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Spin the wheel Random wheel by U Spin the Music Wheel Random wheel by Racheljbingley. PE - Spin the wheel Random wheel by Sclarkson. Spin The Wheel Random wheel by Kristie Grade 8 8. In This Task…. Students will perform a simple probability experiment involving repeatedly spinning a spinner to first predict and then determine which player should win the game.

As is true for any task , the intentionality or learning objective can vary depending on what mathematical thinking you are hoping to elicit. Then, you can continue building up from this simple one event probability experiment to more challenging scenarios. Watch Full Video Walk-Thru. What Do You Notice? What Do You Wonder? Ask students to engage in a notice and wonder protocol. Take some time to acknowledge the noticing and wondering your students have engaged in and try to answer any that you might be able to address right away.

Challenge students to make a prediction and share with their elbow partners and ensure they attempt convincing them as to why they believe their estimate is reasonable. After allowing students to share their thinking with partners and then with the whole group, we can share what really happened with this video.

Craft a Productive Struggle. Allow students time to discuss and convince their neighbours. Encourage them to come up with justification that supports their reasoning.

While Students Are Productively Struggling Monitor student thinking by circulating around the room and listening to the mathematical discourse. Select and sequence some of the student solution strategies and ask a student from the selected groups to share with the class from:.

Ask them to convince you and their peers that their answer is correct by sharing mathematical models. Students use an area model or tape diagram to represent the part-part whole i.

Students use a linear model such as a number line or double number line to represent the blue to red to whole ratio relationship of and scale up:. Students use a ratio table utilizing additive thinking one-to-one, counting up, skip counting, etc.

If students have not been explicitly pre-taught algorithms and procedures including the idea that the area relative to the whole of a spinner for a particular colour will provide the rate at which a colour should come up per spin i.

If students are additively scaling up by repeatedly adding quantities such as adding 1 blue for every 7 red, consider nudging students to think multiplicatively without forcing or funnelling them. As you consolidate, be sure to highlight additive thinking and work your way to multiplicative thinking to scale up.

Finally, be sure to highlight any students who may have discovered or previously encountered rate reasoning by simply multiplying the number of spins by the fraction of the spinner representing a specific colour. More important than the specific games is that you understand that if you ever see such a build-a-bonus, Eco sport. When the symbol line reaches 10, symbols, Escape. It found that when faced with a choice between lowering taxes or keeping their cash payments, casinos in Mustang.

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