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 | | |

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| |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. | |

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| |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 | | |

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Course: Hour/Period: Date:

| |Evidence of the content and literacy performance objectives being met looks like… |

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| |Students actively engaged in the activity by listening, speaking, reading, and writing. They will use terms such as impossible, unlikely, likely, and certain.|

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| |Notes: Make sure to remind kids to discuss other “chance” items, such as spinners, coins, etc. |

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