Discrete Math - Day 16

We took a break from discrete probability to focus on reading problem statements and discerning key elements to help identify possible solution routes.

Students were given 21 problems and asked to group the problems based on what they were seeing in the problem statements. There were some good discussions on what the problems contained, although a couple of groups looked at more superficial elements such as problems using letter or problems using numbers.

This is okay as part of this exercise is to reflect later on about the appropriateness of the groupings. I then had group members rotate through the other tables. One group member remained at their table to present their problem groupings and answer any questions about how or why problems were classified in such a manner.

Those circulating were to focus on how the problem groupings were made, to look through the problems actually in each group, and to ask questions they had about the problem groupings. All the tables were visited in this manner.

When students reached their original tables they shared what they saw and learned with the table-mate who stayed behind. If needed, they could re-group their problems based upon what they had seen others do.

Next, students selected three problems, each from a different problem grouping, and solved them. They were supposed to consider how they solved the problem versus how the problem was classified. Were the solution methods similar or different, were the groupings consistent with the solution method, etc.

We discussed a few problems that students had questions about. At this point I assigned their next portfolio problem. The assignment is described below:

• Discuss how these two problems were classified and what you see as similarities and differences in the problem statement
• Solve each problem
• Discuss the similarities and differences in the solution
• Comment on the appropriateness of the classification you made

Afterward, we refocused on basic probability rules. We discussed examples of the different probability properties and rules. Class closed with students recording the rules in their notebook along with examples to help them understand the meaning of the rules.

Visit the class summary for a student's perspective of the class and to view the lesson slides.