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Counting Stories Project
You will re-write or create a children’s story, fairy tale, nursery rhyme or song so that it includes
probability and counting concepts and principles. The mathematics you introduce in the story must
connect to the context of the story, and provide opportunities for decision-making on the part of the
characters within the story. The mathematics may be complex but try to keep the story simple. The
assessment of this assignment will focus on the mathematics within the story line and the integration
of narrative and mathematical forms in the story.
The following criteria will be assessed:
1. At least 12 of the following 19 concepts/principles are used to describe the decisions that
the character(s) are asked to make.
o Additive Principle
o Events
o Complementary Events
o Independent Events
o Dependent Events
o Mutually Exclusive Events
o Non-Mutually Exclusive Events
o Outcomes
o Trials
o Subsets
o Multiplicative Principle
o Counting Techniques
o Permutations (order)
o Combinations (no order)
o Pascal’s Triangle
o Sample Space
o Experimental Probability
o Theoretical Probability
o Conditional Probability
2. Appropriate organizational tools (e.g., Venn-Diagrams, Charts, Lists, Tree-Diagrams) are
used and illustrated.
3. Diagrams, words and pictures illustrate the tools and computational strategies used and the
choices available to the character(s).
Feedback on this assignment will include:
- Peer critiques of your story
- A level for each of the criteria in the Counting Stories Rubric
You will read the stories of others during a class period using a gallery walk. Using the
critiques developed by the class, each student critiques two of the stories of others, selected
by random draw. These critiques provide peer feedback to the author of the story.
Counting Stories Project Rubric
Problem Solving Level 1 Level 2 Level 3 Level 4 Appling mathematical processes and procedures correctly to solve the problems in the story.
-correctly applies some of the mathematical processes and procedures with major errors
-correctly applies many of the mathematical processes and procedures with some errors
-correctly applies the mathematical processes and procedures with few errors
-correctly applies the mathematical processes and procedures with precision and accuracy Selecting Tools and Computational Strategies Selecting and using tools and strategies to organize the mathematics presented in the story
-selects and applies the counting organizers (Venn- diagram, charts, lists, tree diagrams) with major errors or omissions
-selects and applies the counting organizers (Venn- diagram, charts, lists, tree diagrams) with minor errors or omissions
-selects and applies the counting organizers (Venn- diagram, charts, lists, tree diagrams) accurately
-selects and applies the most appropriate counting organizers (Venn- diagram, charts, lists, tree diagrams) accurately Connecting
Connecting the concepts/principles of counting and probability to the story line
-incorporates permutations, combinations, and probability with weak connections to the story line
-incorporates permutations, combinations, and probability with simple connections to the story line
-incorporates permutations, combinations, and probability with appropriate connections to the story line
-incorporates permutations, combinations, and probability with strong connections to the story line
Representing Creating an appropriate variety of mathematical representations within the story
-few representations are embedded in the story
-some representations are embedded in the story
-an adequate variety of representations are embedded in the story
-an extensive variety of representations are embedded in the story Communicating Using mathematical symbols, labels, units and conventions related to counting and probability correctly across a range of media
-sometimes uses mathematical symbols, labels and conventions related to counting and probability correctly within the story
-usually uses mathematical symbols, labels and conventions related to counting and probability correctly within the story
-consistently uses mathematical symbols, labels and conventions related to counting and probability correctly within the story
-consistently and meticulously uses mathematical symbols, labels and conventions related to counting and probability correctly and in novel ways within the story Integrating narrative and mathematical forms of communication in the story
-either mathematical or narrative form is present in the story but not both
-both mathematical and narrative forms are present in the story but the forms are not integrated
-both mathematical and narrative forms are present and integrated in the story
-a variety of mathematical and narrative forms are present and integrated in the story and are well chosen
