RUNNING HEAD: FINAL EPISODE: STUDENTS A AND B

Final Episode, Student A and Student

B
Robert Rettig
Hunter College
SEDF 706
Professor Torres
May 16, 2015

1) School Context and Focus Students:

I am student teaching at PS 226, the Alfred B. Mason public
middle school in Bensonhurst, Brooklyn. The school is an urban school
with a very diverse student population.

According to the NYC

Department of Education, School Quality Guide, 26% of the student

population is identified as Asian, 2% of the population is identified as
Black, while 31% is identified as Hispanic (NYC Department of
Education, 2014). The largest subgroup of the student population is
White which is identified as 40% of the schools population (NYC
Department of Education, 2014). Historically, Bensonhurst has been a
mostly Italian neighborhood.

According to the NYC Department of

Education, K-8 School Quality Snapshot, the attendance rate for both
students and teachers is very high, 97% and 94% respectively (New
York City Department of Education 2014). 73% of the 995 students are
free lunch eligible (NYC Department of Education, 2014). 21 % of the
schools population can be identified as students with special needs.
16% can be classified as English language learners (NYC Department of
Education, 2014).

ETHNICITY

White, non-Hispanic

SCHOOL

DISTRICT

42%

31%

ETHNICITY

SCHOOL

DISTRICT

Hispanic

29%

22%

Asian

27%

Asian/Pacific Islander

26%

25%

Black, non-Hispanic

2%

22%

Native American or Native Alaskan

0%

0.3%

Multiracial

0%

Native Hawaiian or Other Pacific Islander

0%

PS/IS 226 itself is a massive, locally zoned neighborhood school,

serving students from pre-kindergarten through the middle school grades. It
sits squarely on an entire block along a leafy residential street in
Bensonhurst. Children of Italian, Asian, and Hispanic heritage, including new
immigrants and many students with special needs, find common ground as
they salute the flag and recite the Pledge of Allegiance every morning.
While the schools essential character has remained unchanged over
many years, teachers have made changes to keep up with the new Common
Core Standards, and enrollment at the school continues to rise. The principal,
Sherry Tannebaum promotes small group instruction, even though classes
are very large. Teachers are always going to workshops to learn new skills.
For example, all of the classrooms have been recently fitted with new smartboards. On Thursday, April 16 th, 2015, the smart-board in my classroom was
fitted with a new computer that will be compatible with wireless remotes.
Students, when they answer teacher questions, will be to simply click a
remote. Each floor of the school is equipped with a new computer Math lab,
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complete with interactive DVDs and internet. Students are encouraged to

visit websites like https://www.khanacademy.org/ as they prepare for their
ELA and Common Core Math Exams. New textbooks were also issued which
reflect the new common core curriculum.
The building has a new playground which was installed in 2011.
Students from ages four to fourteen attend the school. The school has four
half day pre-kindergarten classrooms which serve more than 70 students. As
I walked around the school, I noticed that the classrooms appeared more skill
oriented then play oriented. I have observed the use of monopoly games,
dice, spinners, and geoboards, as skill building tools used by many teachers.
English language learners are mixed in classrooms with native English
speaking students. ESL (English as a second language) teachers work outside
the classroom with small groups of those children until those children can
keep up with the English spoken in their regular classrooms. Ms.
Tannenbaum, the School Principal mentioned The goal of the school is to
provide English level instruction until a student reaches the fourth grade,
where at that point, they no longer require ESL services.
The school has a wide-range of classroom settings and services for
children with special needs on all grades. Often, I see children using
wheelchairs or canes threading their way peacefully through busy hallways.
In addition to general education classrooms, some kids learn in team-taught
classes that mix children with special needs and their general education
peers. Others work in a small class designed specifically for students with
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special needs. Many of the class that I have observed are led by two or more
adults, including teaching assistants and student teachers.
The school has many extra-curricular activities for their students. These
include Art, Glee, Gardening and Industrial Arts Clubs. I noticed schoolyard
tennis, two school orchestras from grades k to 5, and grades 6-8. There is
also a chess club, debate team, A. V. Squad, and Environmental Club.
The school serves Pre- Kindergarten through 8th Grade populous. The
Assistant Principal of Mathematics told me that PS. 226

has the largest

elementary school student body size in the New York City Geographic District
#21. He also mentioned that the student teacher ratio is 13.8, which is
the 11th best among the 22 elementary school in District #21. Ms.
Tannenbaum, the Principle at the school mentioned during parents teacher
night, that in 2014, Alfred De B Mason ranked better than 70% of elementary
schools in New York. It also ranked 9 th among 22 ranked elementary schools
in District 21. Additionally, the school employs 71 full time teachers.
2) Student proficiency Levels:
According to the NYC Department of Education, School Quality Guide,
34% of all students met State standards on the State English test; the
average score at this school was 2.7 out of 4.5. The city average is only 28%.
50% of all students meet State standards on the State Math test; the
average score at this school was 3.0 out of 4.5. The city average is also 3.0
out of 4.5. 87 % of the schools former 8 th graders earn enough high school

credit by the 9th grade to be on track for high school graduation (NYC
Department of Education, 2014).

School Environment:
The NYC Department of Education, K-8 School Quality Snapshot Report
also shows that 94% of all students feel the school offers enough variety
of programs, classes, and activities to keep them interested in school. It
was also noted that 97% of parents are satisfied with the education that
their child has received. There are no gangs, as such, 92% of students feel

safe in the hallways and bathrooms. 94% of teachers would recommend

this school to parents. The city average is only 80%. It is interesting to
note that 81% of students say that most teachers at the school treat them
with respect. Here, the citywide average is only 59% (New York City
Department of Education, 2014). Most of the students that I have spoken
with appear genuinely happy to attend the school.

Ms. Tannenbaum, the schools Principal, Is a huge supporter of the arts

and has reinvigorated the music program. So many other kids in other
schools no longer receive music in their schools because of budget cutbacks.
Proceeds from the winter holiday show go to the American Red and Hurricane
Sandy relief. Some parents have complained about this to me, as the winter
shows used to be free. Other parents have mentioned to me that they do not

approve of the candy sales. They complain the principles picture is on the
candy wrappings, and that the candies are not healthy.
My cooperating teacher is teaching three seventh grade Math classes.
The A class is the honors class and contains 24 students. The A class is the
honors class and is my cooperating teachers favorite class. The B class is
where the middle learners are. This is the largest class with 33 students.
Generally, the middle kids are here and most of them get average test
grades.

But, with a recent Statistics and Probability Exam, 21 out of 33

students scored a grade of 65 or lower. That was a big motivator for me to

pick Probability as the main assessment area of this paper.
The C class is the class where the below average students go. Also, the
IEP and 504 students go into this class was well. This class has 27 students
and my cooperating teacher has a special educator who helps her with this
class. This is definitely the class which is the most difficult to teach. I have
observed many student behavioral issues. My cooperating teacher has
mentioned that they when these kids go home, they do not study. Of
course we know that this is the cooperating teachers opinion and may or
may not be true. Many of the kids from this class have told me that they
hate school. (In an interesting side note, one of the kids from the C Class
asked me where I was on 9-11-2001? She noted that she watched YouTube
Videos of people running when the towers were falling. She then me she
wasnt born then and wanted to know what happened. In fact, since all of the
kids are 13 years of age, none of them were around then.)
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I approached my cooperating teacher and asked her the following

question How does the school decide which Student goes into the A Class,
the B class and the C Class? She indicated the decision is based upon how
students perform on the state exams and on their class averages. She
explained students who have a grade of B+ or better and have a grade of 3
or higher on both the Math and ELA Exam get placed into the A Class. They
are considered the best or smartest students. If a student has an average of
78 or higher and at least a 2.8 on the Math and ELA State Exams, they are
placed into the B class. They are considered the average students. For a
student who has a 2.5 or lower score on both the Math and ELA exam, and a
grade average of 75 or lower, they are placed into the below average C
class. She also indicated that other things are taken into consideration such
as trends and classroom participation. She mentioned that the standards for
each class do not necessarily overlap entirely, so that extra items such as
class participation and trends can be accounted for.
My cooperating teacher has worked for the DOE for the past ten years.
The Principal mentioned to me that she has been consistently rated very
effective. Her students get among the highest test scores on the
standardized state Math exams. The Assistant Principal of Mathematics told
me that he has been in the Board of Education for 17 years and that this is
one of the best classrooms he has ever seen. While I am not sure what he
specifically meant by this comment, I have observed the following: The
rapport that this teacher has with her students is excellent. She smiles,
8

greets them when they enter the classroom, and she often has more than
75% of the students raising their hands to answer questions. She is upbeat,
positive, and I have never observed her yelling. My cooperating teacher is a
true inspiration to her students. On Friday, May 15, 2015 I found out that
she is being promoted soon and will become Assistant Principal. I am very
happy for her only the best.
While teaching, she is always making good use of real life examples to
help

students

understand

the

material.

When

talking

about

the

circumference of a circle, she talked about some cupcakes that one of her
students baked. She noted how there were sprinkles on the outside of the
cupcake and how this represented the circumference of a circle. She also has
a unique way of relating Mathematics into real life examples in ways that
sound genuine and unplanned.

When talking about fractions, she drew a

picture of a pizza pie to explain what the fraction 1/3 meant. She shaded
one third of the pizza so students could visually see what she was speaking
about. She will almost never give an answer to a student, but helps the
student answer their own questions on the new material by relating their
questions to prior knowledge so that they can answer the questions on their
own. She has them justify every step. When For solving two step equations,
students explain what inverse operations are, and what the distributive and
commutative properties are. According to the Principal, her students have
among the highest grades in Math on the New York State Exams and the
common Core.
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For this paper, I have selected two students. Student A will refer to the Male
Student while Student B will refer to the Female Student.
The male student (Student A) is also 13 years old and is of Syrian
descent. He has lived in NYC for the last 5 years and resides in the largely
middle class neighborhood of Bensonhurst, Brooklyn. One of the things that
engaged me to pick him for this paper is very engaging, friendly and tells
very funny jokes. He seems to be a genuinely nice guy but his grades are not
consistent and can vary widely from test to test. Specifically, he scored 95%
on the topic of new step equations, 55% in Geometry, and 80% in Geometry.
His overall average is at the school so far 75 %. His ELA score from last year
is 2.5 and his Statewide Math Score was 2.2.
The female student (Student B) is 13 years old and is from Dominican
descent. She has lived in New York City from birth and resides in a large
middle class neighborhood of Bensonhurst, Brooklyn. It is the opinion of the
cooperating teacher that this girl has emotional issues. I have observed that
she is not friendly, gets into arguments often, and often wants to sit alone.
Other students have told me that she is difficult to get along. She yells at the
other students in the class. She frequently resists instructions from her
teacher. I picked her because she is very disruptive in the classroom, and
goes out of her way to be unruly. Case in point, I caught her cutting up the
table cloth on the group study table and had to ask her to stop three times to
stop. She never listened. The only way to get her to stop was to remove the
table cloth altogether. The cooperating teacher noted that something is
10

wrong with her and her parents know that. Nonetheless, she maintains a
passing average in the class. Specifically, she scored 83% on the topic of
new step equations, 70% in Geometry, and 75% in Geometry. Her overall
high school average is 72 %. Her ELA score from last year is 2.7 and her
Statewide Math Score was 2.5.

2) Learning Goal and Learning Progression

The unit that this assessment will pertain to is Probability. The learning goal
will be to successfully compute and understand Theoretical and Experimental
Probability. The Common Core standard that I am focusing on in this unit is
CC.7SP.8A: Understand that just as with sample events, the probability of a
compound event is the fraction of outcomes in the sample space for which
11

the compound event occurs (CCSS 2014). Also, Common Core Standard
CC.7SP.8B: Represent sample spaces for compound events such as
organized lists, tables and tree diagrams. For an event described in everyday
language (e.g., Rolling double sixes), identify the outcomes in a sample
space which compose an event. These were taken from the Common Core
Initiative website (CCSC 2014).
There will be two objectives for this episode.
1) Given a specific set of conditions, students will construct a
sample space and/or calculate the number of elements/events in the
sample space and use the results to calculate the probability of a
single event. This is a D. O. K. level 2 because students must construct a
sample space, identify patterns, and predict and interpret probability.
2) Given a specified condition which can be assessed a priori, a
student will construct a sample space and or calculate the number
of elements/events in the sample space, and use the results to
calculate the probability of a compound event. This is a D.O.K. level 2
event as students must construct a sample space, identify patterns, and
predict and interpret probability.
First, Students need to know how write fractions as decimals. The following
Common Core standards are also taken from the Common Core State
Standards Initiative website:
7. NS.2C: Students will apply as operations as strategies to multiply
and divide rational numbers. Students need to understand how to
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write a fraction as a decimal, how to reduce a fraction into simplest

form and how to round a decimal to the nearest hundredth (CCSS
2014). This was performed in several Do Now exercises and we went over
the difference between repeating and terminating decimals. We also went
over how to determine if numbers are equivalent. Specifically, in a Dow Now,
we compared three sets of Numbers, and 0.75, 1 21/25 and 1.72, and
11/21 and 0.55. We also had students write two numbers equivalent to
15.35, 83/4, and 5.5. We reviewed long division as per CC.NS.2D: Students
will convert a rational number to a decimal using long division, know that
the decimal form of a number terminates in 0s or eventually repeats (CCSS
2014). It is here we also reviewed the definition of a rational number.
Next, we went over Standard CC.NS.2C: Solve real world and
mathematical problems involving four operations with rational numbers
(CCSS 2014). We also had students compare fractions to see which one was
bigger and which one was smaller. This is something very useful with both
Experimental and Theoretical Probability as students must be able to
compare and contrast percentages.
Additionally, student must know how to make use of the word and or
or, and as such, we reviewed CC.7.NS.1 (CCSS 2014). This standard
covers applying and extending previous understanding of multiplication and
division of fractions to multiply and divide rational numbers. We reviewed
multiplying decimals, and estimating an answer to see if the answer is
correct. Standard CC.7.NS.2b (CCSS 2014) allowed us to apply and extend
13

previous knowledge of multiplication, division and of fractions to multiply and

divide rational numbers. As part of this subset, we explained how one can
solve an equation by performing the same operation on both sides of the
equation to isolate a variable. This is a common used technique when
working with proportions, experimental probability, and using a sample to
predict distribution within a population.

Additional, we reviewed common Core Standard CC7.NS.1: Apply and

extend previous understands of addition and subtraction to add and subtract
rational numbers (CCSS 2014). This is required to successfully work with

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compound events. We reviewed adding fractions with like denominators,

adding fractions with unlike denominators and adding decimals, fractions,
and mixed numbers to get a combined simplified result.
We also reviewed Common Core Standard CC7.RP.2 which is the
standard that details recognizing and representing proportional relationships
between different quantities. This is an important concept to know later on in
Experimental and Theoretical probability.
.
The next step we discussed is Common Core Standard CC.7.SP.5.
Students will understand the probability of a chance event is a
number between 0 and 1 that expresses the likelihood of an event
occurring (CCSS 2014). First, key concepts such as experiments,
probability, single-events and compound events are introduced. Students
learn about real world events and their complements. Is an event
impossible, unlikely, as likely or not, or certain to occur?
Next, students learned about the concept of Experimental Probability.
Common core Standard CC.7.SP.6 reads: Approximate the probability of
a chance event by collecting data on the chance process that
produces it and observing its long run relative frequency, and
predict the approximate relative frequency given the probability.
Students need to know that experimental probability defines as the number
of times an event occurs and divides it by the total number of trials.
Students also learn about relative frequencies (CCSS 2014).
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Then we introduce standard CC.7.SP.6b. Here, students are taught about

the Fundamental Counting Principle and introduced to the concept of Sample
space, and how to use organized lists to show all the possible outcomes of an
experiment (CCSS 2014). Tree diagrams are also discussed.
Once again, all of these were taken from the Common Core State
Standards Initiative website. It is important to note that these common core
standards are closely aligned with the current state standards and the New
York City Department of Education.

The following common core standards were covered in the teaching of

the aforementioned material:
For this domain, it is assumed that students will have an understanding of
the following:

Knowledge of factors and multiples.

Analyzing patterns and relationships.

Understanding of fractions as numbers, including equivalence and

ordering.

Knowledge of decimal notations for fractions and comparing decimal

fractions.

Ratios and proportional relationships.

16

The knowledge of fractions and percents are very important when

studying probability. If students are unable to compare them and put them in
perspective order, it would make it very difficult to compare probabilities and
know which ones are the largest. It is also important to understand ratios and
proportional relationships when using samples to make predictions about a
population.
The following are New York state standards were addressed at some
point through the learning progression:

7RP.2 Recognize and represent proportional relationships between

quantities.
Identify proportional relationships (Seventh grade - X.1) (CCSS 2014)

7RP.2.b Identify the constant of proportionality (unit rate) in tables,

graphs,

equations,

diagrams,

and

verbal

descriptions

of

proportional relationships (CCSS 2014).

Find the constant of variation (Seventh grade - X.2)

7RP.2.c Represent proportional relationships by equations (CCSS

2014).
Solve proportions (Seventh grade - J.8)
7RP.3 Use proportional relationships to solve multistep ratio and percent
problems (CCSS 2014).
Estimate population size using proportions (Seventh grade - J.10)
My goals were to address the following NYS standards:
7 Use random sampling to draw inferences about a population.
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7SP.1 Understand that statistics can be used to gain information about a

population by examining a sample of the population; generalizations
about a population from a sample are valid only if the sample is
representative of that population. Understand that random sampling
tends to produce representative samples and support valid inferences
(CCSS 2014).
Identify representative, random, and biased samples (Seventh grade - AA.5)
7SP.2 Use data from a random sample to draw inferences about a
population with an unknown characteristic. Generate multiple samples (or
simulated samples) of the same size to gauge the variation in estimates or
predictions (CCSS 2014).
Estimate population size using proportions (Seventh grade - J.10)
7 Draw informal comparative inferences about two populations.
7SP.3 informally assesses the degree of visual overlap of two numerical
data distributions with similar variabilitys, measuring the difference
between the centers by expressing it as a multiple of a measure of
variability (CCSS 2014).
7SP.4 Use measures of center and measures of variability for numerical data from
random samples to draw informal comparative inferences about two populations.
Calculate mean, median, mode, and range (Seventh grade - AA.1)
Interpret charts to find mean, median, mode, and range (Seventh grade - AA.2)
Mean, median, mode, and range: find the missing number (Seventh grade - AA.3)
Changes in mean, median, mode, and range (Seventh grade - AA.4)
7 Investigate chance processes and develop, use, and evaluate probability models.

18

7SP.5 Understand that the probability of a chance event is a number

between 0 and 1 that expresses the likelihood of the event occurring.
Larger numbers indicate greater likelihood. A probability near 0 indicates
an unlikely event, a probability around 1/2 indicates an event that is
neither unlikely nor likely, and a probability near 1 indicates a likely event
(CCSS 2014).
Probability of simple events (Seventh grade - Z.1)
7SP.6 Approximate the probability of a chance event by collecting data on
the chance process that produces it and observing its long-run relative
frequency, and predict the approximate relative frequency given the
probability (CCSS 2014).
Experimental probability (Seventh grade - Z.3)
Make predictions (Seventh grade - Z.4)
7SP.7 Develop a probability model and use it to find probabilities of
events. Compare probabilities from a model to observed frequencies; if
the agreement is not good, explain possible sources of the discrepancy
(CCSS 2014).
7SP.7.a Develop a uniform probability model by assigning equal probability to all
outcomes, and use the model to determine probabilities of events.
Probability of simple events (Seventh grade - Z.1)
7SP.7.b Develop a probability model (which may not be uniform) by
observing frequencies in data generated from a chance process (CCSS
2014).
Experimental probability (Seventh grade - Z.3)

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7SP.8 Find probabilities of compound events using organized lists, tables,

tree diagrams, and simulation (CCSS 2014).
7SP.8.a Understand that, just as with simple events, the probability of a
compound event is the fraction of outcomes in the sample space for which
the compound event occurs (CCSS 2014).
Probability of opposite, mutually exclusive, and overlapping events (Seventh grade Z.2)
Identify independent and dependent events (Seventh grade - Z.6)
Probability of independent and dependent events (Seventh grade - Z.7)
7SP.8.b Represent sample spaces for compound events using methods
such as organized lists, tables and tree diagrams. For an event described
in everyday language (e.g., "rolling double sixes"), identify the outcomes
in the sample space which compose the event (CCSS 2014).
Compound events: find the number of outcomes (Seventh grade - Z.5)
Factorials (Seventh grade - Z.8)
Permutations (Seventh grade - Z.9)
Counting principle (Seventh grade - Z.10)
Combination and permutation notation (Seventh grade - Z.11)

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LEarning Goals and Progressions:

Big Idea: The student will learn the difference between experimental probability
and theoretical probability. The student will also learn about simple probability.
Learning Goal
Success Criteria
The student will
Students will understand and demonstrate
understand fractions and

proficiency in use of fractions by counting and

ratios.
The students will convert

calculation proportions using M & Ms.

Students will divide fractions to come up with

decimals to percent

decimal equivalents and then come up with

Student will understand

percents.
Students will calculate the probability of selecting

and calculate simply

at the color of a particular M & M with or without

probability.
Student will learn how to

replacement.
Using experimental probability, student will make

use sample in probability

inferences and predictions about the general

to make inferences about

population.

the overall population.

3) General Teaching Methods:

With regard to the specific classroom, the classroom is equipped with a
smart board, several whiteboards throughout with erasable felt markers. The
smart board has internet access so it is not too difficult to incorporate videos
into our presentations. The desk and chairs in the classrooms are set up in
groups of four. Usually, the classes are approximately 45 minutes each.
Every week the class runs for a double period, enabling us the opportunity to

21

provide guided practice for our students. Manipulative include a calculator,

ruler, colored pencils, cubes, dice, and spinners. They were also supplied
calculators, colored markers, white boards and erasers.
The cooperating teacher uses a mix of group work, direct instruction
and lab when she is teaching her students. We frequently like to use internet
videos, and we have our students create graffiti boards and collages so
students can visualize what they are learning.

We use manipulatives

wherever possible, but sometimes during review for state exams, this is not
possible because we have too much material to cover in a very short time.
My two students were given a bag of colored M and Ms so that we
could explore Experimental Probability and calculate a color distribution for a
bag of M and Ms. Specifically for this episode, I wanted the lesson to take
into account the audio, visual and kinesthetic learning styles of the two
students whom I selected. People learn by doing. Students who are active
participants in the learning process have a better chance of retaining the
information and having it enter into permanent memory.
My approach was to try teaching in a way that was more visual and
kinesthetic then what most students were normally acustomed to. Students
have different learning styles. Some students are auditory learners where
they like to listen, some students are visual learners who respond to pictures
and graphincs while other students are kinesthetic learners, who like to learn
by doing.

22

Students were able to successfully calculate the % color sample for a

particular color and we used that to predict the distribution of that color over
a larger sample. Obviously, this was used for demonstration purposes
because the sample size was rather small. We compared our experimental
results to the theoretical results from Mars, the M & M candy manufacturer.
According to the information on a recent 1.59 ounce M and M candy wrapper,
the distribution of colors for a bag of M & Ms is 13% brown, 13% red, 14%
yellow, 24% blue, 20% orange, and 16% green.

I purchased two 1.59 - Ounce bags of plain M & Ms. Each student was
given their own bag and told to place the contents of the bag into a securely
elevated tray, so that the M & Ms would not fall onto the floor. Student A
counted the total number of

M & Ms and calculated the total to be 57.

Student B calcualted the total of her M & Ms and calculated the total to be
62.

23

Next, I instructed Student A and Student B to calculate the numbers of each

type of M & Ms.
The results are shown below.

Student A:

Colors
Red
Yellow
Orange
Green
Blue
Brown

Amount
7
9
11
18
7
5

Total

57

Next, I had Student A rewrite the chart with fractional equivalents as follows:
24

Colors
Red
Yellow
Orange
Green
Blue
Brown

Amount
7
9
11
18
7
5

Total

57

Fractional Equivalents
7/57
9/57
11/57
18/57
7/57
5/57
57/57

Next, I had Student A rewrite the chart not only with fractional equivalents,
but also with decimals:
Colors

Amount

Fractional

Decimal
Equivalent:
0.12
0.16
0.19
0.32
0.12
0.09

Red
Yellow
Orange
Green
Blue
Brown

7
9
11
18
7
5

Equivalents
7/57
9/57
11/57
18/57
7/57
5/57

Total

57

57/57

1.00

Next, I had Student A rewrite the chart not only to include fractional and
decimal equivents, but also percents. I instructed Student A to multiply each
decimal by the number 100 and explained that this would move the decimal
point to places to the right.

His table is shown below:

25

Colors

Amount

Fractional

Decimal

Multiply

Equivalents

Equivalent:

Decimal
Equivalent by
100 to pbtain

Red
Yellow
Orange
Green
Blue
Brown

7
9
11
18
7
5

7/57
9/57
11/57
18/57
7/57
5/57

0.12
0.16
0.19
0.32
0.12
0.09

Total

57

57/57

1.00

percent
12%
16%
19%
32%
12%
9%
100%

Then, I proceded as follows: (the students answer is provided in red)

I asked student A what is the probabilty of picking a yellow M & M?
He responded 16%.
I asked the student what is the probabilty of picking a green M &
M?
He responded 32 %.
I asked the student what is the probabilty of picking a red M & M?
He responded 12 %.
Then, I asked him what is the chance that I pick a brown M & M?
He responded 9 %.
Then, I asked him what is the chance if a choose blue M & M at
random?

26

He wanted to know what I meant by random. I responded it means by

chance. He picked the correct answer which is 12 %.
Then, I asked him what is the probability that I pick pick a green M
& M?
He responded 32 %.
I asked him what is the probabilty that I pick a brown M & M?
He responded 9 %.
Then, I gave him the formal defination of probabilty as follows:
Probabilty is the measure of how likely it is for an event to occur. I explained
to him that we conducted an experiement, so we call this experiemtnal
probabilty. I went on to say that it simply is the desired outcome (just picking
the right color) over the total number of M & Ms in the bag.
Then, I asked him to tell me inhis own words what he thought probabilty
meant.
He said probability is the chance of picking something from a collection of
things.
Then, I asked him what would happen if I removed one green M & M?
He said, let me see. We had a total number of 18 green M & Ms. So, the
new probabilty would be 17/57. I said that is really good. But, let me ask
you a question. How many M & Ms do we have left? Do we still have 57 M &
Ms or did that total change. Then, he got it. He responded that we have
17/56 M & Ms.

27

I asked what would happen if we had 560 M & Ms? Could you tell me how
many green M & Ms you think we would have?
My student set up a proporton that included the following:
17 = X
56 = 560
He crossed multipled the following proprtion and got:
56X = 9520
X= 170
Then, I asked him to explain another approach at doing this problen:
He stated that since 560 was ten times more 56, and we were dealing with a
proprtion, we could also multiply 17 * 10 to get the same answer of 170 M &
Ms.
I also went one step further and asked him: What is the probabilty of chosing
a blue M & M or a Brown M & M?
I scaffolded him a bit and told him he will have to add the two probabilities
because we are using the word or.
He successfully completed the following steps:
P (Blue) or P (B)
7/57 + 5/57 = 12/57 = .21 or 21%
Then, I asked him the following question:
What is the probability that we chose a Blue M & M and a Brown M & M? I
threw him a liitle hint and said when you see the word and, you will have to
multiply the two probabilities.
28

He successfully performed the following steps:

P (Blue) and P (Brown)
7/57 x 5/57 = 35/3249 = 1.07 %
Summary:
From Group One (Interactive Methods/Cognitive Labs, I used the following
approaches:

Student think aloud during problem solving

Structured observations of student naturally occuring performances
Individual student conferences to review student work product
Quizzes and selected response items.

From Group Two, paper and pencil methods and structured on demand
performances, I used the following approaches:

Quiz, selected and constructed response format items.

Physical product construction.
Demonstration of use of equiment or manipualtives for a purpose.
Studemt A and Student B where each given a spinner equally divided
into eight parts. They where asked to spin he spinner 20 times. Since
the probabilty of a one or seven appearing is , one would expect to
see a one or seven approximately five times in twenty spins. The
purpose was to see the degree to which the theoretical probability and
experimental probability lined up. All things being equal, the two
should be in the same ballpark.

29

Student B:
Colors
Red
Yellow
Orange
Green
Blue
Brown

Amount
15
6
9
7
5
15

Total

57

Next, I had Student B rewrite the chart with fractional equivalents as follows:
Colors
Red
Yellow
Orange
Green
Blue
Brown

Amount
15
6
9
7
5
15

Total

57

Fractional Equivalents
15/57
6/57
9/57
7/57
5/57
15/57
57/57

Next, I had Student B rewrite the chart not only with fractional equivalents,
but also with decimals:
Colors
Red
Yellow
Orange
Green
Blue
Brown

Amount
15
6
9
7
5
15

Fractional

Decimal

Equivalents
15/57
6/57
9/57
7/57
5/57
15/57

Equivalent:
0.26
0.11
0.16
0.13
0.08
0.26
30

Total

57

57/57

1.00

Next, I had Student B rewrite the chart not only to include fractional and
decimal equivents, but also percents. I instructed Student A to multiply each
decimal by the number 100 and explained that this would move the decimal
point to places to the right.

His table is shown below:

Colors

Amount

Fractional

Decimal

Multiply

Equivalents

Equivalent:

Decimal
Equivalent by
100 to pbtain

Red
Yellow
Orange
Green
Blue
Brown

15
6
9
7
5
15

15/57
6/57
9/57
7/57
5/57
15/57

0.26
0.11
0.16
0.13
0.08
0.26

Total

57

57/57

1.00

percent
26%
11%
26%
13%
8%
26%
100%

31

Then, I proceded as follows: (the students answer is provided in red)

I asked student B what is the probabilty of picking a yellow M & M?
She responded 11 %
I asked the student what is the probabilty of picking a green M &
M?
She responded 13 %.
I asked the student what is the probabilty percent of picking a red M
& M?
She responded 26 %.
Then, I asked her what is the probabilty that I pick a brown M & M?
She responded 26 %.
Then, I asked her what is the probabilty if a choose blue M & M at
random?
She already knew what I meant by random. And simply responded that the
correct answer which is 26 %.
Then, I asked him what is the probability that I pick pick a green M
& M?
She responded 13 %.
I asked him what is the probabilty that I pick a brown M & M?
She responded 26 %.
Then, I asked her what would happen if I removed one green M & M?
She said, Then we would have only 56 M & Ms. We would have 7/56 M $
Ms. Then, I responded Your getting close. It is true we have 56 M & Ms
32

but how many M & Ms would we have if we started with 7 green M & Ms and
remove one. Then, she said

the probability of picking a green M & M

would be 6/56. I congradualted her and respnded that she had the right
answer.
Then, I gave her the formal defination of probabilty as follows:
Probabilty is the measure of how likely it is for an event to occur. I explained
to him that we conducted an experiement, so we call this experiemtnal
probabilty. I went on to say that it simply is the desired outcome (just picking
the right color) over the total number of M & Ms in the bag.
Then, I asked her to tell me inhis own words what he thought
probabilty meant?
She said probability is the chance of that something will happen.
Then, I asked her what would happen if we had 570 M & Ms? Could you tell
me how many green M & Ms you think we would have?
She stated that since 570 was ten times more 570, we could take the
number 7 which I the total number of green M & Ms that we had and multply
it by ten. The result would be 70.
I said good work: for providing the right answer.
I showed and explained to her this alternative technique:
7 =X
57 570

By cross multiplying we get:

33

57X = 3990
X= 70

At the end of the lab, I asked them for a one page exit slip summarizing what
they felt they learned and what they felt they still needed to learn.
A few days later, we met aga

4) Assessment Method for this episode

A constructed response quiz was used to assess student learning to address
the following specific learning objectives:
First, given a specific set of conditions, students will be able to construct a
sample space or determine the number of elements/events in the sample
space and use that to determine the probability of a single event.

Second, given a specified condition which can be assessed a priori, a student

will be able to construct a sample space and or determine the number of
elements or events in the sample space, enabling them to determine the
probability for a compound event. Students used long division, and
common denominators to convert the fractions into decimals.
Individual student conferences to review a student work product.
Student think alouds during problem solving.
My baseband assessment consisted of a quiz which I prepared with
assistance of my cooperating teacher (shown below).
34

35

instructions on the quiz clearly state to show all work so that when
grading the quiz, the grader can understand why one answer was chosen
over the other answer.

5) Developing the Task:

The method used in this episode are from the second group of
methods. The quiz has already been attached in part 4.
An exit ticket was given to both students upon the completion of the
quiz. Two questions were included.

Exit Slip

How do you think you did?

Is there anything you didnt know?

36

The quiz was administered to both students at the same time. On

Monday afternoon, my cooperating teacher stays late until 3:30 PM in the
afternoon. I chose this day and time to administer the quiz because I knew
the classroom would be quiet and both students would not be missing any
work. Also, I coordinated this with both parents as I knew both children would
be arriving home late from school. Both parents were amicable to this task.
Student A was positioned at the Northwest corner of the classroom
while Student B was positioned at the Southeast corner of the classroom.
This was done so that no cheating was possible. The quiz was a total of
fifteen questions and was administered over a thirty minute time frame.
After the quiz was completed, I gave both students five minutes to rest,
where they could gather their thoughts, and reflect too individually on the
quiz. Then, I gave both students a copy of the exit ticket. The exit ticket
consisted of two questions. Ten minutes were allocated to fill out and
complete the personal assessment.
Student A returned the exit ticket first. He told me I think I did ok, but
I was really tired. He asked me if I could check his quiz and Let me know
how I did. I told him, Dont worry about it, go home and relax. Enjoy the
evening. I have a feeling that you did very well.
Then, Student B returned the exit ticket. She seemed more concerned than
student A. She told me Im not sure how I did? What should I do? I told her
37

Go home and have a great evening. You have nothing to worry about. I talk
to you tomorrow. I thanked my cooperating teacher for her assistance and I
concluded the process.
6) Student Responses and 7) Differentiated Feedback:
Differentiated feedback is always something that I find difficult to
provide. I always try to have the feedback be personally meaningful to the
student, and I do not want the feedback to be intimidating or negative. We
do not want our students to give up or think the feedback is not meaningful.
Also, it is important to weight the complexity of the task versus how long the
task is expected to take. I did not want the complexities of the task to affect
coursework in other disciplines, or to be too time consuming or intimating.
If the task was to difficult or time consuming, it was my concern that both
students would either not attempt the task or perhaps just make a superficial
attempt.
The next day I reviewed both quizzes and their exit slips. The check
marks shown below indicate questions that Student A and Student B
answered correctly. The feedback that follows is both DOK Level One and
DOK Level Two. An example of a DOK Level one question is Question 4. This
question asks for the definition of a compound event. Another example of a
DOK Level One Type question is Question 5. That question asks for the
definition of a sample space. The feedback and questioning were also DOK
Level One. Questions like the one I used in Question 10 used a multistep
procedure and asked students to predict or interpret probability data are
38

DOK Level Two. Any of the questions dealing with compound events could
also be DOK Level 2. Hence, my ensuing assessment was focused both on
both DOK Level One and DOK Level 2.

Student A Performance:

39

Student A performed well on his quiz. Student A answered 17 out of

the 20 Questions correctly. Since he question was worth 5 points, he scored
a cumulative grade of 85%. I reviewed the quiz paper with him the following
day and denoted the following observations: Question Number 4 asked for an
example of a compound event. He chose choice d) flipping heads on a coin
and spinning red on a spinner. The correct answer was actually choice c) A
spinner landing on the line between two sections of a spinner. When I
reviewed the Question with him, he stated I actually knew the answer. It
was a careless error. However, upon further analysis of his quiz, I saw
evidence that this was not the case.
The other two questions that he incorrectly solved both involved items
on compound events. Question 14 asked if a spinner is spun 300 times,
about how many times would you expect the spinner to land one 1 or 7? He
showed no work for that question which leads me to believe he might have
40

guessed. So, I asked him How did you come up with your answer? He
responded I dont remember. I asked him If the spinner has 8 equal
sections, then what is the probability the spinner lands on a one? He replied
1/8. I said thats wonderful. Then, I asked what is the probability that
the same spinner lands on a 7? He again replied 1/8? I said good work!
Do you multiply or add when you see the word or? He hesitated and said I
think we add. I responded wonderful. He responded Well, 1/8 + 1/8 = 2/8
or . I said Nice work. What happens if the spinner is spun 300 times?
Student A smiled and said that like and because we are multiplying 300
times. So, he got a calculator and multiplied x 300 and got the correct
answer of 75. Question 11 was also a compound event question in which two
number cubes are thrown and we want to know the probability that someone
will row a sum of 5? Here, it seems that he had problems computing how two
number cubes can be thrown and add to a sum of 5. He asked me If Dice 1
is 3, and Dice 2 is 3, they add to 5. Do I add or multiply the results? I
explained You are on the right track. If we have two dice we have to figure
out how they can add to five. What numbers add to five? He said Well, we
have 4 +1, 3 + 2, 2 +3, and 1 + 4. I replied thats great, so we have four
possible ways out of 36 possible outcomes. He said 4/36, oh 1/9.
Fir the exit slip, I transcribed his answers here:

How do you think you did?

I think I did ok but I was very nervous. I was tired.
41

Is there anything you didnt know?

I think I wasnt sure about problem 11. I didnt know how to do the problem.
On Wednesday, two days after the quiz, I suggested the following:
1) https://www.youtube.com/watch?v=ElBt5CJBMcg
Watch this video. It covers compound event and dice type probability
problems.
2) http://mathforum.org/library/drmath/view/56498.html.
View this website for review of compound events and examples using dice.
3) I gave student

Student B Performance:

42

Student B performed also performed nicely on the quiz. Student A

answered 16 out of the 20 Questions correctly. Since he question was worth
5 points, he scored a cumulative grade of 80%. I reviewed the quiz paper
with him the following day and denoted the following observations: Question
Number 4 asked for an example of a compound event. He chose choice d)
flipping heads on a coin and spinning red on a spinner. The correct answer
was actually choice c) A spinner landing on the line between two sections of
a spinner. This was very interesting to me as both subjects not only got this
problem wrong but also had the same answer wrong choice. When I

43

reviewed the Question with Subject B, he stated I meant to choose c) but

accidently chose choice d) instead. This was interesting. It showed somehow
they either cheated (despite all of the precautions taken) or that a real
misconception occurred. So, I decided to probe further. I asked her Tell me
in your own words what a compound event is? She responded a compound
event is the probability that two things happen at the same time.
This showed me that at least she had a general understanding of what a
compound event was. I asked her Can you give me an example of a
compound event? She replied You have a compound event when you flip a
coin and roll dice at the same time. There wasnt much I could argue here
so I moved onto the next question.
Question 11 was answered correctly even though she wrote the
following comment Help? I proceeded to ask her what type of help she was
looking for. She told me that I was not sure how to calculate the probability
that when two number cubes are thrown, they can add to five. She chose
choice b) 1/9. I asked her to explain how she derived her answer. She
responded back to me I looked at all of the ways that two numbers could
add to 5. I knew that 1 +4 =5, 2 +3 = 5, and we had to also reverse the
numbers. So 3 + 2 = 5, 4 + 1= 5 because the same answer could have been
rolled on the other dice. So, she basically had the right idea.
Then, I inquired about Question 12 which she got wrong. Question 12
also deals with compound events. The questions wants to know how many
outcomes are possible when two pennies and a fair number cube labeled
44

numbered one through six are thrown. In the solution she provided, she
indicated that 2 x 2 x 2 = 64. Of course, this is not the correct answer. Upon
reviewing question 12 with her, I asked the following. How many outcomes
exist when you toss a coin? She said Let me think. We have heads and tails
so we have two outcomes. I said Very good. Since we have two pennies,
how many possible outcomes do we have? She said well if we have two
pennies that is like saying we have penny one and penny two. Since each
penny has two outcomes, we multiply them so we get four. I said Very
Nice. Then I asked her How many faces does a fair die have? She correctly
said six. Then, I asked her, Well, we already know we have four outcomes
from the two pennies which are being thrown together. We also have six
outcomes from the die. Since two pennies and a die are being thrown
together, how do we calculate the total outcomes? She explained to be that
we have a total of 2 x 2 x 6 outcomes or 24 in total. I said thats great.
But, I dont understand why you wrote 2 x 2 x 2 for your answer. She said
she misread the question and thought three pennies were being thrown.
Then, I replied What about now, do you feel ok with this? She said yes.
We then moved to the next wrong answer, Question 17. Question 17
deals with a fish bowl which contains 4 orange fish, 3 blue fish and 3 pink
fish. The questions ask if the fish chosen was blue, what would be the
probability of choosing another blue fish? I asked her What is the amount of
total fish we have? She replied we have 4 orange fish, 3 blue fish and three
pink fish. I said thats great. So, add them up and tell me how many total
45

fish we have? She replied We have a total of ten fish. I asked her Great
answer. So how many blue fish do we have? She stated Three Blue fish.
Then, I asked her, What is the probability of picking a blue fish? She
explained, Well we have 3 out of ten fish that are blue so the probability is
3/10. I said Wonderful. I said Think a minute. If we want to pick another
blue fish, how many blue fish are left? She said Oh, now I get it. We have 2
out of 9 fish left and thats why the answer is 2/9. I said You got it.
Next question she answered wrong is Question 18. Question 18 talks
about a candy bowl which has 10 red candies, 5 purple candies and 6 green
candies. The question wants to know if we pick a candy at random, what is
the probability that we chose a green candy? I proceeded to ask her the
following question How many total candies do we have? She said Let me
think. We have 10 red candies, 5 purple candies, and 6 green candies so we
have a total of 21 candies. I said thats great. I asked her How many green
candies do we have? She stated Six Green Candies. I said Wonderful. I
asked her So what is the probability that we randomly chose a green
candy? She replied 6/21 candies, but I didnt see that on the list? Then, I
asked her What can we do with 6/21? She replied I dont know? I told her
take a guess. She thought for a few minutes a replied Wait a minute. We
can reduce to lowest term. We can divide top and bottom by 2 and we get
choice b) 3/10. I said Fabulous!
The last question that she got wrong was Question 20. This question
asks if you spin the given letters in the example, which ones will the sum of
46

the data be 50? She indicated on her exam that n =2/8, S = 3/10, E= 5/8
and W=1/8. I broke the question down for her into small steps so she could
understand the process. I asked her How many total letters do we have?
She read the list from the test and said We have 15 N letters, 12 S letters, 8
N letters and 5 W letters. So if we add 15 + 12 + 8 + 5 we get 40. I said
thats amazing! If we have a total of 40 letters, what is one half of 40? She
replied that would be 20. I asked her which two letters add up to 20, which
is one half of 40, or fifty percent? She responded Oh, now I get it. Letter S
is 12 and Letter E = 8, so we have 20/40 or 50 %.
How do you think you did?
I was very confused. I hope I didnt fail the exam. I found some of the
questions hard because I do not like working with fractions.
Was there anything you didnt know?
I found some of the probability questions that were more than two steps
difficult.
I think I wasnt sure about problem 11. I didnt know how to do the problem.

On Wednesday, two days after the quiz, I suggested the following

assignment:
1) https://www.youtube.com/watch?v=ElBt5CJBMcg
Watch this video. It covers compound event and dice type probability
problems.
2) http://mathforum.org/library/drmath/view/56498.html.
47

View this website for review of compound events and examples using dice.
3) http://www.algebra.com/algebra/homework/Probability-andstatistics.faq.question.511381.html
4) http://www.mathsisfun.com/fractions.html
This review of fractions should help make you faster and more confident.
Review this website on random probability.

8) Plan use of Results: Instructional Responses and further

Assessment
As discussed previously in this paper, a quiz and exit ticket were used
to evaluate the ability of both students to calculate simple and compound
probability, and understand the relationship between Theoretical and
Experimental Probability. Based on the results of the quiz, the exit tickets
that I collected, and the feedback that I received from the two students, I
gave feedback to both students and provided relevant independent
activities. This included but was not limited watching relevant instructional
YouTube Videos, and reviewing online web sites that to clarify areas where
misconceptions occurred.
For feedback to be relevant, it must be timely, relevant and near the
students zone of proximal development. For both Student A and Student B,
the feedback started with a D.O.K. Level One Task, (review of fractions) but
went into a review of simple and compound probability examples. The
independent tasks were not only designed to strengthen their knowledge of
fractions, but also include DOK Level 2 activities including estimating and
48

making predictions about probability. The review tasks also included covered
additional DOK level 2 tasks such as having Student A and Student B both
categorize, compare and analyze probability data. The review tasks also
reinforced the proper use of and and or and the variations that may
occur when constructing sample spaces and estimating/interpreting
probability questions.
Much of the feedback applies only to this unit, but some of it also applies to
other areas of the course. Adding and multiplying fractions and the proper
interpretation of percentages is a topic that comes up again in multi-step
equations and inequalities. We also see these topics coming up again in
ratios, graphs, measurement and geometry, and when collecting, displaying
and analyzing data. These topics on the Common Core 7th Grade Math
Exams reflect this as well. The use of fractions and percents also comes up
in Science Classes and in more advanced college level math courses like
Matrix algebra and Calculus.
The next topic that the class worked on was the probability of
dependent and independent events. As this was occurring, I meet once
again with Student A and Student B for my follow-up assignment. The followup session occurred in an empty classroom with the cooperating teacher
present. She typically stays late on Monday, so the room is usually available
at that time.

49

I wanted to address two patterns that I noticed. First, both students

had trouble figuring out compound events. Both student A and Student B
also had trouble figuring out the total number of possible outcomes.
To address this, I decided to make sure that both student A and student B
were comfortable and knew what to do if they saw the term and or or.

I had student A and student B sit down together for our final assessment. I
asked the male student, student A What do you think this is a picture of?
He said I have no idea. I asked student B, the female student What do you
think this is a picture of? She responded well, it looks like the sun. I
responded Exactly, it is the picture of the sun shining on a tree with no
leaves? I asked student A, the male student Why do you think this picture
is important? He responded Well, I have no idea. Then, I drew the r next to
the sun and I responded The next time you see the word or in a probability
question, I want you to think of the tree. The tree looks like a plus sign. So
50

the next time, you see or, remember you must add the probabilities of the
events. I then asked Student A, the male student Well, now you know that
when we see or, we must add. So what do you do when we see and?
They both laughed and he responded Well, thats easy. With or you add,
so with and you multiply. I was excited because I got the answer that I was
looking for.
I went one step further and asked the following question to both
Student A and Student B Christopher is going to roll two number cubes with
faces numbered 1 through 6. How many possible outcomes are there for his
experiment? Student A, the boy responded Well, that s easy. Each cube has six
faces. We have two cubes. So isnt that like saying Side 1 and Side 1, Side 2 and
Side 2, Side 3 and Side 3, Side 4 and Side 4, Side 5 and side 5, Side 6 and side 6? So
wouldnt that be 6 x 6 or 36 outcomes? Even I was surprised. I responded back
You are absolutely correct and I said to myself maybe we are getting somewhere.
Then, I looked at the female student, Student B and asked her the following
question Ulana tosses three pennies and two number cubes, with faces numbered
1 through 6, at the same time. How many outcomes are possible? She responded
Is this a trick question? I responded Definitely not. Think back to the picture I
drew if you get lost. She said ok, so if I see or we add, and if I see and I multiply.
We have three pennies. That is like saying penny 1 and penny 2 and penny 3. We
also have two number cubes. That is like saying Die 1 and die 2? I said Youre
doing well so far. Then she sad Well, Penny one has two outcomes and penny 2
has two outcomes and penny three has two outcomes. Then we have dice one with
six outcomes and then we have dice two with six outcomes. So, isnt the answer 2 X
2 X 2 X 6 X 6? I replied Excellent work. So what is your final answer? She
51

responded Well, since 2 X 2 X 2 is 8, then we will multiple 8 X 6 and this equals 48.
Then we will multiply 48 by six because of the second die, and we get 288. Finally,
we broke some ice.
Then I asked Student A the following question (this was the type of question
that both students got wrong on the quiz) If the spinner ha six equal parts and the
spinner was spun 210 times, about how many times would you expect the spinner
to land on 1 or 6? Student B, the female student responded Gee, that seems so
easy to me now compared to before. The sun shines on the tree so we have or. In
this case, we are spinning the spinner 200 times so that is like saying spin one and
spin 2 and spin 3 and spin 4. So we have to multiply. The chance of the spinner
landing on a 1 is 1/6. The chance of the spinner landing on a six is also 1/6. Since
the question is saying the chance of 1 or 6, we know to add them. So we get 2/6 or
1/3. So since the spinner was spun 210 times, that 1/3 of 210. She took a
calculator and gets the correct answer of 70.

Finally, Studemt A and Student B where both given a spinner. The

spinner was equally divided into eight parts. They were both asked to spin he
spinner 20 times. Since the probabilty of a one or seven appearing is , one
would expect to see a one or seven approximately five times in twenty spins.
The purpose was to see the degree to which the theoretical probability and
experimental probability lined up. All things being equal, the two should be in
the same ballpark.
Student A (Boy) got the following results:

#
1
2
3
4

Tallies
X
X
X
X

X
X
X
X

X
X
X
X
52

5
6
7
8

X
X
X
X

X
X
X
X

As predicted, Student A spun the number one or seven 5 times.

Student B (Girl) got the following results:

#
1
2
3
4
5
6
7
8

Tallies
X
X
X
X
X
X
X
X

X
X
X
X
X
X
X
X

X
X
X
X

Student B had similar results. A number one or seven shoed up four times. I asked
Student b to explain why the results of his experimental probability were different
from the Theoretical probability. She said Well, I guess sometimes they would be
different, and sometimes they will be the same. If I kept spinning it, there would
probably come a point where they would be the same. I said great answer. Finally,
we were making real progress. Student A smiled and said I feel like I really
understand this now.
Then, I decided to use a short summary quiz. I decided to use a quiz over
free response questions because I wanted to provide immediate feedback, and stick
to the kinds of Questions which show up on the common core exam. It was also
easy to grade and I was getting to the point that I couldnt really keep students at
the school late anymore.
The quiz is shown here:

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Student A: (Male)

Student B:

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So, as you can see, both students scored 100 % of this final
assessment quiz. This is particularly important as this is in light of the fact
that it is these types of questions that students A and B originally got wrong
and had the most difficulty with.
Does this mean they really understand probabilty? After the quiz, we
meet the following day amd I asked both students what helped them the
most? Was it the memonic trick I showed them, the Youtube Instructional
Video, the web assignment or just constant practice. Student A responed
that it was everything. Student B said it was the menonic trick but also
the Youtube Videos. Both students did seem show some genuine progress,
as evidenced by their test scores and how they thought about the questions I

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asked them. Was it perfect, no. But for Seventh Grade, they wereoff to a
good start with Probability. I also wanted to ask one final question. I needed
to make sure that Student A understood the difference between Theoretical
and Experimetnal Probability. I asked him Why would you not get the same
results if you were actually spinning a spinner? Would your numbers be close
to the numbers we figured out on paper, the Theoretical Probabilty. He
respoded it would be close, but not always exact. In an experiment,
sometimes the numbers wont be exact.

But, the more trials you do, the

closer you get.

My assessment philosophy aligns carefully with the school philosophy.
PS/IS 226 is committed to providing each student with optimal learning
activities so they can reach their full academic and social potential. I
provided a strategic approach to learning probability. My exercises were
practical and hands on. We talked about current events, the weather and the
status of their favorite rappers. We tool polls and calculated what the
probability that someone in the class would like a famous minority singers
like Beyonc and Rhianna. The school wants student to feel like they are part
of the community and this was a way to relate culture and diversity into the
classroom.
9) and 10) Learning Theory and Reflection
Very often, my actions were biased upon widely accepted scientific and
educational pedology.

The work of Lev Vygotsky and his theory on ZPD

(Zone of Proximal Development) is well noted in the field of academia. The

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Zone of Proximal Development is the difference between what a learner can

do without help and what they can do with the help of a teacher or mentor.
According to Burkitt (2006), the teacher should help the student attain the
skill that the student is seeking to master, in the hope that the student will
no longer need the teachers asistance for the task.
According to Wass and Golding (2014), scaffolding happens where a
teacher or more competent peer helps a student in his or her zone of
proximal development.. The help tapers off and is eventually not needed in
the same sense that a scaffold is eventually removed from a newly
constructed building. As a student teacher, I attempted to bridge the gap
between what the students knew and what the students needed to do.
Specifically, I created a pretest, then there was an intervention in which I
discussed misconceptions, and then I conducted a posttest. I was able to see
how Student A and Student B responded to my intervention. The process
that I used was based on Dynmaic Assessment, which is also also based on
Vygotskys studies.
I also used a lot of strategies that would have been advocated by Jean
Piaget. I creeated a 20 question quiz in Episode One that was completed by
both Student A and Student B. After the quiz was graded, I conducted an
extensive interview and assement. I wanted to understand the thought
processess behind the selections of those answers. I wasnt happy in just
knowing the answer they chose, but most importantly, I also wanted to know
the justification they had in choosing a specific answer. This is something
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Piajet would have advocated. The complexity of the answers increased as we

moved into Episode Two. Student B responded to one of my questions by
saying Well, Penny one has two outcomes and penny 2 has two outcomes and
penny three has three outcomes. Then we have dice one with six outcomes
and then we have dice two with six outcomes. So, isnt the answer 2 X 2 X 2
X 6 X 6? I replied Excellent work. So what is your final answer? She
responded Well, since 2 X 2 X 2 is 8, then we will multiple 8 X 6 and this
equals 48. Then we will multiply 48 by six because of the second die, and
we get 288. This kind of answer shows the thought process behind Student
Bs response. Generally, the episode 2 responces, such as the one listed
here, are more more complex and more thoroughly thoight out. Student A
and Student B were both encouraged to not only explain how how they
solved the problem but the rationale they used in solving the problem. This is
something else that Piajet would have advocated. According to Slavin (2005),
teachers should not check only for the correct answer; they need to
understand the students thinking, reasoning and the process they used to
derive the answer.
Piaget also believed in spontenous interaction with the environment. I
incorporated manipulatives including spinners and M & Ms into lessons
and/or assessments I believe students learn best when they become part of
the learning process and are active participants in the lesson. Kelly Mclendon
(2011) asserted that Piaget would have argued for using props and visual
aids whenever possbile.
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The more questions I asked, the more misconceptions I cleared up, The
more charts and manipulatives and interactivity I used, the more involved
Student A and Student B became interested and activily involved. A lot of
students learn by seeing and doing. In my opinion, simply doing math
problems out of a book is not the best way to learn math. This is especially
true of probabilty.
Piaget believed firmly in using props and visual aids. Huitt (1997) also
believed that teachers should use familiar examples to explain complex
ideas, such as story problems in Math. Both of my quizzes emphasized this
technique by using real world, probabilty word problems. It should also be
noted that both my Episode One and Episode Two assessments made use of
this technique. Piaget also advocated giving step by step instructions and
materials. In my M & M exercise,

you may have noticed how I tied the

exercise in with students A and Bs prior knowledge of fractions and

percents. Then, I took things further by including step by step instructions in
my assesment. It was my goal

that both students would eventually

understand probabilty on their own and no longer require the intervention of

a teacher or competent peer.
When I taught the topic of probabilty to the entire class, Student A and
Student B were both present. I took a survey and asked How many students
are in the class? Then, I asked the class how many students like Beyonce?
I then went on to ask

how many students like Rhianna? Then I asked

What is the probability that someone in the class likes Beyonce? What is
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the probabilty that someone in the class like Beyonce and Rhianna, Beyonce
or Rhianna? I tried to make the classroom lesson interesting and something
both age appropropraite and reflective of their real world nterests. Huitt and
Hummel (1998) hold that Piaget often advocated discussing political, social,
and cultural issues. This is exactly what I did in this lessons, and in my
assessments.
One and one teacher intervention is something that both Student A
and Student B found intimidating. In a normal class, a student has some time
to think abouthow to best answer a question and justify their repsonce. This
was not the case in my Episode One and Episode Two assessment. A lot of
answers were given on the fly without any real opportunity for both
students to reflect on the correct answer. Also, in a normal classroom
environment, a student does not have to respond to every question. In
Episode One and Episode two, both Student A and Student B had to respond
to nearly every question. But, even with all of these constraints, the quizzes
and verbal responces are showed significant progress as time went by.
Overall, I thought the process of reviewing questions and having students
eleaborate on their understanding was particurarly valuable. I also realized
that Student A and Student B were a bit nearvous at times. It is natural that
when a teacher asks you questions so you dont want to make any mistakes.
Episode One and Episode two used a variety of assessment methods.
Multiple choice quizzes were used. I chose them because they are time
efficient for both the test taker as well as the test grader. I was able to ask a
60

lot of questions and assess skills fin isolation for simple interpretation.
Multiple choice questions also helped me keep my scoring unbiased and
judegement free. It was also important for me to gice immediate feedback to
my students. Using multiple choice exams meant that the quizzes were
quickly graded and returned the next day. Both the ensueing feedback and
grading of the quizzes were completed within forty eight hours. I was able to
generate a re-test for Episode Two. The retest was more specific than
Episode One. The second quiz only asked questions on the topics that
Student A and Student B had difficukty with. They included questions on
compound events, sample spaces, the use of and and or, and calculating
what would happen if an event occurred 210 times.
Now, that is not to say that quizzes are perfect. They are not. We dont
get to see what students are actually thinking or doing. It is possible that
students could guess correctly on at least some of the questions. To
compensate for this, the I sat down with student A and Student B after the
quiz was gicen. I gave exit tickets asking them what sections of the quiz
thaat they thought were difficult and what sections they hought needed to
be retaught. Then, I sat down with each student and verbally addressed the
areas and probed further to test their understanding. This was very time
consuming

and at times

non-rewarding because of the amount

of

explanation and time that went into it was very excessive. But, by sitting
down and verbally addressing misconceptions, I was able to get a better
understanding of not only the erors the students were making but also the
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reasoning in terms of why they were making those errors. It allowed me to

see how Student A and Student B synthesized the content knowleedge, and
what type of critical thinking skills that they were using.
I stayed away from short response and essay questions(complex paper
and supply formats) because I was concerned about the amount of time that
would have been necessary to grade those questions. Additoanlly, I want to
cover a wide variety of content in my exam.
One of things that I have to come to learn is that everyone has
different learning styles. Some people are aural learners, some people are
visual learners while other are kinesthetic learners. Most of the Math courses
that I have taken in my life we taught for aural learners. The professor goes
up to the blackboard, rambles are period long, as the studetntss are
supposed to get it. Thats not how I learn. I was able to see thats not how
Student A and Student B learned. Thats not how many of the students in my
class learn. I used a lot of pictures, virtual dice, charts and diagrams to
accommodate visual learning styles. In my instruction, I also used M & Ms
and spinners to accommodate students who are visual and kinesthetic
learners. A month from now, noone is going to remember the question that I
asked on the quizzes, but they will remember the spinner assessment I did
for Episode 2. It provides linkage back into the topc when they have to
relearn it.

I believe in hands-on learning. A teacher should make

connections with what students alreadly know, and use practical examples
that relate to a students every day life. If a student is involved in the learning
62

process, they become part of the learning process. This means the is
relevant and has a much better chance at becoming part of their permanent
memory.
The other interesting observation that I can make is that a teacher can
never really assume a student knows something. Just because a student says
Oh, I made a stupid mistake does not mean that a student really
understands something. Episode Two clearly showed this. Student A told me
Oh, I get it now, that was a stupid mistake when clearly the Episode Two
assessment clearly showed that this was not the case.
In summary, I realize the kind of attention that has been given to my
two focus students is beyond what I am likely to have the opportrunity to
give in the future. Nevertheless, I am optimistic about the future because I
have grown as an educator. The two students with whom I worked were like
images in my mind when the project began. In the course of our experience
together,

they became more real to me.

I relaized how nuisanced the

process of assessment is, and I will carry this with me into my future
endeavors as an educator.

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References:

Burkitt, E. (2006), Zone of Poximal Development. In the Encyclopedia

Encyclopedia dictionary of Psychology.

(Vol. 24, p. 101). Encyclopedia of

Psychology.
Huitt, W. (1997). Cognitive development: Applications. Educational Psychology Interactive.
Retrieved from
http://www.edpsycinteractive.org/topics/cognition/piagtuse.html
Huitt, W. & Hummel, J. (1998). Cognitive development. Retrieved April 29, 2015 from

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http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html
McLendon, K. (2011) . Jean Piaget: Cognitive Development in the Classroom.
Retrieved April 15, 2015 from
http://www.funderstanding.com/educators/jean-piaget-cognitive-development-in-theclassroom.html
NYC DOE. K- 8 School Quality Snapshot. New York City Department of Education, 2014.
Web. 15 March 2015
http://schools.nyc.gov/OA/SchoolReports/2013-14/
School_Quality_Snapshot_2014_EMS_K226.pdf
NYC DOE. New York City School Quality Guide, 2013-2014, New York City Department of
Education, 2014. Web. 15 March 2015
http://schools.nyc.gov/OA/SchoolReports/201314/ School_Quality_Guide_2014_EMS_K226.pdf
Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: the zone of proximal
development. Teaching in Higher Education, 19(6), 671-684.
Slavin, R.E. (2005). Educational psychology: theory and practice.
Needham Heights, MA: Allyn and Bacon.

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