foundation wouldlove to hear all about yoursuccess and will send a $50Scholastic Git Certicate tothe rst 100 teachers whoimplement these activities andsubmit the results. For moreinormation and to downloadthe evaluation orm, go towww.actaralfondaton.org/grant/matacademy.tml.

TEAChER TipSUse o Math Journals

Students record their ndings in their Math Journals during each activity.These journals should contain all recording sheets or the activities as wellas blank paper or the extension activities. Beore beginning the ActivitiesRotation, students should spend about 10 minutes writing in their math jour-nals, including their refections rom the assembly as well as briefy describing

what they already know about probability.

Activities Rotation

I multiple classes are participating in the Math Academy, each classroom shouldhost a dierent activity so students will rotate rom classroom to classroom inorder to complete each activity. I only one class is participating, the students marotate rom one activity to the next around the room, or they may do each activ

as a whole class, one game ater the other. Activities begin on page 7. For bestresults, plan on three to ve activities or your Math Academy.

Closure and Assessment

Once all activities are completed, the students may return to theirhomeroom classes or nal refections and assessment. See pages 21and 22 or sample post test and survey.

Key VocabularyProbability

Chances

Fair

Unair

Certain

Possible

Impossible

Likely

Unlikely

Equally likely

More likely

Less likely

Outcomes

Theoreticalprobability

Experimentalprobability

Complementary

Mutually exclusive

Experiments

Organized list

Tree diagram

Area model (array)

Fraction

Decimal

Percent

Gettng Started (continued)


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Objective The students wil l examine the probability o rolling sums,0-12, with two dice. Older students will list all possibleoutcomes and the probability o each.

Materials Two dice, each numbered 16, per team

Race to the Top game sheet (1 per team)

Procedures 1. Students roll the dice and record an x above the sumo the two dice. Students continue rolling, adding, andmarking the sums or the duration o the game.

2. The rst number to reach the nish line is the winner.Play should continue until the rst 3 places are deter-mined (or time runs out).

3. The winning number should now be reerred to as themode (most requently occurring number).

4. Ater all the game sheets are complete, ask students theollowing questions:

Was this game air or all o the numbers? (Fair meansthat all sums had equally likely chances to be rolled.)

Which sums were impossible? (0 and 1)

Which sums were more likely to be rolled? (5, 6, 7, 8, 9)

Which sums were less likely to be rolled?(2, 3, 4, 10, 11, 12)

SuggestionsorCustomizing

This Activity

All Sus:

1. Ask students to work in groups to determine a way tomake this game air or two people playing the game (e.g.,player 1 gets a point when 4, 5, 6, or 7 is rolled and player2 gets a point when anything else is rolled the goal hereis or each player to have 18 o the 36 possible outcomes).

2. Ask students to explain orally or in writing why cer-tain sums are more likely to be rolled than others.Sophistication o answers should increase through thegrade-levels.

3. Create a new game board or multiplying the numbers onthe two dice.

ol Sus:

4. Ask students to make a chart showing all o the sumspossible with two 6-sided dice (a 6x6 array works nicely;although you may also have students design a tree dia-gram or other type o representation).

5. Ask the students to state the probability or each sum as araction, decimal, and/or percent.

Mat Academy Actty 1:Race to the Top

This game is non-competitive inthis ormat. However, students

will be asked to predict thegames airness in a situationwhere they are playing againstother students and in whicheach student can only move itheir number is rolled.

NOTE


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TeachersAnswer Key

2. Less Sophisticated Sample: The numbers near theends (2, 3, 11, 12) have ewer possible combinations. Forexample, 1 + 1 is the only combination that creates thenumber 2. The numbers in the center have more chances.

More Sophisticated Sample: There are six possible out-comes or the sum o 7, ve outcomes or a sum o 6 or 8our possible outcomes or a sum o 5 or 9, three possibloutcomes or a sum o 4 or 10, two possible outcomes oa sum o 3 or 11, and only one possible outcome or thesum o 2 or 12. 0 and 1 are impossible.

4. There are 36 possible outcomes when adding the num-bers o two rolled dice as shown in the array below.

4. pssbl oucms Ag tw 6-S dc

(aay ml)

De 1

Die2

+ 1 2 3 4 5 6

1 2 3 4 5 6 7

2 3 4 5 6 7 8

3 4 5 6 7 8 9

4 5 6 7 8 9 10

5 6 7 8 9 10 11

6 7 8 9 10 11 12

5. The possible sums rom adding the numbers on tworolled dice are 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 and 12. Thechart below shows the probability or each sum.

5. pbably each Sum

Sm 0 1 2 3 4 5 6 7 8 9 10 11 12

Fracton 0 0 136 236 336 436 536 636 536 436 336 236 13

Decmal 0 0 .03 .06 .08 .11 .14 .17 .14 .11 .08 .06 .03

percent 0 0 3% 6% 8% 11% 14% 17% 14% 11% 8% 6% 3%

Mat Academy Actty 1:Race to the Top


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0 1 2 3 4 5 6 7 8 9 10 11 12

1st Place 2nd Place 3rd Place

Race to the Top Game Board

Sm Wnners


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Objective The students will determine what makes a spinner air or unai

MaterialsSpinners

Game Board

Counters (or game pieces)

Paper clips

Paper

Pencils

Procedures 1. Put the students in groups o our. One player will spinthe paper clip on the spinner while the other three playermove their individual game pieces based on the outcomeo each spin. (Note: students should use the paper clip asan arrow see diagram below.)

2. Each student should choose a game piecebeore spinners are passed out.

3. Give the students spinner #1 to play the rst round.4. Each player gets to move when the paper clip points to

his/her color on the spinner.

5. Have students discuss why the spinner causes this gameto be unair.

6. Have students design a new spinner that IS air.

7. Play the game again with the new spinner.(For older students: require that they design a spinner

with more than three sections.)

8. As a class, discuss exactly what makes a spinner air orunair. Also discuss dierent ways to make air spinners.


This Activity

All Sus:

1. Ask students to list all o the possible outcomes or each spinne

2. Ask students to design spinners that are more complicated bstill remain air (include several spaces, mix the colors, etc.).

3. Collect class data or which color won the rst game. Askstudents to create a graph to display the results.

4. Ask the students to design spinners or a FAIR game withour players.

ol Sus:

5. Ask the students to state the probability or each spinneras a raction, decimal, and/or percent.

TeachersAnswer Key

1. Possible Outcomes or Spinner 1: yellow, red, blue

5. thcal pbably h oucms S

Otcome Fracton Decmal percent

Red 0.5 50%

Ble 0.25 25%

Yellow 0.25 25%

Mat Academy Actty 2:Fair Spinners

pa-Cl Ss dagam


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Fair Spinners Game Board

Game 1 Snner Game 2 Snner

Red

Yell

ow

Blue

fsh 28 27 26 25

20 21 22 23 24

19 18 17 16 15

10 11 12 13 14

9 8 7 6 5

Sa 1 2 3 4


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Objective Students will explore probability by predicting how many tiles oeach color are in the mystery bags.

Materials Three paper bags (label bags13; place ten colored tilesinside each bag):

Bag 1: 8 yellow and 2 blue



1 mystery bag or eachpair o students

Red and green coloredtiles (10 tiles in each bag dierent ratios in each)

Tally charts

Procedures 1. Class discussion Beginning with Bag 1, remove a tile, record its color ona tally chart, and put back in the bag. Repeat 10 times.

Ask the students, Do you think there are moreyellow or blue tiles in the bag? Why?

Repeat with bags 2 and 3.

Show them the actual contents o each bag & ask i thewere correct. Then say, Solets say you could win$1,000,000 or drawing out a blue tile with only one t

which bag would you want to draw rom?

2. Partner activity Choose a mystery bag.

Ask the partners to pull out one tile at a time, record

each tiles color on a tally chart, and put it back in the baRepeat 10 times.

Predict i there are more reds, more greens, or an equalnumber o each.

Take out the tiles and record the number o tiles in eaccolor.

Compare the prediction to the actual numbero colored tiles.

Trade bags with another group and try again.Repeat at least three times.

3. Class discussion Which mystery bags are the most dicult to predict?(the ones in which there are almost the same numbero each color)

What makes a mystery bag easier to predict?(when theres many more o one color than the other).

I you were playing a game with these tiles and player Agets to move every time yellow is pulled out, and playerB gets to move every time blue is pulled out, which bag

would make a FAIR game or everyone?

Mat Academy Actty 3:Its in the Ba

These directions mention using1-inch plastic tiles or this game.

You may use colored candies,colored disks, or any type ocolored manipulative in place othe colored tiles.

NOTE


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Suggestionsor

CustomizingThis Activity

All Sus:

1. Ask students to explain orally or in writing why some

mystery bags are easier to predict than others. Answers willvary in sophistication.

2. As a class or in small groups, create a two-player game witheach tile draw as the determining actor in which playergets to move. Students may create game boards, choosethe themes, etc. You may want to connect this activity

with another content area (e.g., science or social stud-ies). Emphasize that the game must provide equally likelychances or each player to win.

ol Sus:

3. Ask students to make a chart showing all o the possible

combinations or ten tiles.4. Ask the students to state the probability or each o the

above outcomes as a raction, decimal, and/or percent.

5. Ask students to create a double-bar graph representingtheir results rom 10 draws with one bar and the actualnumber o tiles with the other bar (e.g., graph how manyred/green drawn vs. how many red/green were actually inthe bag). This helps them visualize the dierence betweenexperimental probability and theoretical probability.

6. Have the students place 20 tiles in the bag and draw 20 times.

TeachersAnswer Key

3. pssbl Cmbas t tls a h pbably dawg a r tl*

Red 0 1 2 3 4 5 6 7 8 9 10

Green 10 9 8 7 6 5 4 3 2 1 0

Fracton 010 110 15 310 25 12 35 710 45 910 1

Decmal 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0

percent 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

*designate the color or which you want students to ll out this chart


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Its in the Bag Game Board

Bag # Circle one: 1 2 3 4

talls r

G

pc Circle one: More Red More Green Equal

Acual

numb Red Green

Did your prediction match the actual number?

Yes No

Bag # Circle one: 1 2 3 4

talls r

G

pc Circle one: More Red More Green Equal

Acual

numb Red Green

Did your prediction match the actual number?

Yes No


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Mat Academy Actty 4: Odd Man Out

Objective The students will determine the probability o getting aneven or an odd product using the numbers on a regular decko cards. In the ollow-up activities, the students will proveby example why the even products are more likely to occurthan the odd products.

Materials One deck o cards per pair o students(Note: Remove all ace cards; Aces count as ones)

Game board (one per pair o students)

Game pieces (one per student)

OPTIONAL: one multiplication chart per student

Procedures1. Students should work in pairs.

2. Players determine who will be player 1 and player 2.

3. Players take turns fipping over two cards and nding theproduct. Regardless o who fipped the cards, player 1always moves one space i the product is even, and player 2always moves one space i the product is odd.

4. Continue playing the game until someone reaches thenish line.

5. Players switch roles and repeat the same procedure(player 1 now becomes player 2 and moves on oddproducts, and player 2 now becomes player 1 and

moves on even products).6. Each pair should play the game a minimum o three times.

7. As a class, discuss the airness o this game and how toalter it to make it air.


This Activity

All Sus:

1. Ask the students to explain orally or in writing whyeven products are more likely to be created than oddproducts. You may want to ask the students to examinea multiplication chart showing products through 10x10to complete this activity.

2. Collect class data on which player won the game.Ask students to create a graph representing the numbero times each outcome won. Responses will varyin sophistication.


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Suggestionsor


ol Sus:

3. Ask students to make a chart showing all o the products

possible when the numbers on two cards are multiplied (amultiplication chart can be used to help them with this task

4. Ask the students to state the probability or each producas a raction, decimal, and/or percent. Then ask the stu-dents to state the probability or creating an even producand or creating an odd product.

5. Use the probability inormation rom the step above tocreate new rules or the game wherein the even and oddplayers both have equally likely chances o winning. Forexample, an even product results in the even playermoving one space and an odd product results in theodd player moving 3 spaces.

TeachersAnswer Key

3. There are 100 possible outcomes or multiplying thenumbers on two cards, 1-10. Seventy-ve o the possibleoutcomes are even products, and twenty-ve o thepossible outcomes are odd products.

Card 1

Card2

1 2 3 4 5 6 7 8 9 10

1 1 2 3 4 5 6 7 8 9 10

2 2 4 6 8 10 12 14 16 18 20

3 3 6 9 12 15 18 21 24 27 30

4 4 8 12 16 20 24 28 32 36 40

5 5 10 15 20 25 30 35 40 45 50

6 6 12 18 24 30 36 42 48 54 60

7 7 14 21 28 35 42 49 56 63 70

8 8 16 24 32 40 48 56 64 72 80

9 9 18 27 36 45 54 63 72 81 90

10 10 20 30 40 50 60 70 80 90 100

pssbl oucms h pucs tw Cas


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Odd Man OutGame Board

Sa fsh


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Mat Academy Actty 5: Tossing Coins

Objective The students will determine the probability or theoutcomes o tossing two coins simultaneously. In theollow-up activities, the students will prove by example

why there are our possible outcomes, and they all have anequally likely chance o occurring (see note).

Materials Two U.S. coins per trio o students(do not use plastic coins)

Game board (one per trio o students)

Game pieces (one per student)

Procedures 1. Students should work in groups o three.

2. Players decide who will move or each coincombination (player 1 moves i the coins landon two heads, player 2 moves i the coins landon two tails, and player 3 moves i the coinsland on one head and one tail.(Note: player 3 has the advantage.)

3. Players take turns tossing coins. The playerwhose coin combination comes up moves one space.(Note: It does not matter who tossed the coins players move their game pieces whenever their coincombination comes up.)

4. The rst player to reach nish wins the game.

5. Students should play the game at least three times.

6. Collect class data to show how many times each coincombination won the game. (Note: player 3 shouldhave won the game ar more oten than players 1 or 2,since the outcome o one head and one tail actually hastwo possibilities to occur while each o the other coincombinations has only one possibility.)

Suggestionsor


All Sus:

1. Ask the students to explain orally or in writing why

there are our possible outcomes and why they haveequally likely chances o occurring.


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Mat Academy Acttes: Tossing Coins

Suggestionsor


ol Sus:

2. Ask students to make an outcome chart that shows all o

the possible outcomes or tossing two coins. (Note: thereare our possible outcomes with equally likely chances 2heads, 1 head and 1 tail, 1 tail and 1 head, and 2 tails; 1head then 1 tail is a dierent outcome than 1 tail then 1head. This is easier to see i you use two dierent coins,like a penny and a nickel, to demonstrate.)

3. Collect class data and create graphs to represent the num-ber o times each outcome won. Compare these graphs tothe theoretical probability.

4. Ask the students to state the theoretical probability oreach outcome as a raction, ratio, decimal, and/or percent.

5. Ask the students to toss three coins rather than just two(adapt game rules accordingly). Ask them to determineall possible outcomes (a total o eight).

6. Use the probability inormation rom the above step tocreate new game rules wherein each player has an equallylikely chance to win.

TeachersAnswer Key

Con 1

H T

Coin2 H H H H T

T T H T T

2. pssbl oucms

tssg tw Cs

5. pssbl oucms

tssg th Cs

Cons

1 2 3

Outcomes

1 H H H

2 H H T

3 H T H

4 H T T

5 T H H

6 T H T

7 T T H

8 T T T

Otcome Fracton Decmal %

Two heads 0.25 25%

Two Tals 0.25 25%

One head,One Tal

0.5 50%

thcal pbably tw Cs

Otcome Fracton Decmal %

Tree heads 1/8 0.125 12.5%

Tree Tals 1/8 0.125 12.5%

Mxed 0.75 75%

thcal pbably th Cs


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Tossing Coins Game Board

fsh

Start


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1. You and your two riends have been asked to try out a new game. These are the rules:

Players take turns rolling two dice and adding the numbers together.

Player A gets one point i the sum is 1, 2, 3, or 4.

Player B gets one point i the sum is 5, 6, 7, or 8.

Player C gets one point i the sum is 9, 10, 11, or 12.

Roll the dice 15 times. The player with the most points wins.

Is this a air game? m Yes m No

I not, which player is most likely to win the game? Explain your answer.

[Extension: Include a diagram showing all o the possible outcomes.]

2. There are 5 slices o pizza in a box 2 pepperoni, 1 mushroom, and 2 sausage. I you reach into thebox without looking and take one slice, what is the probability you will get a pepperoni slice?

[Extension: Create a diagram showing the probability o each possible outcome as a raction, decimaland percent.}

3. Design a spinner in which 3 players would have an equally likelychance o winning. You may use words to represent colors,numbers, etc. Your spinner MUST have more than 3 spaces.

4. Rachel put 3 red marbles, 2 blue marbles, 1 yellow marble, and 4 green marbles into a bag. All the marbleswere the same shape and size. Without looking, Rachel pulled 2 marbles out o the bag without puttingthe rst back in. Which o the ollowing would be an impossible outcome or this event?

A. red, then red

B. blue, then green

C. yellow, then yellow

D. green, then red

Samle Q

Explain why your spinner is air:


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1. What job would you like to have when you grow up?

2. What kind o math skills do you think you will need to do that job?

3. Rank each o these statements on a scale o 1 to 5 (1 being lowest rank).

I like math in school. 1 2 3 4 5

I use math outside o school. 1 2 3 4 5

The math I learn at school is helpul. 1 2 3 4 5

I am good at math. 1 2 3 4 5

I liked participating in the Are You GameMath Academy. 1 2 3 4 5

I learned a lot about math during the Math Academy. 1 2 3 4 5

I would like to participate in Math Academiesagain in the uture. 1 2 3 4 5

4. The best thing about the Math Academy was:

5. The worst thing about the Math Academy was:

6. Do you know what an actuary is?

Samle Stdent Srey


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1. What ormat did you use or this Math Academy?

m classroom m all classrooms in grade level m school-wide to all grade levels

2. What grade-level(s) used this Math Academy lesson?

3. Which Math Academy activities did you utilize with your students? 1 2 3 4 5

4. For the ollowing two questions, please use a ranking scale o 1 through 5(5 = great; 3 = mediocre; 1 = terrible).

Overall, how would you rank this Math Academy?

How would you rank the activities you presented/taught?

5. Would you recommend these activities be used again?m Yes m No

Comments:

6. Do you think your students now have a better understanding o probability?

m Yes m No

Comments:

7. Would you like to participate in another Math Academy?

m Yes m No

Comments:

8. Please let us know how well your Math Academy went.

9. Comments, ideas, suggestions:

* The Actuarial Foundation is proud to oer a $50 Scholastic Classroom git certicate to the rst 100 teacherswho implement this Math Academy using these materials and complete and return the teacher survey. Go to

www.actuarialoundation.org/grant/mathacademy.html to download a copy o the ofcial survey.

Samle Teacer Srey


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The unit included in thisAre You Game? booklet takes into account allo the process standards outlined in NCTMsPrinciples and Standardsdocument, including communication, connections, problem solving,reasoning and proo, and representation. Reerences to those typeso processes are made throughout the activities. As or the contentstandards, the primary concentration is on Probability and Data Analysis.

The perormance objectives or each o these areas include the ollowing:

Instructional programs rom pre-kindergartenthrough grade 12 should enable all students to

Formulate questions that can be addressed with data, as wellas collect, organize, and display relevant data to answer them;

Select and use appropriate statistical methods to analyze data;

Develop and evaluate inerences and predictions that are based on data;

Understand and apply basic concepts o probability.

In grades 3-5, students should be able to

Describe events as likely or unlikely and discuss the degree olikelihood using such words as certain, equally likely, and impossible;

Predict the probability o outcomes o simple experimentsand test the predictions;

Understand that the measure o the likelihood o an event

can be represented by a number rom 0 to 1.

In grades 6-8, students should be able to

Understand and use appropriate terminology to describecomplementary and mutually exclusive events;

Use proportionality and a basic understanding o probability to makeand test conjectures about the results o experiments and simulations;

Compute probabilities or simple compound events, using suchmethods as organized lists, tree diagrams, and area models.

You will want to check with your own state ramework

to select perormance objectives which are specifc

to your students.

Algnment wt Standards


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Are You Game?Math AcademyChecklist

Determine the date, time,and schedule or yourMath Academy

Identiy the objectives tobe reinorced through thisMath Academy

Plan the opening assembly,i applicable

Conrm the schedule andcontent with guest speaker,i applicable

Customize the activitiesenclosed in this booklet

Make copies o the activities,quiz and surveys

Purchase and/or gathermaterials

DiceM

Paper clipsM

CoinsM

CardsM

PencilsM

Student/class gitsM(optional)

Make math journalsor all students

Distribute materialsto other participatingteachers, i applicable

Notes


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Octavio,Grade8All AboutAlgebra

Erica,Grade11Pumped AboutProbability

Katie,Grade 5Having FunWith Fractions

Shake, Rattle, & Roll

Shake, Rattle, & Roll, a sponsored education programunded by the Foundation and developed and distributedby Scholastic, the global childrens publishing educationand media company, is designed to provide teachers andstudents with math literacy-based materials that meetnational standards and are in alignment with core middleschool curriculum. This skill-building program provideslesson plans, activities and other teaching resources whileincorporating and applying actuaries natural mathematicsexpertise in real world situations, namely disasters.

To learn more about the program, or to downloada copy, visit www.actaralfondaton.org/yot/Sake-Rattle-Roll.tml

Advancing Student Achievement Grants

Advancing Student Achievement helps support youreorts in the classroom by integrating hands-on,practical mathematics skills brought to lie by practicingproessionals into your everyday curriculum.

As part o that program, The Actuarial Foundation oersunding o mentoring programs that involve actuaries insupporting your schools teaching o mathematics.

For inormation on this program and to nd outhow you can apply or an ASA grant, visitwww.actaralfondaton.org/grant/.

Best Practices Guide

This guide eatures a compilation o research on thevalue o mentoring, combined with 15 case historieso programs unded by the Foundation, each o whichincludes inormation on program design and results.

To request a hard copy o the Best Practices Guide, sendan e-mail to [email protected] or to download a copy, visitwww.actaralfondaton.org/grant/bestractces.tml


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Math Academy Are You Game