High Impact Indicators:

A Thematic Approach – Part 2

(Reasoning through Language Arts,

Science, and Mathematical Reasoning)

Resources for the Adult Education Practitioner

Webinar Handbook, November 28, 2018

Institute for the Professional Development of Adult Educators

RESOURCES FOR T HE AD U L T EDUC AT I ON PRACT ITI O N E R

High Impact Indicators: A Thematic Approach – Part 2

Institute for the Professional Development of Adult Educators

3209 Virginia Avenue - Fort Pierce, FL 34981

Phone 772-462-7409 • E-mail info@floridaipdae.org

This training event is supported with

federal funds as appropriated to the

Florida Department of Education, Division

of Career and Adult Education for the

provision of state leadership professional

development activities.

Rod Duckworth, Chancellor

Career and Adult Education, Department of Education

Carol Bailey, Director

Adult Education

June Rall, Director of IPDAE

Tamara Serrano, Project Support Specialist for IPDAE

Resources Developed and Designed By

Anne Morgan, Trainer for Florida IPDAE

 
ii 
 
Table of Contents
Guiding Questions ..................................................................................... 3 
Are They Correct? ..................................................................................... 4 
Answers: Are They Correct 1 and 2 ........................................................... 6 
Card Set: True, False or Unsure? .............................................................. 7 
Answers: Card Set Activity......................................................................... 8 
Introduction to the Scientific Method Worksheet ...................................... 10 
Answer Key: Introduction to the Scientific Worksheet .............................. 12 
A Few Websites in Science to Get You Started! ...................................... 13 
Resources for the GED
®
 and ABE Math Classroom ................................ 14 

Guiding Questions

Think about the following guiding questions as you participate in today’s session. Write down

your thoughts and be prepared to share your ideas.

Slide(s)

Guiding Questions

My Thoughts

Think about what you want to

take-away from this session.

What are some advantages of

thematic teaching?

9 -16

List the standards, objectives, and

indicators used in this webinar.

Why are they important in

teaching thematically?

What are the High Impact

Indicators and how will it improve

your student’s learning outcomes?

18-19

Why is it important to understand

the relationship between High

Impact Indicators and other

related indicators?

How is evidence utilized in the

four content areas of the GED®

exam?

Where can you locate resources

from Part 1 of this webinar series?

26-27

Where can you find some

example activities of reasoning in

Mathematics?

What are the steps in the scientific

method that lead to the formation

of a conclusion?

Share one thing that you found

most useful from this session.

Are They Correct?

1. Emma claims:

Is she correct? Explain your answer fully:

2. Susan claims:

Is she correct? Explain your answer fully:

3. Tonya claims:

Is she correct? Fully explain your answer:

If you roll a fair number cube four

times, you are more likely to get 2,

3, 1, 6 than 6, 6, 6, 6.

If a family has already got four boys,

then the next baby is more likely to be a

girl than a boy.

Are They Correct?

1. Andrew claims:

Is he correct? Explain your answer fully:

2. Stephen claims:

Is he correct? Explain your answer fully:

3. Madeline claims:

Is she correct? Fully explain your answer:

Adapted from Mathematics Assessment Project http://map.mathshell.org/stds.php?standardid=1163

A spinner has 4 sections - red,

yellow, green, and blue. The

probability of getting the red

section is 0.25.

In a group of ten students the probability

of two students being born on the same

day of the week is 1.

The school bus will either be on time

or late. The probability that it will be

on time is therefore 0.5.

Answers: Are They Correct 1 and 2

Adapted from Mathematics Assessment Project

http://map.mathshell.org/stds.php?standardid=1163

Assessment Task: Are They Correct? 1

1. This statement is incorrect. It highlights the misconception that all events are

equally likely. There are many factors (e.g. the season) that will influence the

chances of it raining tomorrow.

1. Assuming that the sex of a baby is a random, independent event equivalent to

tossing a coin, the statement is incorrect. It highlights the misconception that later

random events can ‘compensate’ for earlier ones. The assumption is important:

there are many beliefs and anecdotes about what determines the gender of a baby,

but ‘tossing a coin’ turns out to be a reasonably good model

2. This statement is incorrect. This highlights the misconception that ‘special’ events

are less likely than ‘more representative’ events.

Assessment Task: Are They Correct? 2

1. This statement is incorrect. It is not known whether the four sections on the

spinner are in equal proportion. The probability of getting the red section would

only be 0.25 if this were the case.

2. This statement is true. There are more students than days of the week.

3. This statement is incorrect. There are many factors that could affect whether or not

the school bus is on time. There is also a chance that the bus is early.

Card Set: True, False or Unsure?

If you roll a six-sided number cube

and it lands on a six

more than any other

number, then the

number cube must be

biased.

When randomly selecting four

letters from the alphabet, you are

more likely to come up with

D, T, M, J

than

W, X, Y, Z.

If you toss a fair coin five times and

get five heads in a row, the next

time you toss the coin it is more

likely to show a tail than a head.

There are three outcomes in a

soccer match: win, lose,

or draw. The probability

of winning is

therefore 1/3.

When two coins are tossed there

are three possible outcomes:

two heads, one head, or no heads.

The probability of two heads is

therefore 1/3.

Scoring a total of three with two

number cubes is twice as likely as

scoring a total of two.

In a ‘true or false?’ quiz with ten

questions, you are

certain to get five correct

if you just guess.

The probability of getting exactly

two heads in four coin

tosses is ½.

Evaluating Statements About Probability 2: 2015 MARS, Shell Center, University of Nottingham

Answers: Card Set Activity

Collaborative Activity: True, False or Unsure?

A. If you roll a six-sided number cube and it lands on a six more than any other

number, then the number cube must be biased.

False. This statement addresses the misconception that probabilities give the

proportion of outcomes that

will

occur. With more information (

How many

times

was the cube rolled?

How many

more sixes were thrown?) more advanced

mathematics could be used to calculate the

probability

that the number cube was

biased, but you could never be 100% certain.

B. When randomly selecting four letters from the alphabet, you are more likely to

come up with D, T, M, J than W, X, Y, Z.

False. This highlights the misconception that ‘special’ events are less likely than

‘more representative’ events. Students often assume that selecting the ‘unusual’

letters W, X, Y and X is less likely.

C. If you toss a fair coin five times and get five heads in a row, the next time you toss

the coin it is more likely to show a tail than a head.

False. This highlights the misconception that later random events ‘compensate’ for

earlier ones. The statement implies that the coin has some sort of ‘memory’. People

often use the phrase ‘the law of averages’ in this way.

D. There are three outcomes in a soccer match: win, lose, or draw. The probability of

winning is therefore 1 out of 3.

False. This highlights the misconception that all outcomes are equally likely,

without considering that some are much more likely than others. The probabilities

are dependent on the rules of the game and which teams are playing.

E. When two coins are tossed there are three possible outcomes: two heads, one head, or

no heads. The probability of two heads is therefore 1 out 3.

False. This highlights the misconception that all outcomes are equally likely, without

considering that some are much more likely than others. There are four equally likely

outcomes: HH, HT, TH, TT. The probability of two heads is 1 out 4.

F. Scoring a total of three with two number cubes is twice as likely as scoring a total of two.

True. This highlights the misconception that the two outcomes are equally likely. To

score three there are two outcomes: 1, 2 and 2, 1, but to score two there is only one

outcome, 1, 1.

G. In a ‘true or false?’ quiz with ten questions, you are certain to get five correct if you just

guess.

False. This highlights the misconception that probabilities give the exact proportion of

outcomes that will occur. If a lot of people took the quiz, you would expect the mean

score to be about 5, but the individual scores would vary.

Probabilities do not say for certain what will happen; they only give an indication of the

likelihood of something happening. The only time we can be certain of something is

when the probability is 0 or 1.

H. The probability of getting exactly two heads in four coin tosses is .

False: This highlights the misconception that the same size is irrelevant. Students often

assume that because the probability of one head in two coin tosses is , then the

probability of n heads in 2n coin tosses is also . In fact the probability of two out of

four coin tosses begin heads is .

This can be worked out by writing out all the sixteen possible outcomes:

HHHH, HHHT, HHTH, HTHH, THHH, TTTT, TTTH, TTHT, THTT, HTTT, HHTT, HTTH,

TTHH, THTH, HTHT, THHT.

This may be calculated from Pascal’s Triangle:

Note: Students are not expected to make this connection.

Introduction to the Scientific Method Worksheet

Long ago, many people believed that living things could come from nonliving things.

They thought that worms came from wood and that maggots came from decaying

meat. This idea was called spontaneous generation. In 1668, an Italian biologist,

Francesco Redi, did experiments to prove that maggots did not come from meat.

One of his experiments is shown below.

Redi placed pieces of meat in several jars. He divided the jars into two groups. He

covered the first group of jars with fine cloth. He left the second group of jars

uncovered. Redi observed the jars for several days. He saw flies on the cloth of the

covered jars, and he saw flies laying eggs on the meat in the uncovered jars. Maggots

appeared only on the meat in the group of jars left uncovered.

Questions

1. Which is not a step in the scientific method?

a. Problem or question. c. Ask other people for their opinion.

b. Research. d. Arrive at a conclusion.

2. What was the problem in Redi’s experiment?

a. How do maggots appear in meats?

b. How do worms appear in wood?

c. Is spontaneous generation a valid explanation for maggots in meats?

d. All of the above are examples of problems

3. What do you think his hypothesis was?

a. Maggots grow through spontaneous generation.

b. Maggots come from eggs laid by flies.

c. Maggots find their way into woods and meats.

d. The problem cannot be solved.

4. How did he test his hypothesis?

a. He placed food in two jars, covering one jar and leaving the other

uncovered.

b. He placed food in two jars and left both jars uncovered.

c. He placed food in two jars and covered both jars.

d. He put food in one jar and no food in a second jar.

5. What was the variable in his experiment?

a. Covering both jars.

b. Covering one jar and leaving the other uncovered.

c. Leaving both jars uncovered.

d. There was no variable in this experiment.

6. What do you think Redi’s conclusion was?

a. Living things come from other living things.

b. Living things are created through spontaneous generation.

c. He did not have enough data to arrive at a conclusion.

From: Florida IPDAE’s Lesson Plans for GED

Preparation Science

Answer Key: Introduction to the Scientific Worksheet

http://www.mrscienceut.net