id: 06211013
dt: j
an: 2013f.00483
au: Mooney, Edward S. (ed.); Bair, Sherry L. (ed.)
ti: Penny drop.
so: Math. Teach. Middle Sch. 18, No. 3, 136-139 (2012).
py: 2012
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: G33 K53
ut: circles; area; grade 8; frequency table; probability; games; experimental
mathematics; discovery learning; student activities; problem solving
strategies; experience reports
ci:
li: doi:10.5951/mathteacmiddscho.18.3.0136
http://www.nctm.org/publications/article.aspx?id=34491
ab: From the text: Studentsâ€™ thinking is discussed, and the procedures used
with problem solving are explored. The penny drop problem appeared in
[the editors, ibid. 17, No. 6, 319 (2012)]. To play the penny drop
game, drop a penny from a height of 4 inches over a target. If more
than the half of the penny is inside the circle labeled 50, you score
50 points. You need to add a 25-point region to the target so that the
probability of scoring 25 points is double the probability of scoring
50 points. Experiment dropping pennies from a 4-inch height on your new
target and record your results. Once you have decided on a region or
regions, write an explanation of how and why you chose that area. A
diagram was provided to illustrate the size and position of the
50-point circle on a board. Additionally, two full-size templates were
available online for teacher use, one with a background grid and one
without a grid. Teachers were encouraged to choose the template they
believed was more appropriate for their students. Colleen Donahue, an
eighth-grade teacher, sent in her studentsâ€™ work and shared some
reflections. These reflections provided wonderful insight into not only
studentsâ€™ thinking but also how a teacher presented the task and how
it was used in the classroom.
rv: