Team D Presentation for curriculum night.

1. Curriculum Night
Adriana Agosto, Alice Marcus, Widlynne Pierre, Heather Wilson
MTH/214
December 15, 2014
Michael Braverman

2. Math Concepts
• Probability: The chance that something will happen -
how likely it is that some event will happen.
• Measurement: A number that shows the size or
amount of something.
• Graphs: A diagram of values, usually shown as lines or
bars.

3. Probability Relevance
The concept of probability is relevant to student learning because it involves something practiced in the real
world. Students must learn how to find the probability because probability is a concept that is utilized in almost
every career or profession. If one how to find the probability of something, then they will have better problem
solving skills than of that person who does not. Probability is used to predict the likelihood of a future event, for
example of winning the lottery or buying a house or a car.
Adriana Agosto

4. Probability
Manipulative
In order for students to learn about probability, I
would use this manipulative to teach them. I
would divide the classroom up into 4 groups.
•Place skittles in the bag to see how many of each
color the students take out. The trick is I would put
a lot more of one color than the rest. For example,
10 red, 3 yellow, 2 purple, 1 orange, and 2 green
into every bag given to each group.
•I would then have each team pick one student to
reach into the bag without looking and pull out a
skittle 10 different times.
•Another student would put a tally mark on a
sheet of paper labeled with the colors, which
corresponds with the color skittle pulled out from
the bag.
•They would then dump the bag to see what was
left over.
•The team would have to answer 3 questions.
What color did they think they would pull out
more, what color was actually pulled out more and
why?

5. How Probability Builds on Skills
and Concepts
Probability builds on the skills and concepts learning in
MTH/213 in many ways. One concept learned in
MTH/213 was one-to-one correspondence and
probability builds on that because if students learn how
to solve the probability of a one-to-one
correspondence, then they will have solved the
likelihood of the solution before the correspondence has
even been solved.

6. Measurement
Relevance
•Measurement is finding a
number that shows the size or
amount of something.
•There are two main "Systems of
Measurement": Metric and US
Standard
Heather Wilson

7. Measurement Manipulative
• Students each start on a different starting
point (A) and end at a different point (B).
Measure using the foam feet to see how many
feet it takes to reach the destination.
• Compare using a cutout of their own feet.
Do you get the same answer?
Will smaller feet take more or less steps to make it to
the destination?
What about larger feet?

8. Building on to what was learned
The measurement concept covered in this course will build upon the mathematics already learned in the previous
math course. Mathematics is a cumulative subject. Students must be proficient in basic math skills before they
can move on to more complex mathematical concepts › Addition › Subtraction › Division › Multiplication › Basic
Algebra › Graphs and Data Analysis It is vital to practice and apply concepts learned in this math course outside
the classroom. This leads to deeper understanding of the subject.

9. Widlynne Pierre

10. The Data
• Students will use data from two different sources to create three graphs.
Alice Marcus

11. Graphing Manipulative
• During curriculum night, parents will write their age on a scrap paper and anonymously submit it in a
fish bowl.
• Students will also use data compiled from a bag of buttons. The bag will contain varying amounts of
six different buttons.

12. From these numbers they will make the following
graphs/plots:
1. Stem and Leaf Plots
2. Pictograph
3. Bar Graph

13. Stem and Leaf Plot

15. Pictograph
• Great for an elementary level
• Seen in newspapers and magazines
• Elementary students will relate well to picture

17. Bar Graph
• This type of graph is more advanced than the other two
• Data can be easily transferred to a bar graph from our other two graphs

18. References
• www.explorationworks.org
• www.fayar.net
• https://www.pinterest.com/pagejen/math-portfoliofractions-probability/
• http://www.awellspringofworksheets.com/one-to-one-correspondence-fun-ways-to-practice-matching-
and-counting/
• graph2014EncyclopaediaBritannicaOnlineURhttp://academic.eb.com.ezproxy.apollolibrary.com/Ebc
hecked/topic/241997/graph
• Billstein,R.,Libeskind,S.,&Lott,J. (2013). A Problem Solving Approach to Mathematics for Elementary
Educators. (11th ed.) Pearson Education, Inc.