Dan+Viera 

Daniel Vieira Diverse Text Set Coiro EDC 448


 * Context for using the text set: ** This text set is going to revolve around a unit of probability known as “combinatorics.” Combinatorics is basically the probability of combinations. This text set is meant for a junior or senior high school class. It would be an AP Statistics class, so I would expect the students to be at a high level in mathematics to keep up with the material in the class. Despite that, most of these texts do not require them to be extremely strong readers. This would most likely be one of the first units of study for an AP Statistics class; it could even be the very first unit of the year.

Hickey, W. (2013, April 8). 9 Astronomically Improbable Events That Are More Likely Than A Perfect March Madness Bracket. //Business Insider//. Retrieved March 25, 2014, from http://www.businessinsider.com/perfect-march-madness-bracket-2013-4
 * A. Print Resources: **
 * Text #1: **
 * Citation:
 * Text Summary: This is an article taken from //Business Insider// that talks about the probability of creating a perfect NCAA March Madness Bracket, among other things. This article also mentions the probability of nine other astronomically improbable events.
 * Rationale: This article would serve the sole purpose of engaging the students in the topic of probability. Like I said in the opening paragraph, the topic of combinatorics could be the very first unit of the year so this article would be handed out on the first to day to hopefully spark the students’ interest in probability.
 * Use of text: I would ask students to read this during class because it wouldn’t take long, and then ask them if they would like to be able to find the probability of anything (gauging their interest).
 * Attachment: See attachment #1 for a copy of this online text.

[|Department of Mathematics. (n.d.). //What is an Actuary?//. Retrieved March 25, 2014, from http://www.math.purdue.edu/academic/actuary/what.php?p=what]
 * Text #2: **
 * Citation:
 * Text Summary: This text is about what an actuary is, and what an actuary does. This text also talks about how students can become actuaries by obtaining the proper degree in college.
 * Rationale: This text is also to get the students thinking about how probability is not only used in everyday life, but how you can also make a living doing probability. As I said before, these students would probably be entering college in a year or two so this would just be another option for them.
 * Use of text: I would give this article to students after the first day of class to bring home. This would purely be for my students’ own use and interest; I would not require them to read this.
 * Attachment: See attachment #2 for a copy of this online text.

Combinations and Permutations. (n.d.).//Combinations and Permutations//. Retrieved March 25, 2014, from http://www.mathsisfun.com/combinatorics/combinations-permutations.html
 * Text #3 **
 * Citation:
 * Text Summary: This is a text from //Math is Fun//. This goes over why we use combinatorics and permutations in probability. The text has many examples of problems that would be extremely useful for students to know. It is also very in depth in explaining the content that they go over.
 * Rationale: This is a very good reference for students, in case the way I was explaining the material was not getting through to them.
 * Use of text: This text would be to benefit students. They would not be required to read this text, but I would tell them to use it as a reference if they are stuck or need a different explanation than the one I used. This text is also easy to read.
 * Attachment: See attachment #3 for a copy of this online text.

Combinatorics & Probability Up Close. (n.d.). //Combinatorics & Probability Up Close//. Retrieved March 25, 2014, from http://www.manhattangmat.com/strategy-series-probability.cfm
 * Text #4 **
 * Citation:
 * Text Summary: This is explanation of how to use logic, and formulas to answer example questions in combinatorics. It also explains how combinatorics is used in probability and why it used.
 * Rationale: This would also be a good reference for students if they feel they don’t understand the material very well.
 * Use of text: I would give this text to students as another reference for when they stuck in problems. This is a bit tougher to understand than the previous text, but it also a very good explanation of combinatorics.
 * Attachment: See attachment #4 for a copy of this online text.

Bourke, C. (n.d.). Combinatorics. //University of Nebraska-Lincoln//. Retrieved March 25, 2014, from http://cse.unl.edu/~choueiry/S06-235/files/Combinatorics-Handout.pdf
 * Text #5 **
 * Citation:
 * Text Summary: This is a PowerPoint used in a lecture at the University of Nebraska-Lincoln about combinatorics. This PowerPoint goes over many of the same topics that we would be going over in class.
 * Rationale: The class I expect to be using this text set in is an AP class so giving them materials from a college class could be very valuable for them.
 * Use of text: The students would be required to read the first five slides and the last five slides of this PowerPoint. These 10 slides would further their understanding of what we would be doing in class for that particular unit.
 * Attachment: See attachment #5 for a copy of this online text.

Kahn, S. 2011, February 20. //Combinations//. https://www.khanacademy.org/math/probability/probability-and-combinatorics-topic/permutations_and_combinations/v/combinations
 * B. Media Resources **
 * Text #6 **
 * Citation:
 * Text Summary: This an introduction to combinatorics on //Khan Academy// narrated by Sal Kahn. Sal goes in depth about the formulas that you need to use to do problems in combinatorics and permutations.
 * Rationale: This is a good tool for students to use when they are at home if they are having trouble remembering what formula to use and when to use a certain formula.
 * Attachment: Attachment #6 is a link to the video.

Kahn, S. 2011, February 20. //Example of Combinatorics and Probability//. https://www.khanacademy.org/math/precalculus/prob_comb/prob_combinatorics_precalc/v/probability-of-dependent-events-2 Kahn, S. //Probability with Combinatorics and Permuatations//. //Khan Academy//. https://www.khanacademy.org/math/precalculus/prob_comb/prob_combinatorics_precalc/e/probability_with_perm_comb
 * Text #7: **
 * Citation:
 * Text Summary: This video is from Sal Kahn, the creator of //Khan Academy//. This is an example of a combinatorics problem where Sal goes extremely in-depth in explaining how to do a problem.
 * Rationale: This is a great explanation of a problem that is extremely common in combinatorics.
 * Use of text: I would have students watch this video in class and take notes, because Sal is very descriptive in how to do a very common. It would benefit the students in the future to have a different point of view of how to do a problem.
 * Attachment: Attachment #7 is a link to the video.
 * C. Online interactive resources **
 * Text #8: **
 * Citation:
 * Text Summary: This is a set of practice problems on probability with combinations and permutations.
 * Rationale: This is for the students to practice their work at home. Also it’s on the computer, which the students would probably be more likely to do.
 * Use of text: I would give this as a homework assignment because if the students do it I would get an email about it from //Khan Academy// saying how they did.
 * Attachment: See attachment #8 for a link to the assignment.

// A Harry Potter Themed Quiz on Combinatorics //. Retrieved from //FunTrivia.com// on March 25, 2014. http://www.funtrivia.com/playquiz/quiz17288913cc6c0.html
 * Text #9 **
 * Citation:
 * Text Summary: This is a 10-question quiz on combinatorics, and yes they are Harry Potter themed quiz. The quiz is 10 questions long and gives your score back to you immediately.
 * Rationale: This is a fun quiz, because it shows a sense of humor because it is Harry Potter themed. Despite being a bit unorthodox it is a very good quiz, with good questions.
 * Use of text: I would have my students take this quiz for homework and send me an email with their score.
 * Attachment: See attachment #9 for a link to the quiz.

From Probability to Combinatorics and Number Theory. (n.d.). //Interactivate//. Retrieved March 25, 2014, from http://www.shodor.org/interactivate/lessons
 * D. Instructional Resources **
 * Text #10: **
 * Citation:
 * Text Summary: This is a website that is a resource for teachers to use to get ideas about how to run a lesson. This is a lesson plan on probability and gives an example lesson with resources to use.
 * Rationale: This is just one of the many resources available to teachers to use for ideas about lessons.
 * Use of text: This text would be for me to use just as a reference of how I might set up my lesson.
 * Attachment: See attachment #10 for a link to the lesson plan.

All of these texts can be very useful to not only introducing the topic of combinatorics but also getting a bit further into combinatorics. I wouldn’t expect my students to read all five text resources, but I would expect them to use them as references throughout the unit or to study with. Although, I do think that I would make the students read the first article because I think that would really engage some of the students, and get them asking some questions about what //they// could find some probability of. However, I would expect them to view each of the Khan Academy videos because I believe learning this topic from two different instructors could be very useful. Also, some students may respond much better to watching videos rather than reading or listening to me talk about the topic. I also would expect the students to complete both of the interactive assignments. This would be helpful to me because by the students doing this I can monitor if their progress on the unit so far.
 * Using these texts together in the classroom: **


 * Learning Objectives: **

Students will be able to evaluate the outcomes of events using the formulaic methods of combinatorics.

[|CCSS.ELA-LITERACY.RST.11-12.3]

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Attachments

1. []

2. []

3.[]

4. []

5. []

6. []

7.[]

8.[]

9. []

10. []