Lesson3.pdfLesson3.pdfLesson 3 RecordSheet.pdfLesson 3 RecordSheet.pdfSpinner _____Spinner _____Spinner _____Spinner _____Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006Curriculum Design Project with Virtual Manipulatives Table of Contents Lesson 1: Which is More Likely?....................................................................................................3 Implementation....................................................................................................................6 External Review...................................................................................................................6 Lesson 2: Is It Fair?..........................................................................................................................8 Implementation..................................................................................................................11 External Review.................................................................................................................11 Lesson 3: Problem Solving with Spinners.....................................................................................13 Student Work Sample........................................................................................................20 Implementation..................................................................................................................22 External Review.................................................................................................................22 Lesson 4: Secret Spinners..............................................................................................................23 Student Work Samples.......................................................................................................33 Implementation..................................................................................................................39 External Review.................................................................................................................39 Lesson 5: Space Blocks .................................................................................................................40 Student Work .....................................................................................................................47 Implementation..................................................................................................................51 External Review.................................................................................................................513 Lesson 1 Title: Which Is More Likely? This lesson was adapted from “Hide & Spin” lessons in Data, Chance, and Probability (Jones & Thornton, 1992). Contributor’s Name: Gwenanne Salkind Grade Level Band: K-2 NCTM Mathematics Standard: Data Analysis and Probability • Students should discuss events related to students’ experiences as likely or unlikely. Lesson Objectives: • Conduct simple probability experiments using spinners • Identify events that are likely or unlikely Mathematics Vocabulary: probability, possible, impossible, likely, unlikely, outcome Virtual Manipulative Web Site: National Library of Virtual Manipulatives for Interactive Mathematics http://nlvm.usu.edu/en/nav/index.html Grade Band Pre-K-2, Data Analysis & Probability, Spinners http://nlvm.usu.edu/en/nav/frames_asid_186_g_1_t_5.html?open=activities Materials: • A computer with internet access and a presentation station • Computers with internet access (one for each pair of students) • Red and blue unifix cubes Discussion of the Mathematics: This lesson helps students recognize that some events are more likely than others. The warm up activity involves situations that occur in everyday life. In the rest of the lesson, students explore a spinner that has a greater chance of spinning blue than red. Approximate Duration of Lesson: 30 minutes Preparation: Prepare a spinner like this one on each computer that will be used in the lesson. (Or you can teach students how to modify the virtual spinner on the website.)4 Procedures: 1. Warm up. Ask children to stand to show their vote for the following questions: • On a rainy school day, which is more likely? Students will have umbrellas./Students will wear swimsuits. • On a cold day, which is more likely? Students will order hot lunches./Students will bring their lunches. Ask a few students to explain why they voted for each outcome. Focus on the vocabulary: possible, impossible, certain, likely, and unlikely. Might students wear swimsuits to school? Is it possible? Is it likely? 2. Show the virtual spinner to the whole class. Ask: “Which color has a better chance if you spin the spinner one time?” (Thumbs up for red, thumbs down for blue.) Ask a few students to explain why they chose the color they did. 3. Divide the class into pairs. Tell the students that they will work with their partner to explore this spinner. When they go to their computers they will spin the spinner to see what color they get. Each time they spin the spinner, they will take a red or blue cube to show what color the spinner landed on. One child will collect the blue cubes. The other child will collect the red cubes. (Designate a student in each pair to collect red cubes and a student to collect blue cubes. Have a container of red and blue unifix cubes available for each pair of students.) They will keep spinning the spinner and collecting cubes until you tell them to stop. Tell the students to make sticks with their unifix cubes. This will make it easier for the students to carry their cubes back to the discussion area. Tell the students to go to the computers and begin working. 4. After about 5 minutes of spinning the spinners. Ask students to stop and bring the cubes they have collected to the discussion circle. (You will need to watch students and judge when to stop. Stop when most students have spun the spinner about 10 times. Some pairs will have spun more times, others less. You don’t want students to get bored with the activity. Nor do you want too much data to deal with in the group discussion.) 5. Lead a whole group discussion. Ask: “Did your spins turn out the way you thought?” “Why or why not?” 6. Have the students group all the red cubes and all the blue