Elements of a Lesson
Questions / Lesson
Plan / Possible
Technology
Essential Question / After referencing curriculum map, develop essential question that asks students what you want them to learn (post). / How is probability used in the real world?
Standard Course of Study / Goals & Objectives: / Grade 6: 1.02, 4.03, 4.04, 4.05, 4.06
Specific
Skills: / Students will:
(1) collect real life data to calculate probabilities from simple & compound events of an experiment
(2) students will convert fractions to decimals & percents and will use circle & bar graphs to visualize data
(3) determine and compare experimental vs. theoretical probability
(4) analyze numerical data
(5) build important vocabulary (Six Step Vocabulary)
Vocabulary: / probability; probability notation; experiment; outcome; event; experimental & theoretical probabilities; simple & compound probabilities
Focus/Review / Have you planned a warm up? / Basic probability problems involving spinner, dice, or coin / · Smartboard Technology (gallery essentials – probability)
· Classscape Focus Questions
http://classscape.ncsu.edu
How will you clear up any misconceptions? / Check any HW/warm-up problems; immediate assessment & feedback
How will you re-teach? / Continue to review within new lesson with ample opportunities for teacher feedback; additional instruction time as needed; possible flex groups for remediation
Introduction of
Information / Activities: / m & mTM math (see attached) / · Smartboard Technology
· Thinking Maps Technology
(tree map – types of probability, theoretical vs. experimental; double-bubble- compare & contrast theoretical vs. experimental probability;
· Smart template for six-step vocabulary
Strategies: / cooperative grouping; two-column notes (in context of examples); hands-on w/manipulative (m & mTM candies); appropriate use of technology; discussion questions
Materials: / · One 1.69 oz bag of m & mTM candies for each two students
· Circular paper plate
· technology (calculators, Smartboard, etc.)
· colored pencils, markers, or crayons
· student handout, m & mTM math
Guided
Practice / · Have you differentiated in content, process, or product?
· Have you considered the students’ readiness levels, interests, and learning styles?
· Is your lesson rigorous, thought provoking, diverse, and authentic? / · Groups gather and visualize data using circle and bar graphs. Some students will display data by building “hands-on” graphs using paper & pencil (paper plates) and some students will use technology.
· Students will work problems from m & m mathTM, page 2.
Some students will work independently and others will work in a flexible guided group. Answers could be presented orally by individual students. / · Calculators (TI-73 Explorer Probability Simulator APP)
· Smart Gallery (Probability gallery essentials)
· Explore Learning (Gizmos)
www.explorelearning.com
· National Library of Virtual Manipulatives (Coin tossing, spinners
http://nlvm.usu.edu
· Circle Grapher(s):
NCTM Illuminations:
http://illuminations.nctm.org
Shodor Interactivate:
http://www.shodor.org/interactivate
· Microsoft Excel: create data
representations (histograms, circle
graphs, etc.)
· Quia Activities:
www.quia.com
Independent
Practice / · Have you differentiated in content, process, or product?
· Have you considered the students’ readiness levels, interests, and learning styles?
· Is your lesson rigorous, thought provoking, diverse, and authentic? / Options:
· Textbook independent practice problems
· m & m mathTM, Extend Your Thinking, p. 3-4 (differentiate for independent & dependent learners)
· Research other types of m & mTM candies (peanut, peanut butter, etc.) and calculate probabilities – compare and contrast experimental vs. theoretical results / · Smart Gallery (probability gallery
essentials)
· Explore Learning (Gizmos)
www.explorelearning.com
· National Library of Virtual Manipulatives (Coin tossing, spinners
http://nlvm.usu.edu
· Circle Grapher(s):
NCTM Illuminations:
http://illuminations.nctm.org
Shodor Interactivate:
http://www.shodor.org/interactivate
· Microsoft Excel: create data
representations (histograms, circle
graphs, etc.)
· Quia Activities:
www.quia.com
Assessments / · What is an appropriate assessment for this lesson?
· Is the assessment formative or summative?
· It is designed to give you quality feedback to measure learning?
· Is Class cape an appropriate assessment for this lesson? / Possible classroom formative assessments:
· Quick Quiz
· Exit Card, “Skittles” candies (see attached)
· Classscape Quiz
· Quality questions using Marzano question stems (two-cup strategy)
· Pyramid game to gauge understanding of vocabulary
· Research real life examples of probability.
· Create/design probability experiments using a variety of manipulative with more difficult probability concepts; present findings / · Explore Learning Assessments
www.explorelearning.com
· Classscape Assessments
http://classscape.ncsu.edu
New
Learning
Targets / Have you established new learning goals based on assessment results?
What will you do next? / Goal 4.02, 4.06 – Students will use sample spaces for compound events (rolling several dice or flipping more than one coin); this will further solidify the difference between when to multiply probabilities and when to add probabilities.
N. Hetrick 1