LESSON PLAN TEMPLATE TITLE: Dice By Kellee Pokaka’aCONTENT AREAS (What areas of mathematics does this lesson cover?): Probability (using McDougal Little Passport to Mathematics math book) Pg. 292GRADE LEVEL: 6 MATERIALS NEEDED: Dice, paper, pencilsKEY CONCEPTS: Probability, looking at patternsEALR'S and GLE'S (Make the connections clear and specific) Probability1.4.1 Understand probability as a ratio between and including 0 and 1. W- Determine whether a real-life event has zero probability, 50% probability, or 100% probability of occurring. [MC]- Express probabilities as fractions or decimals between 0 and 1 and percents between 0 and 100. [CU]- Translate between representations of probability (e.g., translate a probability of 6 out of 16 to 3/8 or 37.5%). [MC]1.4.2 Understand various ways to determine outcomes of events or situations. W- Determine and use the probabilities of the outcome of a single event. - Represent or describe all possible outcomes of experiments (e.g., an organized list, a table, a tree diagram, or a sample space). [RL, CU]- Calculate probability for an event (e.g., pulling colored or numbered balls from a bag, drawing a card, rolling a six on a number cube, spinning a spinner, etc.). Learning Goals: (What do you expect students to learn and be able to do from this lesson.) Students will learn that experimental probability can be used to find out how often certain combinations of numbers come up. They will be able to graph the results and find patterns between their results. PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization) - Introduction/Preassessment Activating Prior Knowledge (Do some activity tosee what your students know.) Ask if anyone knows about probability. Knows the difference between experiential and …. probability. - Activity Disequilibration, Elaboration (Imagine that you were writing this for asubstitute to teach. Be detailed and specific.) Students will form groups of two, each group will get a pair of dice and a chart to record results. The pair will record twenty rolls and then will transfer their results to the chart on the board. Next we will meet as a class to look over the results. I will then work with the class to find the number of combinations that can equal 2,3,4,5,6,7,8,9,10,11,12. These combinations will be recorded at the bottom of the class graph. The resemblance should be the same. - Closure Crystallization Here I will ask students to look at the results and tell me what the correlation is between the graphs they filled out and the combinations we found for each number. I will then ask them who would bet on the combo 7 comingup or the two? Why are why not? What is the probability that seven would come up? Accomodation Plan: Note how the following are accommodated in lesson (race/ethnicity, language, gender, class) Each must include reference to Trentacosta text. 1.race/ethnicity: All races should be able to do this activity 2.language: Manipulations should aide ESOL students in their concept development3.gender: All genders should be able to participate in this lesson4.class: Well maybe some students would be a little more familiar with dice than others… but all supplies will be provided and all classes should understand what dice are.POST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs) Will evaluate students progress through collection of class work as well as through bench mark assessments.TEACHER REFLECTION (What went well, what would you do
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