Lesson Plan

Lesson Title: Probability Centres Grade: 6 Date: April 23 and 24, 2019 Subject/Strand: Mathematics
Unit: Data Management and Probability Location: Classroom 313 Times: 9:10-10:50 and 11:30-1:10
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
Big Idea: Models can be used to stimulate real world situations, enabling us to make predictions.
Teaching Focus: Probability
Purpose of Lesson: This is the second lesson related to probability in the data management unit. Students will be
exploring the probability through various centres and experiments.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

By the end of Grade 6, students will:

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

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary):
realistic number of expectations (1 or 2), connect to assessment. Indicate category in brackets beside specific
expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)

predict the frequency of an outcome of a simple probability experiment or game, by calculating and using
the theoretical probability of that outcome (K), (A)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are
expected to know and be able to do, in language that students can readily understand.)
Today we are:
 Exploring probability

LEARNING SKILLS AND WORK HABIT LEARNING GOAL(S):

 Today we are working collaboratively alongside our peers to explore what we know about
probability.

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ X ] FOR [ ] AS [ ] OF
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly
identify the criteria to assess student’s learning: evidence of learning students will provide to demonstrate their
knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
We can:
 Review the terms, certain, likely, equally likely, unlikely, impossible
 Participate in the probability centres to our fullest ability
 Complete the graphic organizer documenting our learning

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LEARNING SKILLS AND WORK HABIT SUCCESS CRITERIA:
 Use self-regulation skills to complete our tasks during the work time
 Show responsibility by getting to work right away
 Taking turns with peers collaboratively to complete centre tasks

Assessment Mode- Written, Assessment Strategy and Task for
Oral, Performance (Write, Students-
Say, Do) What are the students doing to show
their learning?
Do
Students will actively participate in
centres and complete the probability
organizer to show their understanding
and documenting their learning.
Assessment Tool - Instrument
used to assess; Record Keeping
format
Student work – organizer will be
collected and reviewed to determine
if students are ready to move onto
next lessons connecting probability.
Work will determine if small group,
additional time in centres, or further
instruction is needed.

*Based on the data I will use the

information to alter the lesson plans
for next day.

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
Students will have practiced using simple experiments and making predictions from previous years. Students
have had the opportunity to explore simple dice games as well within this unit on data management.
I.E.P. program implications: Accommodations, Modifications
JH – will be able to have support gathering his data using scribe support.
JR – Grade 4 Modification - SE: predict the frequency of an outcome in a simple probability experiment,
explaining their reasoning; conduct the experiment; and compare the result with the prediction
Differentiation: Content, Process, Product, Environment, Assessment
Environment: conferencing table is available to students to work at as well, students may find alternative places
around the classroom or hallway if needed
Learning Skills/Work Habits: [ X ] responsibility, [ ] organization, [ ] independent work, [X] collaboration,
[ ] initiative, [ X ] self-regulation

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in
lesson)
 spinner – a device used to measure the amount or likelihood in which an event will occur
 probability - the extent to which an event is likely to occur; usually related to the results of an experiment
 continuum – a visual representation of probability similar to a number line
 certain – known for sure. Established beyond a doubt
 likely – might happen or be true, probable
 unlikely - not likely to happen, be done, or be true; improbable
 predict - say or estimate that (a specified thing) will happen in the future or will be a consequence of
something

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  impossible - not able to occur, exist, or be done
 equal - being the same in quantity, size, degree, or value
 event – total number of outcomes; one or more outcome of an experiment
 outcome – individual number; result of a single trial of the experiment
 chance - the likelihood that a particular outcome will occur
 luck - success or failure apparently brought by chance rather than through one's own actions
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson.
Include any attachments of student worksheets used and teacher support material that will support communication
of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

 Math journals for Bell Work

 Strings book
 Overhead and projector screen
 EQAO Practice question
 Graph paper or lined paper
 Bell work prompts
 Graphic Organizers
 Mystery bags with coloured tiles inside
 Dice
 Cards
 Problem challenge cards
 Spinners

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description What Students do: Identify what the students are
with enough detail that another teacher could expected to think about or do (in terms of learning
replicate the lesson without a personal discussion. processes).
Prompts and guiding questions are required in
each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine
key questions to guide lesson.
Time: See descriptions with each task

Bell Work 10-15 minutes Students will complete the bell work, strings, and
EQAO tasks quietly and independently as is their typical
Use the computer to display bell work #42 routine.

Stop and take up a few questions on the board

Strings 5-10 minutes

Use the overhead to display array and give students 2-

3 minutes to solve equations.

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Stop and take up the string focusing on the strategies
used.

EQAO Practice 10 minutes
Use the computer to display EQAO practice question
Students will share their thoughts with their table
groups and then together with the class as a whole.
HOOK into Lesson: 5-10 minutes
Students will turn their attention to the anchor charts
related to probability.
Possible Student Misconceptions:
-Students may not realize the difference between luck
and chance
-Students may not be able to connect the probability
continuum to the spinner outcomes

Review the terms associated with probability –

 Impossible
 Unlikely
 Equally possible
 Likely
 Certain
Review anchor chart exploring how to represent
probability.

Review each centre that students will be travelling to.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 35-45 minutes

Centre One: Coin Toss Students will move as a table group to each station,
Centre Two: Dice Race complete the tasks they are presented with, and
Center Three: Word Problem Challenge document their learning on the graphic organizer.
Centre Four: Mystery Bags
Centre Five: Card Flip
Centre Six: Swift Spinners

Students will travel as table groups from centre to

centre spending approximately ten minutes at each
centre. They will complete the graphic organizer to
document their learning. It is expected that this portion
of the lesson will cross over into the next day’s
learning.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close
the assessment loop.

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Time: 10 minutes

Students will share their findings with the larger
group.
Students will share their ideas to answer the following
questions:
1. What did we learn today?
2. What prior learning does this connect to?
3. How might we use today’s learning in the real
world?
Possible Responses:
1. We explored how probability can be represented and
explored with real world objects.
2. We needed to remember fractions, ratios, and
percentages.
3. To make predictions, to determine outcomes

Extension Activities/Next Steps (where will this lesson lead to next)

This lesson will extend into further exploring of the math centres and then into using their knowledge to help
generate a class probability task,

Personal Reflection - Choose at least one question from each area that best allows you reflect on this
lesson. Questions should vary over the week and specific plans.
Learner Empowerment
1. How did students show
understanding of expectations?
2. How did my lesson transform
students from “passive listeners” to
“active participants”?
3. Was my behavior management
technique effective? Why?
4. Were students able to transition to
the next activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to
address their own learning?

Instructional Strategy
1. Was my motivational technique
(hook) effective? Why?
2. What will I do to improve questions?
Was a balance between teacher and
student talk evident?
3. How did the task provide a Rich
Performance opportunity or other
way of actively demonstrating
knowledge?
4. How did I provide modeling, guided
&/or independent practice?

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 5. Was my behavior management
technique effective? Why?
6. Were students able to transition to
the next activity successfully?

Professional Educator
1. What factors may have influenced the
success of this lesson? Did I note and
respond to these elements appropriately?
2 How might I improve the effectiveness of
my teaching for my next lesson?
3 What additional proactive management
step(s) should be considered for subsequent
lessons? Why?
4 What did I learn from this lesson about my
own effectiveness as a teacher (strengths and
areas for future improvement of
communication, planning, differentiation,
implementation and classroom organization,
management, assessment)?
5 How is my growth as a professional being
demonstrated?

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