Pre Practicum 3/ Grad P1 Lesson Template

Name: Jackie Vaccari School: Brimmer and May Date: 10/24/13

Grade: 4th

Starting and Ending Time: 10:15 to 11:00

OVERVIEW OF THE LESSON MA Curriculum Frameworks: With regard to how this lesson fits into the big picture of the students long-term learning, which MA framework does the lesson most clearly address? Students will gain a better understanding of chapter 3 in their Math Investigations book, focusing on probability and data analysis. They will begin to understand how to describe the probability of an event, and eventually be able to describe, summarize, and compare data that they have predicted and then found. Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the student(s) learn and (2) how will they demonstrate that knowledge? SWBAT compare the expected probability of an event with the actual results of repeated trail events by predicting before how many cubes they will pull, and then writing their trials down SWBAT arrange events along a line representing the range of certain to impossible in predicting how many cubes they will pull SWBAT tell the best way to keep track of data by using a tally graph to score and interpret their results. Assessment: What specific, tangible evidence will show that each student has met this objective? Students will show they have learned the objective by recording data and filling out a worksheet, and by making a likelihood line prior to the lesson. They will also

Revised July 2013 Venkatesh/Akoury/Malley

Academic Language Objective: By the end of the lesson, (1) what language, relating to the lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge? Refer to WIDA and Three Tiers of Vocabulary. SWBAT understand the terms probability and predict, and be able to use them in a sentence. Students will demonstrate this by giving answers that have the terms in the question. Probability (how likely something is going to occur) Predict (educated guess as to what you think is going to happen) Data (results that have been collected) Assessment: What specific, tangible evidence will show that each student has met this objective? Students will show they have met the academic language objective by filling out the probability worksheet, that uses the terms in questions. Students will be informally addressed by having the teacher listen to students answers they orally give, and seeing if they use the terms in the correct context. Content: What are the specific details of the lessons content knowledge? The content of this lesson is probability experiments. Students have been working on creating likelihood lines, which range from certain to impossible, that predict whether a certain event will happen. In this lesson they will now move onto learning what probability means, and how to predict probability. They will learn that if they have more of one thing then another, then it probably means that whatever has more has a greater chance of happening. Students will also learn that the best way to keep track of their results will be through a tally graphs. Tally graphs have previously just been introduced to the students, so getting them used to learning how to create them will be important.

PROCEDURES FOR THE LESSON In this section, provide specific directions, explanations, rationales, questions, potential vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to effectively teach the lesson and meet the lesson objectives.

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Opening (10 minutes): How will you introduce the instructional objective to the students, preteach/ preview vocabulary, and prepare them to engage with the lesson content? 1. Start the lesson by reviewing with the students what they have previously learned this week in math, and the likelihood lines. 2. Ask students, Who can remember what a likelihood line is? 3. Depending on the answers, reinforce the concept that a likelihood line is s part of mathematics that helps people decide how likely or unlikely it is that something will happen. It will help in predicting future events 4. Have the students help in drawing a likelihood line on the board. Ask, What goes on the left end, the farthest end, what word goes in the middle? (impossibleunlikelymaybe likelycertain) 5. Ask students where they have placed the seven events on the likelihood line (from a previous activity pages 43-44 in student activity book. They had to place events like flipping a coin, rolling a 6 on a dice, rolling a 1,2,3 on a dice on a likelihood line) 6. Ask the students questions about a few of the choices they made and their reasoning such as, What is one event that you decided had a probability of ? Why do you think that probability is ? 7. Ask students, Who can explain how that works? 8. Help students articulate how many possibilities there are in each situation (6 faces on the cube) and that rolling a 1,2,3 is 3 of 6 chances, so represents the probability of it happening. 9. After reviewing likelihood lines and probability, introduce the probability experiment they will be doing. 10. Say, During the last session you determined the probability of pulling a cube out of a bag that had 1 red and 1 blue. 11. Ask, What did you determine the probability to be? (1/2) 12. Explain, This time the bag will have 10 red and 10 blue cubes. What is the probability of pulling a red cube out? A blue cube? Why? 13. Say to the students, Suppose I do this 50 times, and each time I record which color I pull out and then put the cube back (Demonstrate this, make sure you emphasis how you need to keep your eyes closed and just pull one cube). 14. Ask, What is our prediction for what will happen when you do this on your own in a few minutes? Have the students write down their answers on the worksheet. 15. Explain that now each student will work with a partner and pull a cube out of the bag, 25 times each. That means each person pulls one cube, eyes closed, out 25 times for a total of 50. 16. Ask the students how they will record what color they pull out (should be a tally graph).

Revised July 2013 Venkatesh/Akoury/Malley

During Lesson (30 minutes): How will you direct, guide, and/or facilitate the learning process to support the students in working toward meeting the instructional objectives? 1. Hand out to each pair of students a bag with 10 red cubes, and 10 blue cubes. 2. Go around and make sure each group is pulling out with their eyes closed, 25 times, and writing down their results in a tally graph. 3. After each group is finished, have the students share their results with the class. 4. Ask now, how they should record all of the numbers of the class (line plot). 5. Record a number plot on the board of all the numbers that the students have. 6. If time, ask the students to find the mode, median, and range on the line plot.

Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and determine what students have learned? 1. Have the students finish answering the questions on the worksheet. 2. Ask the students if they were right in the number of red cubes they predicted that they woud pull out? If not what may have happened? 3. Would it have been different if there was 15 red cubes, and 5 blue cubes? Why? 4. Close by reviewing that probability means how likely something is going to occur. 5. Have students hand in their worksheets.

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SUPPORTING ALL LEARNERS Learner Factors: What will you do to ensure success from all students? Specifically students on individual education plans, English language learners (at a variety of English language levels), and students who may need an extended challenge. Highlight all that apply. Grouping Factors Adjust grouping format Seat student strategically near one another Pair students Content Give additional examples Provide alternate reading Materials Write homework list Use Braille or large print Student Response Alternate response format Give daily progress report Extend time Use assistive devices Use interpreter Give more breaks Allow use of computer Specific Examples: Choose 3 examples of support from the list above and explain in detail the differentiation. Support #1: Pair Studentsstudents will be paired in groups of two in this lesson. Partnerships will be set up to support students who might have difficulty in keeping track of their data, or following directions. Partners are also a way for collaborative learning and student scaffolding. Support #2: Review activitiesthe opening will begin with reviewing what students have already learning on probability and likelihood lines this week. There is also a review of the previous lesson of using 1 red and 1 blue, and then this will expand upon that. Support #3: Re-read directionsread the directions to students several times, and a demonstration of what to do will be done. Specifically, the way the students are supposed to keep their eyes closed and grad one cube.

Provide on-level Give students copy of reading directions Give verbal cues to Re-read directions emphasize main ideas Use page markers Increase number of review activities Handout copy of notes

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FINAL DETAILS OF THE LESSON Classroom Management: If teaching a small group or whole class, how will you use classroom routines, support appropriate behavior, and/or handle behavioral issues? Give one example. Before starting the lesson lay out the behavioral expectations of the class. Have the students quickly review class rules, and how they should act when a teacher is giving instruction (listening, quiet, and asking questions). Emphasis the fact that if students do not understand something they should raise their hand and ask, and not shout out or not ask at all. When working in pairs monitor the students behavior and making sure they are keeping on task; not talking or playing with the cubes. To avoid this do not hand out the bags, until it is time for students to do the experiment on their own. Always positively enforce their learning, and good behavior.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before teaching the lesson? 5 bags with 10 red cubes and 10 blue cubes Probability worksheet Yard stick

Follow-up: How will you and/or your CT reinforce the learning at a later time so that the students continue to work toward the lessons overarching goal (i.e., the MA Curriculum Framework)? Learning will be reinforced at a later time by my CT, and possibly me. This is section 3.2 of their math investigation book, and so they will continue to build upon probability. Next they will start to compare probability experiments, and data. They use investigations and a common core math book, which ties into the MA curriculum framework. They use instruction for independent schools that align with the common core. So as the unit builds, my CT will continue to reinforce the concept of probability.

Revised July 2013 Venkatesh/Akoury/Malley

Revised July 2013 Venkatesh/Akoury/Malley