11.8 probabilities of disjoint and overlapping events
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1. The document discusses probabilities of disjoint and overlapping events. 2. It provides examples to illustrate disjoint events which have no common outcomes, and overlapping events which have one or more common outcomes. 3. It also discusses complementary events, which are disjoint events where one event or the other must occur, and their probabilities sum to 1.
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605Good Curriculum as a Basis for Differentiation.docx
60
5
Good Curriculum as a
Basis for Differentiation
The Giver flicked his hand as if brushing something aside. “Oh, your instruc-
tors are well trained. They know their scientific facts. Everyone is well trained
for his job. It’s just that . . . without the memories it’s all meaningless.”
“Why do you and I have to hold these memories?” [the boy asked.]
“It gives us wisdom,” the Giver replied.
Lois Lowry, The Giver
A young teacher tried her hand at developing her first differentiated lesson
plan. “Could you give it a look and see if I’m on the right track?” she asked me.
Her 4th graders were all reading the same novel. She had fashioned five
tasks, and her plan was to assign each student one of the tasks, based on what
she perceived to be their readiness levels. She showed me the task options:
1. Create a new jacket for the book.
2. Build a set for a scene in the book.
3. Draw one of the characters.
4. Rewrite the novel’s ending.
5. Develop a conversation between a character in this novel and one
from another novel they’d read in class that year.
Tomlinson, C. A. (2014). The differentiated classroom : Responding to the needs of all learners, 2nd edition. Retrieved from http://ebookcentral.proquest.com
Created from liberty on 2020-01-21 19:12:59.
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Good Curriculum as a Basis for Differentiation 61
After I looked at the tasks, I asked a question that I wish someone had
insisted I answer daily in the first decade of my teaching: “What do you want
each student to come away with as a result of this activity?”
She squinted and paused. “I don’t understand,” she answered.
I tried again: “What common insight or understanding should all kids
get because they successfully complete their assigned task?”
She shook her head. “I still don’t get it.”
“OK, let me ask another way.” I paused. “Do you want each child to
know that an author actually builds a character? Do you want them all to
understand why the author took the time to write the book? Do you want
them to think about how the main character’s life is like their own? Just what
is it that the activities should help the students to make sense of?”
Her face flushed. “Oh my gosh!” she exclaimed. “I don’t know. I thought
all they were supposed to do was read the story and do something with it!”
“Hazy” Lessons
Many of us could have been this novice. We entered the profession with a
vague sense that students should read, listen to, or watch something. Then
they should do “some sort of activity” based on it. Consider the following
examples:
• A 1st grade teacher reads her students a story. Then she asks them
to draw a picture of what they heard. But what should the picture portray?
The story’s beginning and end? How the main character looked when she
was frightened by the stranger? The big tree in the barnyard ...
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60
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Good Curriculum as a
Basis for Differentiation
The Giver flicked his hand as if brushing something aside. “Oh, your instruc-
tors are well trained. They know their scientific facts. Everyone is well trained
for his job. It’s just that . . . without the memories it’s all meaningless.”
“Why do you and I have to hold these memories?” [the boy asked.]
“It gives us wisdom,” the Giver replied.
Lois Lowry, The Giver
A young teacher tried her hand at developing her first differentiated lesson
plan. “Could you give it a look and see if I’m on the right track?” she asked me.
Her 4th graders were all reading the same novel. She had fashioned five
tasks, and her plan was to assign each student one of the tasks, based on what
she perceived to be their readiness levels. She showed me the task options:
1. Create a new jacket for the book.
2. Build a set for a scene in the book.
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4. Rewrite the novel’s ending.
5. Develop a conversation between a character in this novel and one
from another novel they’d read in class that year.
Tomlinson, C. A. (2014). The differentiated classroom : Responding to the needs of all learners, 2nd edition. Retrieved from http://ebookcentral.proquest.com
Created from liberty on 2020-01-21 19:12:59.
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©
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A
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S
up
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&
C
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ric
ul
um
D
ev
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op
m
en
t.
A
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s
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se
rv
ed
.
Good Curriculum as a Basis for Differentiation 61
After I looked at the tasks, I asked a question that I wish someone had
insisted I answer daily in the first decade of my teaching: “What do you want
each student to come away with as a result of this activity?”
She squinted and paused. “I don’t understand,” she answered.
I tried again: “What common insight or understanding should all kids
get because they successfully complete their assigned task?”
She shook her head. “I still don’t get it.”
“OK, let me ask another way.” I paused. “Do you want each child to
know that an author actually builds a character? Do you want them all to
understand why the author took the time to write the book? Do you want
them to think about how the main character’s life is like their own? Just what
is it that the activities should help the students to make sense of?”
Her face flushed. “Oh my gosh!” she exclaimed. “I don’t know. I thought
all they were supposed to do was read the story and do something with it!”
“Hazy” Lessons
Many of us could have been this novice. We entered the profession with a
vague sense that students should read, listen to, or watch something. Then
they should do “some sort of activity” based on it. Consider the following
examples:
• A 1st grade teacher reads her students a story. Then she asks them
to draw a picture of what they heard. But what should the picture portray?
The story’s beginning and end? How the main character looked when she
was frightened by the stranger? The big tree in the barnyard ...
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This document outlines 9 lesson ideas presented at a conference on risky teaching. Each idea has an element of risk but also has the potential for great results if successful. The aims are to provide practical ideas that teachers can try in their own classrooms within the next couple weeks. Several of the ideas involve active learning techniques like demonstrations, role plays, guided fantasies and games to more fully engage students. While there are risks, research suggests engagement leads to better behavior, progress and self-esteem for students. The document discusses potential risks and benefits of each approach.
Researching cause and effect
This document discusses the challenges of establishing cause and effect relationships in psychology research. It explains that correlational research can identify relationships between variables but cannot prove causation, as correlations may be due to other unmeasured variables or reverse causation. Experimental research allows stronger claims about causation by manipulating an independent variable and measuring its effect on a dependent variable while controlling for other influences. However, not all variables can be experimentally manipulated. Overall, determining causes requires considering alternative explanations for observed relationships.
Similar to 11.8 probabilities of disjoint and overlapping events (12)
Using analogies to teach english language learners
Using analogies to teach english language learners
605Good Curriculum as a Basis for Differentiation.docx
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This document provides information about classifying quadrilaterals, including:
- A quadrilateral has 4 sides and 4 angles.
- It identifies different types of quadrilaterals based on parallel sides and equal lengths, such as parallelograms, rectangles, rhombus.
- It explains that the angles of any quadrilateral will always sum to 360 degrees, and provides examples of calculating missing angles using this property.
- There are examples and practice problems for students to identify properties and classify different quadrilaterals.
9.5 classifying rectangles
This document provides information about classifying quadrilaterals. It discusses the key properties of quadrilaterals including having 4 sides and 4 angles. It demonstrates different types of quadrilaterals using arrows and dashes to indicate parallel or equal sides. Examples shown include parallelograms, rectangles, rhombus. It emphasizes that the interior angles of any quadrilateral sum to 360 degrees and provides an example of calculating the measure of an unknown angle using this property.
9.2 simplifying square roots
This document discusses simplifying square roots to their simplest form. To be in simplest form, a radical expression cannot have any perfect square factors other than 1 under the radical sign and cannot have any fractions under the radical sign or radicals in denominators.
Chapter 8 review
This one sentence document provides no substantive information to summarize. It appears to be a title for a test review chapter with no accompanying text, so a meaningful summary cannot be generated from the information given.
8.7 interest
Interest is the fee charged by a lender to a borrower for the use of borrowed money. The interest rate is usually expressed as an annual percentage of the principal amount that is owed. Interest is calculated on the principal amount over a period of time, such as monthly or annually, and is added to the total amount owed by the borrower.
8.7 interest
Interest is the fee charged by a lender to a borrower for the use of borrowed money. The interest rate is usually expressed as an annual percentage of the principal amount that is owed. Interest is calculated on the principal amount over a period of time, such as monthly or annually, and is added to the total amount owed by the borrower.
5.4 lcm
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can offer improvements to mood, focus, and overall well-being over time.
5.4 challenge practice
The document provides 7 math word problems asking the reader to find pairs of numbers that match certain descriptions involving the least common multiple (LCM) of the numbers and other properties like their sum or product. It does not provide the solutions to the problems. The final problem asks the reader to determine the LCM of three different prime numbers x, y, and z.
4.5 multiplying and dividng by powers of 10
This document discusses multiplying and dividing by powers of ten. [1] It provides examples of multiplying and dividing whole numbers and decimals by powers of ten and explains the rules for moving the decimal place. [2] Students are instructed to copy the rules in their notebooks and work through sample problems applying the rules. [3] They are also given homework problems to work through applying multiplying and dividing decimals by powers of ten.
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11.8 probabilities of disjoint and overlapping events
- 1. 11.8 Probabilities of Disjoint and Overlapping Events esson Title: 11.8 Probability of Disjoint and Overlapping Events Lesson Title: 11.8 Probability of Disjoint and Overlapping Objective: The students will be able to find the probability that Events vent A or B occurs. Method: April 26, 2011 Objective: The students will be able to find the probability that event A or B occurs. 1. Show the students how to use a venn diagram to explain Method: how events occur. Show the difference between disjoint 1. Review the homework with the students. events and overlapping events. 2. Allow the students to ask any questions that they 2. Next have the students complete an example where they may have from the homework. have to decide whether two events are disjoint or 3. Go over more practice problems with the students. overlapping. A: 11.8 odd 3. Explain to the students how to find the probability of disjoint events. 4. Next, explain to the students how to find the probability of overlapping events. 5. Lastly, explain complementary events. Show the students how to find the probability of complementary events. 6. Give the students several examples to practice. : 11.8 even
- 4. Disjoint Events or Mutually Exclusive Events: events that have no common outcomes.
- 5. Disjoint Events or Mutually Exclusive Events: events that have no common outcomes. Overlapping Events: events that have one or more outcomes in common.
- 7. Example 1:
- 8. Example 1:
- 9. Example 1:
- 13. Example 2:
- 14. Example 2:
- 19. Example 3:
- 20. Example 3:
- 22. Two events are complementary events if they are disjoint events and one event or the other must occur.
- 23. Two events are complementary events if they are disjoint events and one event or the other must occur. The sum of the probabilities of t wo complementary events is 1.
- 24. Two events are complementary events if they are disjoint events and one event or the other must occur. P(not A) = 1 - P(A) The sum of the probabilities of t wo complementary events is 1.
- 25. Example 4:
- 26. Example 4:
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