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Copyright © 3P Learning – These resources have been created in partnership with Dr. Marian Small.
For more information visit
www.mathletics.comSpin Red, Green and Blue
Questions to facilitate the learning
•
How do the red and green areas compare? Why did that happen?
•
What is the least number of sections that the spinner could have? Why?
•
What other numbers of sections, in total, could the spinner have?
•
Should you redraw your spinner if, when you spin 10 times, it doesn’t work out the way you expected?
Scaffolding the learning
•
Which section is bigger—red or blue? Why?
•
Which section is bigger—green or blue? Why?
•
Could the blue section be
1
4
of the spinner? Why or why not?
What’s the point of this task?
Although this task relates to probability, students are not required to actually state probabilities. In fact, all
they need to be able to do is to understand fractions of a whole to solve the task. There was a deliberate
choice to state that the red is twice as likely as blue, but to state that blue is half as likely as green (rather
than saying green is twice as likely as blue); this is to help students make the connection that
a
= 2
b
means that
b
=
1
2
a
.
Extending the learning
Students might create their own colour relationship conditions and make a corresponding spinner.
Data