I was browsing Pinterest, and came across this pin. It is from another blog (erin*tegration, check it out!), but I loved this idea so I had to share it!
Students each get a pie chart which they colour in. Then, they attach a little sticky arrow (from a post it note, paper and tape, etc) to one part of the spinner. They put the spinner in the center of the pie chart, and spin away, recording where the arrow is when it stops spinning! They can be asked to graph their final results, and compare with a partner.
This connects with the Grade 7 curriculum in Probability and Statistics:
- select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph (i.e., from types of graphs already studied);
It could also be used as an extension to the following curriculum expectation if the students are excelling in this unit. Or, you could change the pie chart to be in two halves, and it fits this expectation perfectly!
- perform a simple probability experiment involving two independent events, and compare the experimental probability with the theoretical probability of a specific outcome
In all, fidget spinners don't have to be a negative thing in the classroom! Use something students are interested in to assist their learning, and everyone will be happy!
Hi Victoria,
ReplyDeleteThis is so cool! What a great way to integrate something all the students are interested in into math class. Simple things like this can really help in class as it is a great way to get students engaged in lessons. By including something that they all already enjoy using they are much more likely to be interested in what is being taught.
Great Find!
Dante
Seeing the effects of the fidget spinners in the classroom, has created a lot of tension amongst teachers. http://time.com/money/4765188/fidget-spinners-ban-schools-classrooms-teachers/ highlights how many of them are becoming banned as they are highly distracting to students. However, I LOVE how there are resources such as this that allow students to use them in an educative interaction to learn important concepts. I will definitely be doing this next week with my students as I'm just finishing up a probability unit. This is also another task that you can do with fidget spinners involving graphing how long each fidget spinner spins for. This could relate to grade 4 Data Management and Algebra:
ReplyDelete– collect and organize discrete primary data
and display the data in charts, tables, and
graphs (including stem-and-leaf plots and
double bar graphs) that have appropriate
titles, labels (e.g., appropriate units marked
on the axes), and scales (e.g., with appropriate
increments) that suit the range and
distribution of the data, using a variety of
tools (e.g., graph paper, simple spreadsheets,
dynamic statistical software)
http://www.erintegration.com/2017/04/25/fidget-spinners-in-the-classroom-stem-project/
I'm glad you like this idea! Let me know how the activity goes!
DeleteActivity went splendid and the students loved it!
Delete"Mlle this is the best math class ever"
I had students create their own spinner with 6 equal sections and they decorated the 6 pieces different colours. Afterwards students put a piece of tap on one side of their fidget spinner's prongs and then they would spin their fidget spinner on top of their creative spinner to figure out which piece it would land in. Students would record their answers and then would find the probability of each piece through the experiment and then relate this to the theoretical probability for each piece.
Overall, great success!
Victoria,
ReplyDeleteI did a slightly different activity in regards to fidget spinners. In grade 4 we do single digit multiplication by 2 digit, so we looked at the average cost being $7 and 27 students in my class. We used an open array (7 x 20 = 140 and 7 x 7 =49 so $189) and when we saw how much our class had spent on them they were pretty amazed. I am curious how long the fidget spinner craze will last.
Scott
I like this idea! It not only gets students involved in using their math concepts, but also introduces them to the idea of financial responsibility. In grade 4, many students probably have a difficult time understanding how little purchases add up to lots of money, and an activity like this could be quite the eye opener! Great idea!
Delete