Stormey Wright

ELED 433 Math Methods

LESSON PLAN
TITLE/TYPE OF LESSON

Whats the Probability of a Kiss?

CONTEXT OF LESSON
Students should have prior knowledge of fractions, being able to
represent a part of a whole. In addition, students should be able to correctly place 0, 1/3, , 2/3, and 1 on
a number line. Students should also have experience with collecting data in a chart. Finally, students
should be familiar with percentages.
CONCEPTS TO BE COVERED Probability is the likelihood of an event occurring. The likelihood of
an event can be quantified by using a value from 0 to 1.
RELATED VIRGINIA STANDARDS OF LEARNING
5.14 The student will make predictions and determine the probability of an outcome by constructing
a sample space.
5.15 The student, given a problem situation, will collect, organize, and interpret data in a variety of
forms.
LESSON OBJECTIVES
1. The students will predict the probability of a Hersheys Kiss landing on its base.
2. The students will participate in an experiment, collect and organize data, and determine the
probability of a Hersheys Kiss landing on its base.
3. The students will quantify the probability of a Hersheys Kiss landing on its base by assigning
values from 0 to 1 and by placing the number on a number line.
ASSESSMENT OF LEARNING
1. To assess objective 1, each student will write a prediction of a Hersheys Kiss landing on its base
at the top of the worksheet provided.
2. To assess objective 2, students will work in groups to fill out a chart with the data they receive
from their experiment with the Hersheys Kisses. The students will collect data for ten trials of
spilling the Hersheys Kisses and counting the number of Kisses that land on their base. The
students will determine the probability of a Kiss landing on its base for each trial. In addition, the
students will use all ten trials to produce a total (Number of Hersheys Kisses landing on their
base/Total number of Hersheys Kisses), which will represent a more accurate probability (Group
Assessment).
3. To assess objective 3, each group will write their total probability on a sticky note and place it
appropriately on a number line that is label from 0 to 1. For individual assessment, students will be
required to fill out an exit slip that asks the students to mark the probability of an event occurring
on a number line.
MATERIALS NEEDED
For each group of students: (5 groups of 3)
10 Hersheys Kisses
16 oz. cup
Sticky note
Hersheys Kiss Data Sheet (attached)
For each student:
Exit slip (attached)
For the teacher:

 Quarter
Differently colored sticky note
Calculator
For Challenge Problem:
15 Jelly Bean Probability Worksheets
For Remedial Problem:
15 Flip a Coin Worksheets
15 Coins
PROCEDURES
BEFORE

Anticipated student responses

These students have had experience with

fractions (adding, subtracting, simplifying,
etc.), but they have not experienced fractions in
relation to probability. My goal is to connect
their knowledge of fractions between 0 and 1
to help them relate fractions to probability.
As the students are sitting on the carpet in the
front of the room, hold out a quarter and ask
the students, What is the chance or probability
that this coin will land on heads?

Student 1: 1 out of 2 chance!

Teacher: Does anyone know another way to say 1 out
of 2 chance?
Student 2: 50-50!
Teacher: Right! Is there another way to say 50-50?
Student 3: 50%!
Teacher: Is there another way to say 50%?
Student 4: One-half! (1/2)

Probability is the chance or likelihood of an

event occurring. As you showed me earlier,
probability can be represented in a variety of
ways: ratios, percentages, and fractions.
Who likes Hersheys Kisses?
If one Hersheys Kiss is tossed in the air and
falls on a flat surface, what is the probability
that it will land on its base?

Student 1: 80%.
Teacher: Why did you decide on 80%?
Student 1: Since the Hersheys Kiss has a skinny round
top and a big flat bottom, I think it has an easier chance
on landing on the base.
Teacher: Did anyone have a different answer?
Student 2: 20%
Teacher: How did you determine that percentage?
Student 2: It has more sides than a base, so it has a less
likely chance to land on the base.

Well lets think about this. What are the

different ways a Hersheys Kiss can land?

Student 1: On its side.

Teacher: Does anyone else see it differently?
Student 2: On its base.
2

Teacher: Can any else tell me another way the Hersheys

Kiss can land?
Student 3: In my mouth!
Teacher: That would be nice! Maybe at the end of class.
Can we all agree that there are only two ways a Kiss can
land? It can land on its side or on its base.
If there are only two possible outcomes of the
Hersheys Kiss, then what should be the
probability that it will land on its base?

Student 1: 50%.
Teacher: Or? How else could you say that?
Student 2: One-half.

Do you really think that a Hersheys Kiss will

land on its base 50% of the time, that it is
equally likely to land on its base and its side?

Student 1: Yes.
Teacher: Does anyone think that it will not happen 50%
of the time?
Student 2: I dont. It just seems unlikely.

Well we are going to do an experiment to

figure out the probability of a Hersheys Kiss
landing on its base.
DURING
Describe the activity:
In order to experiment more with probability,
we are going to figure out the probability of a
Kiss! Hersheys Kisses, that is! You are going
to break up into groups of three. Each group
will get a cup with 10 Hersheys Kisses in it.
Your group will spill the Kisses on a flat
surface (table or floor), count the number that
landed on their base, and record your data.
You will do this 10 times. Each person in your
group will have a role. One person will spill
the Hersheys Kisses out of the cup. The second
person will count the number of Kisses that
landed on their base. The third person will
write the results on the Hersheys Kisses Data
Sheet.

Groups will be determined by having students count off

1-5. Have the students hold up the appropriate number
of fingers so they remember their group number.

After groups are formed, show the students the When in groups, students should assign roles: spiller,
worksheet. Tell them that each person in the
counter, and recorder.
group is to write their prediction of a Hersheys
Kiss landing on its base before beginning the
experiment. Explain the first two columns. The
first column will be where they write how
many Kisses landed on their base. The second
column will be where they write the total
number of Kisses (it will be 10 for each trial).
Do the first trial together. Each group should
3

spill their Kisses and count the number that

landed on their base. Together, we will record
that data.
Give students about ten minutes to complete
this task.
Step back and let the students conduct the
experiment. Only intervene when behavior
becomes an issue or when it is obvious the
students are completing the assignment
incorrectly. If this occurs, start questioning the
group on their method. Do not fix their
mistakes by explicitly telling them what they
are doing is wrong. Instead, ask appropriate
questions to determine the groups thinking.
Encourage them to question their thinking and
scaffold them in the right direction.

*See probing question to ask during experiment.

When time is up, explain the next two columns

and give examples.

Teacher: In the fraction column, you are to use the data

obtained in the first two columns to write the number of
Kisses landing on their base over the total number of
Kisses for each trial. Remember, the total number of
Kisses for each trial is 10. For example, if a group had 3
Kisses land on their base, the fraction would 3/10. 3/10
also equals 30%, which is what you are to write in the
final column. (If necessary, work out the division
problem to show students that 3/10 = 30%.)

Students should complete their 10 trials and

write down all their data. Next, they should
record their total number of Kisses that landed
on their base. Have the students write their
group total percentage on a sticky note.

Walk around the groups and aid them in calculating their

totals.

The class will come back together as a whole

group. Explain that each group collected data
that is different from the other groups.
Therefore, we will use all group totals to get a
better depiction of the data that was collected
in the whole class. In addition, explain that the
more data we collect, the more accurate the
experiment becomes. Therefore, we will use all
group totals to give us a better estimate of the
probability. A number line 0-1 (coinciding
fractions and percentages will be present as
well, such as 0/100 [0%], 50/100 [50%],
and100/100 [100%]) will be drawn on the

Student 1: What if I have the same number as another

group?
Teacher: Place it directly above that number on the
number line.

board. 0 will represent that it is impossible for

an event to occur. will represent that an
event is equally as likely to occur as it is to not
occur. 1 will represent that it is certain an event
will occur. Model how to appropriately place
the sticky note on the number line by using the
first groups total. One person from the rest of
the groups will come up to the board and place
the sticky note appropriately on the number
line. Observe and discuss the data.
Quickly calculate all group percentages to get
the total. Reiterate that using all the groups
totals provides us with more data, which will
give us a more accurate answer. The answer
should be around 35%. Mark the answer on the
number line with a different colored sticky
note.

This experiment has been conducted many times in the

past. The estimated probability for a Hersheys Kiss
landing on its base has been about 35%.

35% has to do with the shape of a cone.

Ask the students to think about their prediction
of the probability that a Hersheys Kiss will
land on its base. Discuss likely and unlikely.

Teacher: Think about the prediction you made at the

beginning of this lesson. Was your prediction right?
Student 1: I guessed 80% and that was not even close! I
thought it would land on its base way more than it
actually did.
Student 2: I predicted 20%. I was close, but the Kisses
actually landed on their base more than I thought they
would.
Teacher: Recall that 0 is impossible, is equally likely
to occur or not, and 1 is certain. So how would you
describe the likelihood of 80%?
Student 3: I think if something has the probability of
80%, it has a good chance of occurring.
Teacher: Right! If an event occurs 80% of the time, it is
likely to occur. (Write likely above the timeline on the
board in the appropriate place.)
Teacher: How would you describe the likelihood of a
Hersheys Kiss landing on its base (around 35%)?
Student 4: It does not occur that often.
Teacher: We would describe it as unlikely. (Write
unlikely on the board above the appropriate place on the
timeline.)

Probing questions to ask during experiment:

If you are not sure you or they know what they
are doing.

Explain to me how your group conducting this

experiment and collecting data.

If a group has a wrong idea, but does not

realize it.

What is probability? What outcome are you looking for

in the Hersheys Kiss? What are you counting?
5

If a group is following the steps of the

experiment but seems confused on how it
relates to probability.

What is probability? (the likelihood of an even

occurring) What is the event you are looking for? (a
Hersheys Kiss landing on its base) In your last trial,
how many Hersheys Kisses landed on their base? (2) If
2 out of 10 Kisses landed on their base, what is the
probability that a Kiss will land on its base? What
fraction? (2/10) What percentage? (20%)

If you are trying to figure out what a group has

done so you can begin helping from the point
of the problem.
AFTER

How did you get the numbers you put on your chart?

An exit slip will be given to the students in

order to assess objective 3 (Students will be
able to quantify probability by assigning
numbers from 0 to 1).
Directions: On this worksheet, you are going to
read five different events that could or could
not occur in real life. Your job is to determine
where the event falls on a probability line (like
we did on the board with the Hersheys
Kisses). For example, if you think event A is
certain to occur, place A around 1 on the
number line. If you think event A is unlikely to
occur, place A where you think it should go in
between 0 and 1.
Pass out the Exit Slip worksheet (see attached).
MODIFICATIONS FOR STUDENTS WITH SPECIAL NEEDS
An aid comes into this classroom to help two students during math instruction. She was well
informed on the lesson plan prior to implementation so she could assist these students.
However, working in groups helps these two students, as well as others, learn from each
other as they interact and discuss the activity. Various learning styles are integrated into
this lesson as well. Visual learners are satisfied by the provision of coins, Hersheys Kisses,
number lines, and written data. Kinesthetic learners are able to learn best through the
experiment in this lesson, as they spill Kisses, count Kisses, and record their data. Auditory
learners are included in this lesson through discussion and explanation. Health is another
important modification for every lesson. Prior to the lesson, it was made certain that no
student was allergic to chocolate. Finally, the lesson is modified to accommodate the
different learning abilities in the classroom through the following challenge and remedial
problems.
CHALLENGE Problem: If a group finishes before others, be prepared with the following worksheet and ask
students to determine the probability of the jelly beans:
Imagine that these 12 jelly beans are in the paper bag to the right.
Find the probability of picking these jelly beans from the bag.

(Please write your answer as a fraction. Simplify if necessary.)

1.
2.
3.
4.
5.

What is the probability of picking a white jelly bean?

What is the probability of picking a pink jelly bean?
What is the probability of picking a green jelly bean?
What color is mostly likely to be picked?
What color is least likely to be picked?

REMEDIAL Problem: For students who struggle with the problem, give the following worksheet and
provide them with a coin. Ask them to flip the coin and record their data. Then, scaffold the student to
determine the probability of a coin landing on heads or tails.

Flip a Coin:
Probability is the chance that an event will happen. When flipping a coin, there are equal chances that it
will land heads or tails. Want to prove it? Flip a coin 10 times. Record your outcomes in the chart and
answer the questions below.
Before you flip, try to make a prediction.
Out of 10 flips, how many times do you think it will land on heads?
Out of 10 flips, how many times do you think it will land on tails?

How many times did it land on heads?

out of 10

How many times did it land on tails?

out of 10

Was your prediction right?

What is the probability that the coin will land on heads or tails?

REFLECTION
A. Based on your plan for assessing learning and the data you collected,
evaluate the success of the lesson. Be thorough in your description. Cite
multiple examples of student behavior and language that document your
conclusions.
Gets it

a.
Understand
s

Has some good ideas,

but

Does not get it

Student A

Student B

Student C

Student D

Student E

Student F

the
meaning of
probability.
This was
shown in
her verbal
explanation
of her
prediction
of the
probability
of a Kiss
landing on
its base.
She
predicted
50%
because
she thought
the Kiss
was just as
likely to
land on its
base as it is
on its side.

the meaning
of
probability.
This was
shown in his
verbal
explanation
of his
prediction of
the
probability
of a Kiss
landing on
its base. He
predicted
25%
because he
thought the
Kiss had a
less chance
of landing
on its base
than on its
side but it
was not
impossible.

the
meaning of
probability.
This was
portrayed in
his
prediction,
as he
explained
that he
thought the
Kiss would
land on its
base 40% of
the time
and that it
would less
likely land
on its base
than its
side.

the
meaning of
probability
as the
likelihood
of an
event
occurring.
His
prediction
was that a
Kiss would
land on its
base 40%
of the
time.
When I
asked him
to explain
his
prediction,
he said
that he
chose 40%
because
he thought
it would
land on its
base a
little less
than half
of the
time.

when an event
has the
probability of
50%, it has an
equal chance
to occur or not.
Her prediction
of a Kiss
landing on its
base was 50%.
She explained
that she
thought the
Kiss had an
even chance to
land on its
base and its
side.

I only had
one
student
who did
not get
it.

how to
collect and
organize
data. This
was
exemplified
by the
completion
of the data
sheet,
which led
her to find
the
probability
of a Kiss.
She was in
the group
that only
had two

collecting
and
organizing
data in a
chart. This
was shown
by his
successful
completion
of the data
sheet, which
allowed him
to find the
probability
of a Kiss
landing on
its base.
Additionally,

how to
collect data.
His role in
the
experiment
was the
counter.
Therefore,
he provided
his group
with all the
numbers in
the first
column of
the data
sheet.
Overall, his
job was to
collect the
data. He
then worked
with the
recorder to

how to
collect and
organize
data. This
was shown
through
his
interaction
with
counting
and filling

how to collect
and organize
data. Her job
was the
recorder. She
wrote down the
data that was
collected by
the counter. By
successfully
completing the
data sheet, it is
evident that
she
understands
how to
organize data.

students, so
she took on
much
responsibilit
y in
completing
the table
(as she had
to take on
more than
one role). In
addition,
this
portrays
her ability
to add
multiple
numbers
together, as
she
successfully
found the
totals.
quantifying
probability.
This was
exemplified
by her
successful
completion
of the exit
slip. She
correctly
placed the
five events
on the
probability
number line
that was
labeled 0
(impossible)
to 1
(certain).
probability
in relation
to unlikely
and likely.
This is
exemplified
by her
correct
placement
of events
on a
number line
(exit slip)

this
exemplifies
his ability to
add multiple
(10)
numbers
together to
find a total.
It also shows
his ability to
convert
fractions
into
percentages
.
quantifying
probability.
He correctly
placed
events on
the
probability
number line
provided on
the exit slip.
For example,
he placed c)
It will rain
orange juice
tomorrow on
0 because it
is
impossible.
He also
quantified
probability
in various
forms:
fractions
(Data
Collection
Sheet and
Challenge
Problem)
and
percentages
(Data
Collection
Sheet and
Remedial
Problem).

determine
the
fractions
and
percentages
that were to
be made
from the
data
collected.
probability
in relation
to likely and
unlikely. On
the
Challenge
Problem, he
actually
began to
answer
questions 1
through 3
with likely
and
unlikely
instead of
fractions.
For
instance, he
answered
number 3)
What is the
probability
of picking a
green jelly
bean? with
the word
unlikely.
This shows
that he
knows if
something
occurs 1 out
of 12 times,
it is unlikely
to happen.

probability
can mean an
event is
impossible,
unlikely,

out of data
sheet. He
worked
with his
group to
complete
the chart.
He was in
charge of
writing the
informatio
n down.
Thus, he
understan
ds how to
put
collected
data into
the
organized
format of a
chart.

b.
Confused
about

and through
her answers
to
questions 4
and 5 on
the
Challenge
Problem.
She was
able to
identify that
a white jelly
bean would
be most
likely
picked and
green
would be
the least
likely to be
picked.

equally
likely, likely,
or certain to
occur. This is
shown
through the
correct
placement
of events on
a number
line (exit
slip). Also,
his
knowledge
is
exemplified
by
acknowledgi
ng a white
jelly bean is
more likely
to be picked
and a green
is least likely
(Challenge
Problem).

On the data
sheet, she
wrote that
1/10 equals
1%.
However,
the rest of
her
conversions
were
correct,
such as
4/10 equals
40%.

N/A

the
probability
of a coin
landing on
tails. She
predicted
that a coin
will land on
heads 50%
of the time,
but she also
predicted
that a coin
will land on
tails 70% of
the time.
However,
when she

quantifying
probability.
On the exit
slip, he
struggled to
place some
of the
events
correctly on
the number
line. For
example, he
placed A)
Snow will
fall in
August
around
(or 75%),
which
indicates
the event is
likely to
happen.

10

probability
as a
fraction.
On the
Challenge
Problem,
he
answered
number 1
with the
fraction
4/12.
However,
the correct
answer is
5/12. This
may be a
counting
error;
therefore,
he may
understan
d
probability
as a
fraction.
Clarificatio
n of his
answer is
necessary
to
determine

probability as a
fraction. On
the Challenge
Problem,
numbers 3 and
4 are answered
incorrectly. She
said the
probability of
picking a pink
jelly bean was
3 . The
correct answer
is 3/12 or . I
do not know
where she got
the from.
Also, she
answered
number 3)
What is the
probability of
picking a green
jelly bean?
with 1/10.
There are 12
jelly beans in
all, so the right
answer would
be 1/12.

answered
the
question,
What is
the
probability
that a coin
will land on
heads or
tails?, she
wrote 50%.

c.
Questions
to ask to
clarify what
I know

Since you
know that
4/10 equals
40%, what
percentage
would 1/10
equal? Do
the
calculation
by division
if
necessary.
Does a coin
have a
better
chance of
landing on

this
accusation
(see
Questions
to Ask).
quantifying
probability
and
determinin
g
probability
as being
likely or
unlikely.
Like
student C,
he
incorrectly
placed an
event on
the
number
line. He
marked
event E) A
dog will
speak
English
around
60%,
which
means
that the
event
would be
likely to
occur.
Tell me why
the white
jelly bean is
more likely
to be pulled
out of the
bag. Why is
the green
jelly bean
least likely
to be
picked?

Is it
impossible,
unlikely, an
even
chance,
likely, or
certain that
it will snow
in August?
If an event
occurs 75%
of the time,
is it unlikely
or likely to
happen?

11

Can you
look at the
jelly bean
problem
again and
tell me
what is the
probability
of picking
a white
jelly bean?
Is it really
likely that
a dog will
speak
English?

quantifying
probability and
determining
probability as
being likely or
unlikely. Her
answer for
event B) I will
speak at least
one word
today as
having a 50%
chance of
occurring may
be acceptable
as she is a very
shy student.
However, she
placed event
D) A new baby
will be a boy
around 40%.
She did not
take into
consideration
that there are
only two
outcomes (a
boy or girl), so
the correct
answer would
be 50%.

Could you
explain to me
your answer
for number 2
on the
Challenge
Problem?
Where did you
get the
from?
How many jelly
beans are
there in all?
How many of
the jelly beans
are green?
What would be

tails than it
does on
heads? Why
or why not?
d. Ideas to
work on
next

Explanation
of the
fraction to
percentage
conversion
may be
useful.
Because of
the
confusion
with the
coin
probability,
give her
more
experiences
with
probability
by
completing
a spinner
activity.

the probability
of picking that
one jelly bean?
Since he
portrays
great
understandi
ng of
probability,
his
knowledge
could be
furthered by
displaying
the data on
probability
of a Kiss in a
line graph.

More
practice on
quantifying
probability,
deepening
his
understandi
ng of
probability
being
represented
by a
number 0-1.

Making a
connection
between
probability
and
unlikely
and likely.

Reviewing
fractions and
parts of a
whole would be
beneficial for
this student
before
continuing with
probability.

Connect his
knowledge
of fractions
to
probability.

B. How did your actual lesson differ from your plans? Describe the changes you
made and explain why you made them. Be thorough and specific in your
description.
First of all, a couple of students were missing. Therefore, the grouping that
had been originally planned had to be altered. One group only had two people
rather than three. This was okay, however, because the two students were more
involved with the experiment because they had more responsibility. A major issue
during implementation of this lesson was time. The activity took much less time
than expected. The groups finished around the same time, so this was not an issue.
However, the class as a whole finished the lesson about ten minutes earlier than the
time that had been allotted. Luckily, I had a challenge problem prepared. Each
student worked on this problem individually. They finished this activity in five
minutes. Therefore, there was still time left in the math period. The students were
then given the remedial problem. Originally, I had planned to use this problem for
students who were struggling with the Hersheys Kiss experiment. However, all
students seemed to understand the Hersheys Kiss experiment; thus, this problem
was not needed for that purpose. It was needed for the purpose of filling in extra
time. Since the students seemed to not have trouble with the concept of probability,
I let them work in groups to complete the remedial problem of determining the
probability of a coin landing on heads or tails. Their job was to flip a coin, record
data, and determine the probability. Some groups finished this activity very quickly,
so I asked them to continue flipping the coin to gain more data (the worksheet only
12

required 10 trials). I reminded them that more data leads to a more accurate
experiment.
C. Based on this experience, what changes would you make if you were to present this activity again?
Why? Cite at least one way you could incorporate developmentally appropriate practice in a better or
more thorough way.
If I were to present this activity again, I would have a better explanation of
why 30/100 equals 30%. Some students did not understand this concept. Because
most of the chart required them to change 3/10 into a percentage, which would be
30% (adding a zero to 3), students automatically assumed they would add a zero to
30/100. They thought the percentage of 30/100 was 300%. I tried to explain that
percent means per 100, so 30/100 would be 30 per 100 which is 30%. However,
this did not click with them. Also, if I were to teach this lesson again I would find a
way to dive deeper into the concept of probability because the lesson as is does not
occupy enough time for an entire math lesson. Perhaps, it is too basic for fifth grade.
Even though it is fun for the students, it would probably be a more effective lesson
for third or forth graders. Finally, I would change the Flip a Coin problem. Most
students did not get 50% by conducting only 10 trials. Therefore, they became
confused because they know the probability of a coin landing on heads or tails is
50%, but the experiment did not show that it was true. Therefore, I would add more
trials because more data gives a more accurate answer.
D. What did you learn from this experience about children, teaching, and yourself?

Children
As a result of planning and conducting this activity, I learned that children love
hands-on activitiesand candy! These two characteristics really engaged the
students in the lesson. In addition, I learned that students learn best when they can
relate math to real life experiences. By teaching probability with candy, it made
probability more meaningful rather than an abstract mathematical concept. Finally, I
learned that providing students roles gives them authority over their education.
Teaching
Planning and conducting this lesson taught me to always be prepared. You never
know what could go wrong with a lesson, so you must have back up plans. For
example, this lesson was completed quickly; therefore, I am glad I had back up
problems for the students to solve. I also learned that you should have thorough
explanations of concepts you expect the students to already know. Through
planning, I had anticipated some student questions. Therefore, I was able to
successfully explain their questions. However, I did make assumptions on student
knowledge of mathematical concepts (30/100 equaling 30%). Overall, I learned not
to make assumptions and be prepared to explain each mathematical concept that is
presented in your lesson.
Myself
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As a result of planning and conducting this lesson, I was reassured that I love
teaching. Seeing the students become excited about math and seeing them
understand the concepts presented before them put a smile on my face. I know this
is a profession in which I am passionate and in which I thoroughly enjoy. Also, I
learned that I could be adaptable in the midst of a lesson. I can think of things on
the top of my head and implement them. This is mainly due to preparation, which is
something I work hard on prior to the lesson to ensure the best learning
environment for students.

References
Education.com. (2010, May 21). Flip a coin: Learning probability. Retrieved from
http://www.education.com/worksheet/article/flip-coin-learning-probability/
Education.com. (2011, April 19). Spring math: Jelly bean probability. Retrieved from
http://www.education.com/worksheet/article/spring-math-probability/
Haller, S. K., & Richardson, M. G. (2004). Comparing kisses. Mathematics Teaching in the Middle
School, 10(4), 190-193. Retrieved from http://www.mrpshomepage.com/MATH%20PLUS
%20TEAM%20ASSIGNMENTS/Comparing%20Kisses.pdf
Richardson, M., & Haller, S. (2002). What is the probability of a kiss? (Its not what you think). Journal
of Statistics Education, 10(3). Retrieved from
http://www.amstat.org/publications/jse/v10n3/haller.html
Wallace, A. (May 2007). Anticipating Student Responses to Improve Problem Solving. Mathematics
Teaching in the Middle School, 12(9), 504-511.

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