#### Act One: Launch

We began by watching a clip from the move, A Bronx Tale. *(Be warned: there is some… colorful language in this clip)*

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# Author: Mark Trushkowsky

## Three-Act Math: Probability in Craps

#### Act One: Launch

## Happy Numbers and the Melancoil

## Three-Act Math: The Royal Flush

#### Introduction

## CAMI Roadshow: 2015 NYC ABE Conference

## Three-Act Math: Pyramid of Pennies

## CAMI Grab Bag

## Problem-Posing with Visual Patterns

## Toothpick Patterns: Growing Squares, Growing Triangles, Growing Stairs

## Pentagon Patterns

## 10 Problems: Our First Meeting!

NYC Community of Adult Math Instructors (CAMI)

teachers learning math together

What are the odds of winning at craps? Is craps a fair game? What’s your chance of making the point? A three-act math task inspires some questions in probability.

We began by watching a clip from the move, A Bronx Tale. *(Be warned: there is some… colorful language in this clip)*

Our work on this month’s problem led us to the beginning of a larger exploration of a very curious repeated loop in a certain sequence of numbers.

This month’s problem comes from the 2015 Stanford-Math League Tournament Individual Questions for grades 6 & 7.

This was the third time CAMI tried out using a 3-Act math task. This one is called Royal Flush and is organized around the probability of a poker hand in Texas Hold’em.

Do you play cards? What kinds of cards do you play? What do cards have to do with probability?

The CAMI Roadshow worked with teachers at the 2015 NYC ABE Conference

We talked about problem-posing and inspiring student curiosity in math as we tried out a three-act math task created by Dan Meyer

To start off the meeting, in pairs we discussed – *“Real life math”: What does it mean to you? In your classrooms?*

At this CAMI meeting we looked at 3 different problems:

- Four Fours Problem (Numberphile did a video on this problem)
- 24 (the Game)
- Broken Calculator

We can get conditioned to approach visual patterns in a particular way and jump immediately to the problem of looking for the nth figure (# of squares, for example). Beginning with an open, problem-posing approach can help break us out of that habit and really open up the mathematics.

Usha led us through an exploration of a visual pattern, building off of the work we’ve done at the last two meetings. She used problem posing to enable us to have greater ownership on the problem and to widen options to explore.

We wanted to build off the problem from last meeting, exploring visual patterns, with a focus on different ways of approaching these problems and how can we bring them into the classroom.

Still looking for a name for our group, we went around introducing ourselves and each offered one word for our group vision:

Fun, Math, Community, Community, Building, Sharing, Other People’s Thoughts, Resources, Escape, Learning, Ideas, Adult/Young Adult, Inspiration

“No matter how kindly, clearly, patiently, or slowly teachers explain, they cannot make students understand. Understanding takes place in the students’ minds as they connect new information with previously developed ideas, and teaching through problem solving is a powerful way to promote this kind of thinking. Teachers can help and guide their students, but understanding occurs as a by-product of solving problems and reflecting on the thinking that went into those problem solutions”

(Lambdin, 2003)