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Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Rationale
This unit is designed to cover the 4 statistics and Probability SLOs
from the grade 5 Alberta program of studies. This unit is designed to
extend their understanding from what was learned in prior grades, as
well as add new concepts such as probability. In prior grades students
learned how to graph data on bar-graphs. In the first half of the unit
students will extend their learning by learning how to graph and
interpret double-bar graphs. Students will learn different types of data
such as first-hand and second-hand data and how each type of data is
used. The next half will be an introduction of what probability, and how
to describe/compare one or more events using words such as certain,
possible, impossible, most likely, least likely, and equally likely. These
skills are critical for students to learn as they are the bases for more
difficult statistics and probability. Another reason they are so important
is that they can easily be transferable to the real world, students when
finished school might have to represent data using a bar graph, or find
out the chances that a certain event will happen. In this unit, many
concepts will be covered through discussion, the teacher will lead the
discussion, and help students come to a conclusion. Another thing that
will be happening during this unit is the integration of hands on work
where students will have a chance to show their understandings
through projects, centers, and worksheets.
As noted before students have an understanding of data analysis
from prior grades. They have seen bar-graphs before. They have
interpreted bar-graphs, and should have the ability to construct and
draw conclusions from them. They will grow their understandings by
constructing and interpreting double-bar graphs. Probability however
will be a new concept for many of the students as they have not seen it
in prior grades.
Mathematical processes:
Communication will be used throughout the unit as students are asked
to participate in class discussions on the concepts at hand. They will be
asked to reason and justify their answers to questions asked as well.
Technology will be integrated through the unit to show many of the
concepts as well as show how technology can be used.
Problem solving questions will be integrated into each lesson where
they will have to solve a problem using what has been learned so far.
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Subject Area
Grade Level
Topic
Length of Unit
(days)
Resources Needed:
Math focus 5 by Nelson
Maximizing math 5 by Edmonton public schools
Maximizing math workstations
Spinners
Dice
Quizzes data analysis/probability
Data analysis project
Worksheets
Graphing whiteboards
Whiteboard markers
Whiteboard erasers
Exit slips
Problem of the day
Checklist
Resources Consulted:
Alberta program of studies
Alberta Mathematics achievement indicators
Maximizing math 5 Edmonton public schools
Math focus 5 by nelson
Learn Alberta
Mathematics
Grade 5
Statistics and Probability
10 days
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Assessments
Learning
Outcome
Title
Type
(Formative/
Summative)
Exit slips
Problem
of the day
Worksheets
/ textbook
questions
Observati
on
Workstatio
n
worksheets
Data
analysis
project
Outcome
quiz (X2)
Formativ
e
Formative
Formative
Formative
Summative
Summative
Summative
Weighting
SLO 1: Differentiate
between first-hand and
second-hand data.
[C, R, T, V]
[ICT: C1-2.2, P5-2.3]
SLO 2: Construct and
interpret double bar
graphs to draw
conclusions
[C, PS, R, T, V]
[ICT: C6-2.2, P5-2.3]
SLO 3: Describe the
likelihood of a single
outcome occurring,
using words such as:
Impossible
Possible
Certain
[C, CN, PS, R]
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Outcomes
Exit Slips
SLO 1,3,4
Problem of the
day
SLO: 1,2,3,4
Worksheets/
textbook
questions
SLO: 1,2,3,4
Brief Description
This is an assessment for and as learning.
Exit slips will be distributed to the class at
the end of a set of chosen lessons.
Questions on the exit slip will relate to
what the students had been working on
that day. This assessment is to help me
as a teacher see where each student is,
and whether or not they are
understanding the concepts taught that
day. One exit slip will give the students a
chance to reflect on their learning. They
will have the opportunity to reflect on
their strengths and weaknesses of
concepts learned in the unit.
This is an assessment for learning. Before
the start of some lessons students will
work on a problem of the day. This is to
review what was taught last class. This
helps show me the students struggling,
and the students who understand the
concepts. Also shows me any
misunderstandings that the students may
have before moving on to other concepts.
Tells me whether or not I need to
review/reteach concepts already covered
This is an assessment for learning.
Throughout the lesson students will be
required to practice the concepts via
worksheets or textbook questions.
Worksheets help me see where the
students are in there understanding.
Some questions will be more complex
than others. This will show me which
students are able to apply concepts, and
which students understand the concrete
processes.
Fo
r
AS
OF
Observation
SLO:1,2,3,4
Workstation
worksheets
SLO: 3,4
Data analysis
project
SLO:1,2
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
SLO: 1,2,3,4
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Assessments:
Data analysis project, student/teacher dialogue
Day 5: quiz/work period
Time: 60 minutes
Outcome:
SLO 1: Differentiate between first-hand and second-hand data.
[C, R, T, V]
[ICT: C1-2.2, P5-2.3]
SLO 2: Construct and interpret double bar graphs to draw conclusions
[C, PS, R, T, V]
[ICT: C6-2.2, P5-2.3]
Intro:
1. Students will have the opportunity to ask questions about concepts on the
project/quiz
Body:
1. Work time to finish up experiment project
2. Quiz covering SLO 1, and SLO 2
Closure:
1. Remind students Project now will be for homework
Assessments:
Quiz, student/teacher dialogue, project
Day 6: What is
Time: 60 minutes
probability/probability lines?
Outcome:
SLO 3: Describe the likelihood of a single outcome occurring, using words such as:
Impossible
Possible
Certain
[C, CN, PS, R]
Intro:
1. Hand quizzes back, review where students went wrong. Students will have a
chance to rewrite
2. What is Probability? Class discussion
a. If something is probable what does that mean?
Body:
1. Learn Alberta gizmo spin the big wheel (probability)
2. Explain what probability is and that an event can possible, impossible, or
certain to happen (probability lines). Examples will be used to explain the
concept.
3. Work through some examples as a class
Closure:
1. Whiteboard activity place the event on the probability line
Assessments:
Student/teacher dialogue, whiteboard activity
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
1. Students will have the opportunity to ask questions about concepts on the quiz
Body:
1. Quiz covering SLO 3, and SLO 4
2. Spinner creation, students will be given a statement where they will have to
create a spinner that fits that statement
a. Example: 2 colors- one color is more likely than the other color
Closure:
1. Exit slip- about what was covered in the unit
a. What they learned
b. What they are still confused about
Assessments:
Student/teacher dialogue, quiz, spinner creation, exit slip
Lesson Plan 1
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Methods
Introductio
n (10-15
min.)
Preassessment:
answers to
questions
Brainstorm
activity
Formative
assessment:
answers to
questions
checking for
understanding
Formative
assessment:
answers to
questions
checking for
understanding
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Formative
assessment:
white board
responses
checking for
understanding
Formative
assessment
answers to
discussion
questions
Formative
assessment
answers to
questions
Formative
assessment:
responses to
exit slips
shows
students level
of
understanding
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Formative
assessment:
stud
Resources
Alberta Education mathematics program of studies
Alberta Education mathematics achievement indicators
Nelson - Math focus 5
Maximizing math 5 Edmonton public schools
Reflection
Lesson Plan 2
Grade/Subject: Grade 5 Mathematics
Unit: Statistics and
Probability
Topic: Interpreting Double-Bar Graphs
Date: March 8,
2016
Length of Lesson: 60 Minutes
General
Collect, display and analyze data to solve problems.
Learning
Outcomes
(P.O.S.)
Specific
SLO 2: Construct and interpret double bar graphs to draw
Leaning
conclusions
Outcomes
[C, PS, R, T, V]
(P.O.S.)
[ICT: C6-2.2, P5-2.3]
Learning
Students will
Objectives
3. Interpret double bar graphs to draw conclusions
Materials
Procedure
Introductio
n (10-15
min.)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
Sponge
Activity
Formative
assessment:
answers to
questions
checking for
understanding
Formative
assessment:
observations
class
discussion
Formative
assessment:
responses to
exit slips
shows
students level
of
understanding
Formative
assessment:
practice
questions
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
listening and
observing
Resources
Alberta Education mathematics program of studies
Alberta Education mathematics achievement indicators
Nelson - Math focus 5
Maximizing math 5 Edmonton public schools
Reflection
Lesson Plan 3
Grade/Subject: Grade 5 Mathematics
Unit: Statistics and
Probability
Topic: Constructing double-bar graphs
Date:
March 7, 2015
Length of Lesson: 60 Minutes
General
Collect, display and analyze data to solve problems.
Learning
Outcomes
(P.O.S.)
Specific
SLO 2: Construct and interpret double bar graphs to draw
Leaning
conclusions
Outcomes
[C, PS, R, T, V]
(P.O.S.)
[ICT: C6-2.2, P5-2.3]
Learning
Students will
Objectives
4. Construct double-bar graphs to draw conclusions
Materials
Procedure
Introductio
n (10-13
min.)
Assessment
Methods
4. Problem of the day give them a set of data
they can represent using a bar graph
a. They have learned this before
b. Discussion of how they constructed it
5. Homework/worksheet check
a. If students have it done their group
can win points
b. Type of token economy
6. Give time for students to ask questions
Preassessment:
Problem of
the day
homework
check
questions
being asked
Body of
6.
Lesson (30 35 min.)
7.
8.
9.
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
Grade 5
Statistics and Probability
10 days
3.
Sponge
Activity
Resources
Alberta Education mathematics program of studies
Alberta Education mathematics achievement indicators
Nelson - Math focus 5
Maximizing math 5 Edmonton public schools
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)
Formative
assessment:
answers to
questions
checking for
understanding
Formative
assessment:
answers to
whiteboard
questions
checking for
understanding
Formative
assessment:
Worksheets
Formative
assessment:
responses to
exit slips
shows
students level
of
understanding
Formative
assessment:
observing
and listening
Subject Area
Grade Level
Topic
Length of Unit
(days)
Reflection
Mathematics
Grade 5
Statistics and Probability
10 days