Playing with Probability - Efrons Dice: Difference between revisions
m (Adding attribution) |
m (subjects, ages, types) |
||
Line 2: | Line 2: | ||
{{DISPLAYTITLE:Playing with Probability - Efron's Dice}} | {{DISPLAYTITLE:Playing with Probability - Efron's Dice}} | ||
{{Rinfo | {{Rinfo | ||
|type= Lesson idea | |||
|attribution={{MarkDawes}} | |attribution={{MarkDawes}} | ||
|title=Playing with Probability - Efron's Dice | |title=Playing with Probability - Efron's Dice | ||
Line 9: | Line 11: | ||
|subject=Maths | |subject=Maths | ||
|resourcenumber= M0021 | |resourcenumber= M0021 | ||
|age= | |age= KS4, KS3, Secondary | ||
|content= A lesson activity to explore probability with dice | |content= A lesson activity to explore probability with dice | ||
|strategy= | |strategy= |
Revision as of 15:39, 28 September 2012
Lesson idea. A lesson activity to explore probability with dice
Teaching approach. Efron's dice provide a discussion(ta) topic for joint reasoning(ta) - whole class(ta) or in group work(ta). Pupils can explore aspects of mathematical thinking(ta) particularly with relation to probability. (edit)
Resource details | |
Title | Playing with Probability - Efron's Dice |
Topic | [[Topics/Probability|Probability]] |
Teaching approach | [[Teaching Approaches/Whole class|Whole class]], [[Teaching Approaches/Mathematical thinking|Mathematical thinking]], [[Teaching Approaches/Group work|Group work]], [[Teaching Approaches/Reasoning|Reasoning]], [[Teaching Approaches/Discussion|Discussion]] |
Learning Objectives | By the end of the lesson pupils should be able to:
|
Format / structure | wiki page with downloadable .doc version |
Subject | [[Resources/Maths|Maths]] |
Age of students / grade | [[Resources/Secondary|Secondary]], [[Resources/KS4|KS4]], [[Resources/KS3|KS3]]
|
Useful information | Some large wooden dice that are coloured green, yellow, red and purple with stickers to show numbers (see this page).
|
Files and resources to view and download | |
Acknowledgement | This resource was adapted from resources contributed by Mark Dawes |