Shot at the Glory

“We want a shot at the glory! C’mon, give us a shot at the glory!” begged my algebra two classes this past semester.   I’ve been doing an activity I coined “A Shot at the Glory” for a couple years now when I teach our unit on probability. Initially this activity was in response to a dry question our book posed: ‘How many ways are there to fill out a ten question true/false quiz?’ I am still shocked by the immediate and robust excitement this activity generates every time I do it.  Plus, it costs me zero dollars to implement.

Here’s how A Shot at the Glory works…

1. Tell students to number their paper one to ten.  Even a scrap piece of paper will suffice. Putting it in writing is the important part.

2.  Tell students to write true or false for each number. Their sequence could be any one of the 1024 distinct permutations that are possible, which is a discussion that pops up naturally.

3.  Have students stand up next to their desks, pencils down.

4.  With the showmanship of a circus ringmaster, slowly read off each answer.  If they get one wrong, they sit down.  Otherwise they remain standing, proudly, and in the jealous awe of their peers.  This takes a few minutes if done right, akin to an American Idol results show.  I randomly alternate between “Please remain standing if you wrote…” and “Please take a seat if you put…”

When there’s a Shot at the Glory winner, it’s an adrenaline soaked moment that’s on par with landing a face card in blackjack after you’ve doubled down big on an eleven.

Observations: Since about half sit down with each answer, if one or more students get beyond the 5th “question” the class goes wild. When some lucky kid gets to #8 I’m whipping out my iPhone and shooting video since it’ll either be a glorious fairy tale ending or a tragic account of fate’s cold impartiality.

Often times March Madness falls near the time I do this activity so it is easy to draw the parallel between going from choosing 10 answers in a row correctly to choosing the 63 game winners there will be in the tournament. Hence, Perfect Bracket = Holy Grail.

If their sequence of ten does indeed match mine then they win a Golden Ticket and the class erupts.  I print out the winner a cheesy Golden Ticket that states important details of their prize.  Precious? You bet. This Golden Ticket gives its owner extra credit on the probability Show-What-You-Know (exam). Now that I’m taking a sobering look at Standards Based Grading, I’ll have to rethink the prize for winning A Shot at the Glory.

This activity had students discussing counting methods, sample spaces, probability (both experimental and theoretical) and luck.  Many wondered how “random” my sequences were, especially since some weren’t so random.  I’d have students peeking for tell-tale signs of what I was writing when I made up my sequence and wondering if it was in their best interest to keep their same sequence each time.

A Shot at the Glory takes minutes, fuels interest, and is fun. Give it a shot!

Diabolical Teacher Foot Note: Just for fun I made up my “random” sequence as I called out the question number. A student got to #10 and excitedly muttered “Please be true, please be true!” I chose false. 

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14 thoughts on “Shot at the Glory

  1. I really like this activity. It would be neat if you shared a list of past accomplishments by previous contestants, so the students could see some real data to understand the difficulty of winning the jackpot in your game.

    We need more games in math class, so keep up the good work. I hope you won’t mind if we play this game in my class next year. 🙂

  2. False! You chose false! And you were worried about Standards based assessment! 😉

    Ha ha. Sounds like a fun, engaging and educational activity. And best of all the kids initiate and perpetuate most of the work. Word of mouth alone will draw kids to your class, and many will never forget the experience, some quite vividly. What a great activity. I hope you use and create many more.

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  4. Man that’s fun. Give me the pro & con on reading out a series of statements that are either true or false, rather than the words “true” and “false” themselves.

    ie. “A tomato is a fruit.”
    ie. “Our school’s mascot is the puffer fish.”
    ie. “The capital of Wisconsin is Saturn.”
    ie. “In 1492, Columbus sailed the ocean blue.”

    • That’s rich. I actually did something sort of like that when I first did this activity but with nonsensical statements that students had to decide were either true or false. The directions of the activity, however, turned into an obstacle to the point of the activity itself so I canned it. Your suggestion…Pro: much more colorful and evocative of facts, or non-facts, from other disciplines, which students seem to like. Con: students could get lost in determining the truth value of statements that aren’t slam dunks. I’ll give your suggestion a go next time.

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