Activity:
Course: 3rd grade math | Hour/Period: math |Date: Jan 2010 | |
|Content Objective(s): Probability |
|Literacy Performance Objective(s): The students will read, write, listen, and speak using correct probability vocabulary. |
| |Time |Content |Process |
| |Pre-Instruction Focus 5 min | | |
|[pic] | | | |
| |Readiness |I will read the book Jumanji to the students. They will |The students will do this activity to help build |
| |Activity |brainstorm how a board game is played and specifically |background knowledge of jungles and prepare themselves |
| |15 minutes |discuss how the children in Jumanji play a jungle-adventure |for discussion of the probability of events occurring. |
| | |board game. The students write short lists of words that | |
| |Materials: |describe what they would see, hear, or do in a jungle. They| |
| |Document Camera |also will list possible outcomes of the board game that the | |
| |Jumanji |children in the book are playing. | |
| | |I will use the document camera to project the book so that | |
| | |all students can see it. | |
| |Learning Activities |After taking a picture walk through the book and making |Make a mathematical/literacy connection. |
| |30 minutes |predictions using Kagan teams (Numbered Heads Together) I |Introduce students to the probability line. |
| | |will start reading the book. I will stop when I read, “If |Familiarize students with how to place numbers on a |
|[pic] |Materials: |you roll a 12, you can get out of the jungle.” The students |probability line. Which sums are impossible when rolling|
| |Jumanji |are asked, “Do you think Judy is likely to roll a 12?” We |only 2 dice? Are any sums certain? Which sum is likely?|
| |Document Camera |will record their responses on a classroom likelihood line. |How quickly did students notice that 13-20 are impossible|
| | |After finishing the book, the students will figure out the |sums? |
| | |possible ways to get a sum of 12 by rolling 2 dice. (one | |
| | |way). They will create a probability line from impossible | |
| | |to certain and place at least 10 numbers from 1-20 on the | |
| | |line. I will start with I do (by rolling 2 dice and | |
| | |projecting it on the document camera and then recording the | |
| | |sum on a tally chart.) Each time a sum, 1-20 comes up I will| |
| | |add a tally mark to that number. The students will then | |
| | |continue this activity in their Kagan groups for the next 8 | |
| | |minutes. They will pass the dice and the paper around their| |
| | |team for the 8 minutes, recording their sums. | |
| |Differentiated Activities |I will project the Study Island lesson on probability so |So that students have individual accountability and can |
| |20 minutes |that the students can see what questions on the state |show proficiency in probability using the state |
| | |assessment about probability will look like. We will |assessment format. |
| |Materials: |discuss any vocabulary they are struggling with, in both | |
| |Document Camera |Spanish and English. Then the students will log in to | |
| |Study Island |Kan-Ed and take the probability practice test. The | |
| |Kan-Ed Logins |differentiated groups will be based upon the results of the | |
| |Netbooks |assessment. Students still needing more probability | |
| | |practice will participate in the spinner/coin flip center. | |
| | | | |
| | | | |
| |Review Key Concepts & Vocabulary |A probability word will be spun on a spinner and then the |To meet the ESOL literacy objectives of reading, writing,|
|[pic] |20 minutes |students will use words to pictures to demonstrate their |listening and speaking. |
| | |understanding of the word. Some students will be selected | |
| |Materials: |to place their illustrations/definitions on the Document | |
| |Pen/Paper |Camera to share with others. | |
| |Document Camera | | |
| | | | |
| | | | |
| | | | |
[pic]
Course: Hour/Period: Date:
| |Evidence of the content and literacy performance objectives being met looks like… |
| | |
| |Students actively engaged in the activity by listening, speaking, reading, and writing. They will use terms such as impossible, unlikely, likely, and certain.|
|[pic] | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| |Notes: Make sure to remind kids to discuss other “chance” items, such as spinners, coins, etc. |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- watershed activity for kids
- ecological succession activity cards
- ecological succession activity picture cards
- succession activity answer key
- two year old activity sheets
- water activity for toddlers
- 2 year old activity worksheet
- fun math activity 6th grade
- water activity for preschool
- printable activity worksheets for adults
- friendship activity sheets free printables
- water activity for kids