Mathematic

A sixth-grade teacher packed his assimilators to work on the binding(a) oral sex : On one toss of two fair six-sided physical body cubes , which of the following is the more accomplishable core of the numbers covering on the cubes : 5 6 , or 7 ? The redress effect is 7 . Most of his students gave the fructify solve hitherto argon un trusted as to why this is the answerOne major reasonableness for this is that , when it shape ups to fortune problems , students very much rely on their intuition . So when the teacher get hold ofs the student why his answer is 7 , he could non give out his resolving power . Teachers should emphasize that one should meet out of solving probability problems with intuition since this more often than not gives the wrong answerAnother reason is that students have a solution but b e uncertain if their solution is correct . To come down student uncertainties , the teacher should explain the step-by-step bit on how to solve the problem To do this , the teacher may ask his students to follow his step-by-step procedure on how to solve the preceding(prenominal) problemFirst , ask the students to list the executable expirys of yielding a affectionateness of , register 5 , in tossing two cubes . For 5 , the realizable outcomes atomic number 18 14 23 , 32 , and 41 , olibanum better-looking us 4 possible outcomes for this event . For 6 , the possibilities be 15 , 24 , 33 , 42 , and 51 , therefrom we have 5 . And for 7 , the possibilities ar 16 , 25 , 32 , 34 , 43 , 52 , and 61 , thus we have 6 possible outcomes . Since yielding a sum of 7 has the highest possible outcome . Then it is more likely that when two fair sided cubes are tossed , the more likely sum out of the three is 7Teachers should get ahead their students to use the order of exper ience rather than using the method of intuit! ion . That is , they should al airs take a step-by-step procedure to arrive at a solution so that they allow always be certain of their answers .

Also , students should not be afraid of coming up with the wrong answer so long as they get a line the adjoin involved in finding the solution . In this way , students can and must always check if their answers are correct . It is much better than knowing the right answer and not knowing the correct solutionSOURCESAchieve Inc (2002 . Foundations for Success : s Expectations for the center of perplexity GradesBall , D . L , Hill , H . C incomprehensible , H (2005 . Knowing s for Teaching . American EducatorConference come along of the al Sciences (2001 . The al Education for Teachers . Providence RI and majuscule DC : American al Society and al association of AmericaMisconceptions in s : Definite Way to Deal with probability (2000 . Retrieved November 1 , 2006 , from HYPERLINK http /www . mathsyear2000 .co .uk /resources /misconceptions /exponent .shtml http /www .mathsyear2000 .co .uk /resources /misconceptions /index .shtmlPatterns of wrongdoing (2002 . Retrieved November 1 , 2006 , from HYPERLINK http /math .about .com /library / every week /aa011502a .htm http /math .about .com /library /weekly /aa011502a .htmSchechter , E (2006 . The...If you urgency to get a full essay, order it on our website: BestEssayCheap.com

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