Trying to find math inside everything else

(Step one in going through a bunch of posts I’ve wanted to make.)

After reading this post on the Monty Hall problem last year, I decided to do a lesson on it. And it worked out okay. But, as Riley Lark did in that post, I did it at the end of the probability unit. So this year, I decided to go for it and do it first. And I must say it worked out quite well, because from the get-go it shows them that what they think about probability isn’t quite right.

First, to play the game itself, it’s good to have a little showboat, plus something that is easy to reset. So I built this:

Image

(It’s a display board and I cut the doors open.) So it was much easier to play the game from the stay, and to keep my hands hidden as I do things behind the doors.

The other thing I did was, before we discussed the theoretical solution, I had them experiment. I gave each pair of students 3 playing cards, 1 red (for the car) and 2 black (for the goats), so one player played host while the other switched or stayed.

The main thing to learn is you really need to MAKE them switch, because teenagers are stubborn and are sure they were right the first time. But only staying won’t show all the necessary results.

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Comments on: "The Monty Hall Problem" (1)

  1. Here’s my go to virtual manipulative for this lesson in case you haven’t seen it … http://nlvm.usu.edu/en/nav/frames_asid_117_g_3_t_5.html?from=topic_t_5.html and yes, people still disagree even after you explain it to them!

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