Math LESSON JMU Elementary Education Program Students name: Sarah Miller Cooperating teacher and school: Mr.

Mr. Byler, Waterman E.S. Harrisonburg Date and time lesson is to be presented: 4/7/13 11:00 12:15

A. TITLE/TYPE OF LESSON Determining Possible Outcomes/Probability/Co-teaching B. CONTEXT OF LESSON What pre-assessment did you do that tells you the students readiness and/or interests? I have observed how the students learn and how they make connections. My cooperating teacher informed me of the skill levels of his new students for this unit and what specific content his math group was ready for. The students he has for math are all of the same general ability level, based on their performance on the pre-assessment given to all of third grade. Why is this an appropriate activity for these students at this time? How does this lesson fit in the curriculum sequence? o Vertical Planning: In second grade, the students used data from repeated experiments to predict outcomes. This lesson will serve as a review of this knowledge and build into the new content of generating possible combinations of a given situation and describing possibility as chance. In fourth grade, the students will build off of this content when they advance to determining the chances of a result in a simple event as having a probability between 0 and 1. o Horizontal Planning: This lesson will fit into what preceded and what would follow in Harrisonburg citys pacing guide, in alignment with VAs curriculum framework. It builds onto the previous unit on fractions, in that 2 fractions are a way to represent probability; i.e.: 2 out of 6 or 6 of these combinations could include a green shirt. The proceeding unit on measurement will build upon the probability unit because its another form of representing data. My cooperating teacher and I collaborated to plan the specific content and learning activities that would be appropriate at this time (about midway through the unit). How does this lesson fit with what you know about child development? This lesson fits with what I know about child development in that it supports principles stated in the NAEYC & NCTM position statement (2010) on developmentally appropriate mathematics instruction. It states that students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge. This lesson will continually build on their prior knowledge of probability and encourage their ability to form connections. C. RELATED VA SOLs Mathematical content standard: VA SOLs: Probability & Statistics

3.18 The student will investigate and describe the concept of probability as chance and list possible results of a given situation. Mathematical Process/Practice Standards: VA SOLs: Representation o In this lesson, real and virtual manipulative materials will be used to introduce how to represent relationships among a set of 2 different items. They will learn that the possible combinations thereof can be represented using pictures and/or words in a tree diagram, organized list, or chart. Mathematical Communication o In this lesson, the students are going to be communicating about the possible combinations that they represent. They will be using different means to communicate the following key terms: probability, outcomes, event, results, possible, and combinations.

D. LEARNING OBJECTIVES Understand Know U1 Probability is the chance of an K1 Tree Diagram event occurring. K2 Terms: probability, outcomes, U2 Probability of an event can be event, results, possible, and described as: likely, unlikely, combinations. equally likely, as likely as, impossible, or certain.

Do D1 Generate combinations from possible items D2 List all possible outcomes for a given situation D3 Create a tree diagram of possible outcomes for a given situation D4 Identify the chance of an event happening

E. ASSESSING LEARNING How will you assess student learning of the objectives? What type of assessment will you use and why? I will assess student learning through observation and documentation of student behavior during whole-class instruction through ongoing dialogue on the content.

Objective

Assessment

Data Collected

D1, D2, D4

Photographs and class observation checklist

The students will actively participate in the examples of scenarios with different possible combinations. They will each demonstrate a different combination that can be made. I should hear them say things like: there are 3 outcomes you could have with the yellow shirt and 3 with the green shirt there are 6 total outcomes The students will correctly complete the worksheet. They

K1, K2, D1, D3

How many Outfits? worksheet

will fill in the tree diagram blanks with the appropriate articles and record the total number of outfits. They should explain their work using key terminology.

U1, U2, K2, D4

Probability worksheet

The students will correctly complete the worksheet. They will fill in the blanks with the chance of spinning a given letter in numerical terms.

F. MATERIALS NEEDED SMART Board Interactive lesson Provided by Ms. Miller Dry-erase markers Classroom set Scarves and hats provided by Mr. Byler Pencils classroom set How many Outfits? and Probability worksheets provided by math planning team Penny Toss Homework activity sheet, provided by Mr. Byler Crayons classroom set SMART Board, computer, document camera G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN THE PROCEDURE PORTION OF THE LESSON Students might count the number of one item type (shirt) and know there will be that many combinations for each type of the other item (pants). They may realize that to get the total number of combinations from a tree diagram, you simply count the number of items on the far right (lines/branches). It will make sense if they make a mistake when trying to recreate a tree diagram because it may be difficult for some to draw or understand. The mistake of saying that you could have two ties with one shirt would indicate a misconception about the pairing of two different items. G2 PROCEDURE BEFORE: 1. To engage the class on the topic of the lesson, Mr. Byler and I will be wearing scarves and hats when the students come in the classroom for math block. We will have already had a tree diagram template ready on the board. I will ask the class what they know about probability already and make the connection to another form being different combinations from possible items, such as that of 2 hats and 3 scarves. I write the word combinations on the board as I introduce it. I will demonstrate how I might put on a black hat with a green scarf and insert the choice on a tree diagram, and then list it to the side. Next, I will show how I might look in the mirror and decide to wear a red scarf with the black hat this would become a new combination to put on the diagram and list. I will ask the class what other combination I could make with the black hat. I would confirm that I might decide I like the black scarf the best with the black hat, which would be the third combination added to the board. I will now put on the red hat and ask: what if I wanted to wear this hat instead, what could I wear with it? We would go through with each of the three scarves and complete the diagram and list, then recap the total combinations.

2. Give two virtual examples (outfits and food). After modeling a few combinations, students will be called on to come to the board and make others. 3. Transition to explaining the small-group and independent rotations. Model the first four problems on the Probability worksheet under the document camera and leave it up for the class to see when they are working. This worksheet, consisting of letter spinners, is a review of what they learned the day before. DURING: Mr. Byler and I will work with a few students at a time on the new material (How many outfits worksheet) while the rest of the class independently works on the Probability worksheet. If the students have extra time after completing their independent work, then they will use the back side to draw a picture of a real-life example with different possible outcomes. In the small groups, I will instruct a student to read the directions, and then go over how the tree was started for us and we need to conclude it by filling in the shirts for each pair of jeans. So what are the different shirt colors that we will have with the blue jeans?... with the gray jeans? Using our tree, how many different combinations do we have why/how do you know? Scaffolding will be provided as needed for the other scenario, as it was not started for them. The last group of students is told to go back to their seats for further instruction when done. AFTER: 1. Get the attention of the class through the class, class technique. Tell them that we are going to wrap-up with one more example, using ice cream flavors and cones. Six different students will come up to the SMART Board to drag together a new combination. We will recap, though, that we use the strategy of finishing with all that goes to one item (type of cone) before moving on to the next item. The lesson will be concluded by redefining how we can get the total number of combinations that can be made from a given set of items. 2. Explain the homework activity Penny toss under the document camera. Students will experiment with the number of outcomes possible from a penny. They will record the results from flipping a coin 10 times, draw conclusions based on the data, and make a prediction for if the experiment were to continue. 3. Students will be told that its time to line up with your math homework and switch back to your homeroom.

H. DIFFERENTIATION

Content

Process

Product

Interest

Variety of real-life scenarios

Choice of combination to make

Independent extension: illustrating ones own example of items that

Manipulative, pictures, and symbols for

Depth of an explanation

Readiness

could combine

representing and communicating

I.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? The students may have difficulty understanding how to read or create a tree diagram (or other aspects of the material) and I might need to spend more time on it as a result. Something may go wrong with technology and I will have to come up with more tangible examples that can be illustrated on the regular white board. They could act tired or bored and need to be motivated more.