Simulated Spinner Data submitted by: Jeff LeMieux, June 2003 This narrative describes how I use my javascript tool, cataloged in the Math Tools digital library, in the classroom. Course: Math 7 Topic: Probability, Experimental Probability Resource type: JavaScript Resource location: http://www2.whidbey.net/ohmsmath/webwork/javascript/spinner.htm Math Forum catalogue entry: http://mathforum.org/mathtools/tool.html?rc=tool&new_id=785 Story:  Spinners are a basic tool in the classroom. The problem is that oftentimes the ideal spinner for the problem is the one style that is not in the supplies box - if you need a spinner with five segments and all you have are spinners with four segments.... This script allows a choice of up to 12 segments represented by different colors and patterns. As with all the basic probability events it is based on equally likely outcomes. When working with spinners, students should review the basic property of the spinner segments being equal in size (this is also a tie-in with denominators) or mutiples of a common size* (fractional equivalents). Students should conduct their initial experiments using a regular or devised spinner (on a flat surface, parallel to the floor - not a sloping desktop) and record their data. This script allows the investigation of results using different styles of spinners(different numbers of segments). The results can be combined with other scripts to do experiments on determining outcomes (trees) and the fundamental counting principal, for example, combining coint toss, dice roll, and spinner. *This script can be used for spinners with unequal segments, e.g., ¼, ¼, and ½. They would have to combine the results from two colors to represent the ½. Where and how I used this: I am one of those people who can never keep track of things like spinners so I decided to make it part of the problem. When we need spiners now we make them on the spot with a piece of paper, a protractor and a paper clip and/or hair pin (aka "bobby-pin".) If necessary the protractor readings are modelled/given to the students. If you use a paper clip, straighten out one side. If you use a hair pin, determine which end is the pointer. After you have divided you circle into the number of segments needed place a pencil point through the closed loop end of the clip/pin and on the center of the circle. Best part - you don't have to collect them! Send comments to Jeff LeMieux at tackweed@whidbey.net Jeff LeMieux June 2003 http://www2.whidbey.net/ohmsmath