Lesson Plan Title: Connection Project – Analyzing Games

Date: March 26, 2018

Subject: Foundations of Math 30 Grade: 12
Topic: Permutations and Combinations Essential Question: How do Combinations and
Permutations apply to games?

Materials:
- Calculator
- 8 coins of the same denomination

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

By the end of the lesson, students will be able to use their knowledge of combinations and permutations to
analyze games. They will be able to work collaboratively and will gain a deeper understanding of Aboriginal
culture.

Broad Areas of Learning:

Sense of Self, Community, and Place: By participating in this lesson, students will develop an understanding
of aspects of Aboriginal culture and gain an appreciation for their different beliefs and practices. This activity
allows the students to build relationships with other students while learning about the backgrounds of other
students that are in their class. In connecting with the diversity in our country, students will strengthen their
sense of self, community, and place.

Lifelong Learners: Through the activity in this lesson, students will participate in collaboration with each other
to explore the connections of mathematics with an Aboriginal traditional game. This will help the students to
gain insight and appreciation for Indigenous worldviews. This activity allows the students to view games from
a different perspective which challenges each student to continue to be lifelong learners.

Engaged Citizens: Students will benefit from this lesson by engaging with other cultures that exist in Canada.
They will become informed about other cultural traditions and can make a connection to their own life. The
students will begin to understand how to be more engaged citizens by recognizing the positive aspects of
working with others and building cultural relationships.

Cross-Curricular Competencies:

Develop Thinking: Applying their knowledge of Counting Methods learned through the course of the unit,
students will learn about a different culture. They will be able to make a connection to a real-world situation
and analyze the game in a different manner. By developing ideas and educated guesses, the students will
determine the combinations that are possible in this traditional Aboriginal hand and stick game.

Develop Identity and Interdependence: This lesson promotes the interaction between students which
encourages each student to respect their peers’ ideas and decisions. Games usually create a competitive
environment, but students will have to work together to solve the problem being posed to them. This type of
cooperation will help students to be active members in society that are able to respect the thoughts and
actions of others around them.

Develop Literacies: Incorporating a traditional Aboriginal game into Mathematics provides a different way of
learning about other cultures. This hands-on method of learning encourages students to learn in a
collaborative manner. They will learn to communicate their ideas to each other in an inclusive,
understandable, and useful way.

Develop Social Responsibility: Students will contribute in a positive manner to create a culturally inclusive
environment. They will work on creating positive moral values by showing respect to different cultures in the
classroom. This lesson pushes students to interact with each other and learn when it is their time to speak,
listen or reflect.

Outcome(s):

FM 30.6 Demonstrate understanding of combinatorics including:

 the fundamental counting principle
 permutations (excluding circular permutations)
 combinations.

PGP Goals:
- 2.3 knowledge of First Nations, Métis, and Inuit culture and history (e.g., Treaties, Residential School,
Scrip and Worldview)
- 3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings
- 4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective into
all teaching areas

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

- During the activity, circulating around the room to each group and observing will provide insight into
their understanding of the activity. Verbal feedback will be provided to let students know if they are
on the right track or if they need an extra push towards finding the right answers.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

- This lesson is in preparation for the unit exam at the end of the unit and helps to apply the knowledge
that they are learning during the entirety of the unit to a real-life situation. Students will submit a
short write-up determining their findings from the activity and will provides connections they can
make to other games.
 Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (15 min)
- Introduce a traditional Aboriginal stick or hand game
o Rules of traditional game:
 4 player teams
 The Hand Game was played with two bones: one plain and one stripped
 10 sticks are used as counters which are divided evenly between teams
 http://www.denegames.ca/teachers/lessons/hand-games-rules2.html
 Contains full list of rules
o Discuss how we can use alternative objects as representations in this game such as coins
(Heads – plain bone, Tails – Stripped bone).

Main Procedures/Strategies:

- Students will play the game in teams of 4 writing down the combinations they get when they toss the
coins (5 min)
- After the students complete the game discuss as a class the types of combinations they discovered
- In groups of 4 have the students brainstorm other games where they could use combinations

- Students will prepare a short write-up with their findings while playing the game and determine other
situations where combinations and permutations could be used. They should notice that most games
they have played will have probability using counting methods associated with the game.

Adaptations/Differentiation:

- Allow the students to play the games in partners if they feel like they need help discovering the
combinations
- The students can either create their own groups or be grouped based on their learning levels.
- If students finish the activity quickly, they can begin their write-up and have the opportunity to work
on review questions for the rest of the period.

Closing of lesson:
- Remind the students that they have a test next class

Personal Reflection:
I have not taught this lesson yet.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)