Elicit non-trivial dialogue from students. Guide students to reflection and analysis of the experience. Encourage students to share their perceptions and beliefs. Summarize and review similarities and differences.

Examine what happened, analyze their feelings.

Objective: To allow students to analyze the lottery activity as an example of a random function.

Activity: Discussion pertaining to the technical aspects of the lottery activity: How many sets of elements were used? What were the elements of each set? What do the elements in each set mean? What do they stand for or represent? Is it possible that one birthdate could be assigned to two lottery numbers? What would that do to the whole process if this were so? Have the students write brief statements about the discussion for homework.

Assessment: Discussion pertaining to the technical aspects of the lottery activity: How many sets of elements were used? What were the elements of each set? What do the elements in each set mean? What do they stand for or represent? Is it possible that one birthdate could be assigned to two lottery numbers? What would that do to the whole process if this were so? Have the students write brief statements about the discussion for homework.