Laura Herrick Andrea Dennis June 4 2008 Lesson Plan Title Chances of Spinning Green Key Concept s in this lesson Probability chance An introductory lesson Grade Level 4th Section 1 WHAT YOU WANT STUDENTS TO KNOW BE ABLE TO DO OR FEEL UNDERSTAND Standards addressed EALRs GLEs EALR 1 The student understands and applies the concepts and procedures of mathematics Component 1 4 Understand and apply concepts and procedures form probability and statistics GLE 1 4 1 Understands what events are certain impossible possible more likely less likely or equally likely Example Construct a spinner game or situation to produce a given outcome Lesson Goals For students to gain an understanding of probability prediction and experimentation using 5 different spinners that represent certain impossible more likely less likely or equally likely events Specific Objectives After an introductory lesson students will be able to provide an example of a certain event the spinner landing on green when the face is solid green an impossible event the spinner landing on green when the face is solid blue a more likely event the spinner landing on green when the face is mostly green less likely the spinner landing on green when the face is mostly blue and an equally likely event the spinner landing on green when the face is half green and half blue by creating a spinner and a marked probability chance line with a partner Primary Learning Targets Circle Appropriate Targets Be sure learning activities are congruent with targets chosen a Knowledge d Create a Product e Dispositions b Reasoning Proficiency c Performance Skill Section 2 HOW WILL YOU KNOW THAT THE LEARNING TARGETS WERE MET Preassessments Align with EALR s and GLE s You want to find out where they are on your learning targets Attach instruments if appropriate Formative Assessments How are your students progressing toward goals Attach instruments if appropriate The students created spinners and their probability line as well as their marks on their probability line Summative Assessment Be specific about how your assessment aligns with EALR s and GLE s Attach instruments if appropriate Section 3 HOW WILL YOU HELP YOUR STUDENTS MEET THE LEARNING TARGETS Scripted guiding questions that you will ask your students You may want to include some possible answers you might get You certainly want to be prepared to respond to a variety of answers How likely do you think that it is that the spinner will land on green on a spinner face that is mostly green impossible less likely equally likely more likely or certain What could you do to find out Room Arrangement Students work at desks in pods of four desks Six groups of four students for a total of 24 students Materials Needed 5 sample spinners 12 cardboard circles 8 inches in diameter paper clips markers pencils document camera and overhead and dry erase board Accommodations For Special Needs e g ELL 504 ADA Students with special needs would get extra assistance from the teacher and work with a more capable peer when this was helpful for the special need student Repetition and clarification in the introductory activity may be helpful to special needs students Activities Label each step in the process Activating Prior Knowledge Disequilibration Elaboration Crystallization Time e g 10 min What Teacher Does What Students Do Introductory Activity The teacher has 5 spinners whose faces are colored five different ways one is all blue one is mostly blue with a small green section one is half blue and half green one is mostly green with a small blue section and one is all green The spinners are not visible to the students at this time Today we are going to talk about events that are impossible less likely equally likely more likely and certain Let s start by looking at a probability or a chance line on the board Chance is another way to say probability They both mean the likelihood of a specific event occurring The teacher draws a horizontal line on the board with a dot on the each end of the line Then labels the left side of the chance line Impossible and the right side Certain The teacher writes Chances of Spinning Green above the line The students are then shown a spinner that is all blue what is the chance of spinning green on this spinner Students may respond impossible or less likely The teacher puts a mark on the left end of the chance line to show impossible and also a mark close to the left end for less likely and asks students to explain their answers The teacher will clarify that it is impossible to spin the color green on an all blue spinner The teacher then takes out a spinner that is mostly blue with a small section that is green and asks what is the chance of spinning green on this spinner The teacher is looking for the answer less likely and has students explain their answers and puts a mark on the chance line very close to the impossible spot Then a spinner is brought out that is half blue and half green what is the chance of spinning green on this spinner The teacher is looking for students to say equally likely the words impossible less likely equally likely more likely and certain are written on the board next to the chance line The teacher then makes a mark half way between impossible and certain Then a spinner that is mostly green except for a small part that is blue is brought out What is the chance of spinning green on this spinner The teacher is looking for the answer more likely and puts a mark on the chance line when students come up with it or after prompting by the teacher pointing to the probability descriptor words Then a spinner that is all green is shown to the students and the same question is asked and a mark is put on the certain point on the chance line Students are asked to explain the answers that they give The spinners are showed one by one to the whole class via the document camera Each spinner is brought out a second time and the chance of getting green is reviewed one more time Students are answering the teacher s questions and are looking at the board and the spinners This expectation is given at the beginning of the lesson by the teacher Time 20 minutes Time 10 minutes Time 10 minutes Elaboration Now I am going to give you Students are listening and then go in groups of four to all the directions first and then you can get their supplies They make their spinners and their get your materials I want you to pair up chance lines and decide which of the two colors that with the person
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