Вы находитесь на странице: 1из 3

Lesson Topic: Math (probability & statistics)

Grade level: 6th


Length of lesson: 45 min-1 hour
By: Lauren Sommerfeld EDU221

Stage 1 – Desired Results


Content Standard(s):

- Use probabilities to solve real-world and mathematical problems; represent


probabilities using fractions, decimals and percents.

- Benchmark 6.4.1.1: Determine the sample space (set of possible outcomes) for a
given experiment and determine which members of the sample space are related
to certain events. Sample space may be determined by use of tree diagrams,
tables, or pictorial representations. (Anderson, 2011)

Understanding (s)/goals Essential Question(s):


Students will understand: ● Why is the probability of getting
- There can be a probability for various a heads greater than the
actions (rolling die, flipping coins) probability of rolling a six?
- How to find the probability of an ● How accurate are the
action probabilities you came up with
- How to write your probability as a to the actual experiment
fraction (understands how to get the conducted?
numerator and denominator) ● How did you come to find these
- How to convert that fraction into a probabilities?
decimal
- How to write a complete sentence on
the probability of this action
- Be able to answer evaluative
questions about the probabilities of
these actions

Student objectives (outcomes):


Students will be able to:
- Choose a center and complete the probability task
- Demonstrate understanding of how the action relates to a fraction
- Identify how they got the numerator and denominator
- Analyze why different actions have greater or smaller probabilities
- Compare and discuss with other centers in the classroom

Stage 2 – Assessment Evidence


Performance Task(s): Other Evidence:
- Rolling die, flipping coins, sorting ● Can discuss the outcomes with
Skittles, spinning wheel other students
- Analyzing the information collected
- Convert the information collected
- Understand the meaning of the ● Can analyze their results of their
outcomes they got experiments and compare that
with that they expected
Stage 3 – Learning Plan
Learning Activities:

Pre-Assessment:
- Have the lesson about probability and statistics before the activity, this activity is
just to practice, assess and get better understanding. You can have the kids give
you a thumbs up, to the side, or thumbs down after the lesson (before the
activity) to get an idea on the classes understanding. You can also do this after
the activity and gage improvement.

Procedure:
1. The students will create a chart in their notebook prior to this activity
2. The instructor will have pre-chosen the stations each kid will go to (what small
group they're in)
3. The children will go around the stations filling out the chart on the statistics on
the probability problem at the station (Ex: what is the probability of picking a red
skittle? Record the probability and outcome in your chart)
4. The students will go back to their desks after this activity and convert the
fractions to decimals
5. The students will discuss and compare outcomes as a class

Materials:
Quarter
Die
Skittles
Spinner
Pencil
Notebook

Extensions & Enrichment:


- If a student finishes early and needs something extra to do, they can do extra
probability problems with the activity materials, make up their own problems and
then solve them, or do a fun worksheet on probability in word problems.
- The instructor can also ask the student questions about the activity (Ex: how did
you find this probability? or how accurate were each of your probabilities to the
actual experiment?)

Differentiated Instruction/ Accommodations:


- For a child who has trouble with fine motor skills that may not be able to
complete these tasks, the child could work at a center with a large pie graph
examples (pre-printed out) and discuss and analyze probability through the
graphs.
- For a child who has trouble sitting and staying on topic, there can be a center
with a more interactive example, such as dropping objects from a certain height
and guessing the probability of one object hitting the ground first.
- For a child who is blind you could have them do a probability activity through
different sound effects: you could play different distinct sounds and have them
recall and give you a probability on what they heard (Example: 3 Moos out of 5
animal sounds)
Technology:
- After careful thought, I dont think there is a way for technology to be effectively
used to enhance this activity
Sources:
- https://www.teacher.org/lesson-plans/6th-grade/
- https://www.mensaforkids.org/MFK2/assets/File/Teach/LessonPlans/Lesson_Prob
ability.pdf
- http://www.d.umn.edu/~dglisczi/DanWeb/4501web/Eric_Anderson_Final_Project
.pdf

Reflection following Teaching:


N/A