Content Objective(s): Probability
Literacy Performance Objective(s): The students will read, write, listen, and speak using correct probability vocabulary.
Time / Content / Process
/ Pre-Instruction Focus 5 min
Readiness
Activity
15 minutes
Materials:
Document Camera
Jumanji / I will read the book Jumanji to the students. They will brainstorm how a board game is played and specifically discuss how the children in Jumanji play a jungle-adventure board game. The students write short lists of words that describe what they would see, hear, or do in a jungle. They also will list possible outcomes of the board game that the children in the book are playing.
I will use the document camera to project the book so that all students can see it. / The students will do this activity to help build background knowledge of jungles and prepare themselves for discussion of the probability of events occurring.
/ Learning Activities
30 minutes
Materials:
Jumanji
Document Camera / After taking a picture walk through the book and making predictions using Kagan teams (Numbered Heads Together) I will start reading the book. I will stop when I read, “If you roll a 12, you can get out of the jungle.” The students are asked, “Do you think Judy is likely to roll a 12?” We will record their responses on a classroom likelihood line. After finishing the book, the students will figure out the possible ways to get a sum of 12 by rolling 2 dice. (one way). They will create a probability line from impossible to certain and place at least 10 numbers from 1-20 on the line. I will start with I do (by rolling 2 dice and projecting it on the document camera and then recording the sum on a tally chart.) Each time a sum, 1-20 comes up I will add a tally mark to that number. The students will then continue this activity in their Kagan groups for the next 8 minutes. They will pass the dice and the paper around their team for the 8 minutes, recording their sums. / Make a mathematical/literacy connection.
Introduce students to the probability line.
Familiarize students with how to place numbers on a probability line. Which sums are impossible when rolling only 2 dice? Are any sums certain? Which sum is likely? How quickly did students notice that 13-20 are impossible sums?
Differentiated Activities
20 minutes
Materials:
Document Camera
StudyIsland
Kan-Ed Logins
Netbooks / I will project the StudyIsland lesson on probability so that the students can see what questions on the state assessment about probability will look like. We will discuss any vocabulary they are struggling with, in both Spanish and English. Then the students will log in to Kan-Ed and take the probability practice test. The differentiated groups will be based upon the results of the assessment. Students still needing more probability practice will participate in the spinner/coin flip center. / So that students have individual accountability and can show proficiency in probability using the state assessment format.
/ Review Key Concepts & Vocabulary
20 minutes
Materials:
Pen/Paper
Document Camera / A probability word will be spun on a spinner and then the students will use words to pictures to demonstrate their understanding of the word. Some students will be selected to place their illustrations/definitions on the Document Camera to share with others. / To meet the ESOL literacy objectives of reading, writing, listening and speaking.
Course:Hour/Period:Date:
/ Evidence of the content and literacy performance objectives being met looks like…Students actively engaged in the activity by listening, speaking, reading, and writing. They will use terms such as impossible, unlikely, likely, and certain.
Notes: Make sure to remind kids to discuss other “chance” items, such as spinners, coins, etc.
Learning Services-5/08Content and Process Lesson Planning