Probability 1 - Diagnostic

Title: Probability Diagnostic Subject/Course: Mathematics Time: 55 minutes

Level: Grade 6 Taught on Wednesday February 15, 2017

Lesson Description

Students will have a diagnostic assessment of probability through inquiry practice and group
discussion through a review of probability words.

Stage 1: Desired Results

Big Question (link to the real world)

Students will apply probability vocabulary to their everyday life. How do we decide which word suits
the situation best?

Ontario Curriculum Overall Expectation

Mathematics Data Management and Probability

- Determine the theoretical probability of an outcome in a probability experiment, and use it to
predict the frequency of the outcome.

Ontario Curriculum Specific Expectation

Probability
- Predict the frequency of an outcome of a simple probability experiment or game, by
calculating and using the theoretical probability of that outcome (e.g.,The theoretical
probability of spinning red is 1 4 since there are four different-coloured areas that are equal.
If I spin my spinner 100 times, I predict that red should come up about 25 times.).

Key Concepts and/or skills to be Prior Knowledge Activation:

learned/applied:

- Representing the probability of an - Reviewing probability words: Impossible,

event in fractions, percentages, and Unlikely, Equally likely, Likely, Certain
decimals

Stage 2: Planning learning experience and instruction

Learning Goals: Instructional Strategies:

- I can confidently use correct Teacher presents the slide deck and facilitates
probability vocabulary. discussion between students.
Success criteria:
- Students can successfully discuss
within their groups and as a class
about probability words.

1 Learning Goal: Today we Differentiation

will review probability words.
2 Why: So that we can
understand the best vocabulary
for talking about chances!
3 Success Criteria for this
Lesson:
- ADHD: Have student(s) work with kinesthetic
learners to work together with different materials or
prepare a word-picture matching.
- ASD: If possible, have student(s) work
individually with an EA or with a peer during
discussion or prepare a word-picture matching.
 You know you understand when
you can confidently talk about
probability when playing games
of chances or identifying the
odds of a situation.
- Learning styles: For visual learners, prepare a slide
deck with different probability situations. For kinesthetic
learners, provide manipulatives. For read/write learners,
prepare a worksheet of questions presented in the slide
deck so they can read at their own pace.

Materials/Student Groupings

Student groupings: This is an

independent task but students are
permitted to ask their peers or the
teacher for assistance.
Materials: Pencil, paper, ruler,
scissors

Assessment For Learning, Checking for Understanding & Feedback

Are my students using the correct probability vocabulary? Can they adequately explain the
difference between Likely and Equally Likely?
Assessment will be done during the share session when the students share their sentences to see
if they comprehend the key vocabulary.

Stage 3: Learning Activity

Motivational Hook ( 15 MINS.):

- Which one doesnt belong? (On PPT slide)

- Ask students to look at the images and identify which one doesnt belong, followed with
reasoning.
- Facilitate class discussion about the images and scaffold students answers If needed

Open (10 MINS):

- Introduction to probability
- Ask students what they already know about the word probability
- Make a mind map by writing the word probability and write down students input on what they
think the word means

Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis)

(20 MINS):

- Show a Probability scale and ask students to get into groups and form sentences that include the
probability words (Impossible, Unlikely, Equally likely, Likely, and Certain) Allow students to share
after 10 mins

Close (success criteria visited) (10 MINS):

- Provide Exit Ticket questions for students to answer: What do you already know about
probability? What is something new that you learned today about probability?

Stage 4: Reflection

Student Reflection of Learning (metacognition)

- This lesson is a review and diagnostic assessment for students about probability words and the
probability scale. When filling out the exit ticket, students shared that they understood probability
 and did not learn anything new from the lesson which gives me a better idea of how to direct the
unit.

Teacher Reflection (WWW/EBI)

- I think I spent too much time having students share their sentences with the group. I think this
was a result of me being underprepared for the lesson. I was impressed with the students prior
knowledge of probability words already and how they applied the vocabulary to current situations I
am certain that we have awesome teachers. It is likely that we will get more snow tomorrow.
However, I would like to learn how to react to a situation when a student says It is likely that I will
be banned from the USA because of Donald Trump (presumably due to his religious beliefs).
Students were able to explain their reasoning for a WODB using fractions so they have some
knowledge on that but need practice with denominating it.