## 6-1 Blooms + assessment

August 17, 2010Remembering and applying – list all of the possibilities of rolling one die then list all of the possibilities of rolling two dice.

Assessment- #1) Check for completion #2) Journal entry having the students write an explanation of WHY they listed what they listed.

Understanding and analyzing- compare the two lists, answer the following questions about the lists. 1) Why is the second list so much longer than the first if we only added one more die? 2) What does this say about the possibility of getting a total of 3 in each case? What about getting a 6?

Assessment – #1) Have students compare and contrast the two sample spaces. #2) have the students create a powerpoint or keynote presentation outlining the differences between the two sample spaces.

Evaluating – perform an experiment. Roll a single die 50 times and record your results. then roll a pair of dice 50 times and record your results. Check your experimental probabilities against your theoretical ones. what did you find? What do you think would happen if you did each experiment 100 times? 1000 times? 1,000,000 times?

Assessment – #1) Peer assessment. students will compare their thoughts with a classmate’s and come together on a consensus. #2) Formative. students will use whiteboards to answer questions by the teacher that reflect the task at hand. As students hold up their answers the teacher can see where students thinking might need some redirection.

Creating – design another experiment involving probability using things you see in your everyday life. Find the theoretical probabilities and then carry out an experiment using the materials you describe. compare your results with your hypothesis (theoretical probabilities).

Assessment – #1) A rubric that clearly delineates the objectives for this assignment. This way the students can self assess as they work through the experiment. #2) Peer assessment. have students “trade” experiments. Students will then evaluate their classmates work and give it a grade from 1 – 10.

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