Lesson Plan: Group Work & Indigenous Students/ESL Students
Demonstration
Curriculum
Lesson Objectives:
Students Prior Knowledge: Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067)
LESSON STRUCTURE:
Time Introduction & Motivation: Teaching Approaches & Resources
10 - 15 minutes
1 minute Stand quietly in a position at the front of the class looking around the classroom to each of the children.
Class behaviour management strategy
(Key Knowledge and Skills students should achieve in the lesson)
Identify and explain equal and unequal chances
Improve their knowledge and understanding of events that have an equally likely outcome
Identify and explain that not all smarties have a fair and equal chance of being selected at random
Know and understand that not all colours on each spinner have a fair and equal chance of being chosen
Date:__10 th September______ Time: 11:30 12:45
Unit: __Probability_________ Lesson #___2____
Level:___4_____ (Year Level Statement that this lesson is building towards)
Describe possible everyday events and order their chances of occurring (ACMSP092)
Identify everyday events where one cannot happen if the other happens (ACMP093)
Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094) Loretta Guppy S00115609 Assessment 1 This technique is used as children should eventually follow as they understand that the teacher is ready and waiting and demonstrating the expected behaviour. Acknowledge children who are demonstrating the expected behaviour, for example, Well done Jackson, you are showing me that you are ready by sitting quietly with eyes on me which tells me you are ready to learn. This is an approach used to demonstrate and acknowledge the expected behaviour and that all other children should then follow.
1 minute Remind the children of the class rules/expectations and discuss the important points of being an active and engaging learner
10 minutes Re-cap what has been covered in the last lesson by creating a concept map. Have a class discussion and ask students leading questions including: What is probability? What language is used? What are some examples? What is the probability scale and how is it used? What are some everyday events that have an equal chance of occurring? What are some events where one cannot happen if the other happens?
Revise and discuss events that have equally likely outcomes for example: A coin could land on heads or tails. Each has an equal chance You could pick a black or white marble. Each has an equal chance The spinner could stop on blue or red. Each has an equal chance.
Show objects while explaining.
Class discussion
Revision
Concept map visual
Coin
Marbles
Spinner Loretta Guppy S00115609 Assessment 1 Time Main Content: Teaching Approaches & Resources
40 minutes
10 minutes Demonstration The teacher will have multiple spinners at hand so children have visuals to look at whilst the teacher is demonstrating the activity. The teacher explains to the children that some spinners are fair and the colours on the spinners have an equal chance of being chosen whilst others are unfair and the colours dont have an equal chance of being chosen. So for example, show the children that in the following spinner, you dont have an equal chance of spinning a red or a blue. You have more of a chance of landing on the blue because the proportion of blue is larger than red.
The teacher would then draw a table on the whiteboard demonstrating how the children should create a table in their math work books. Explain that each child will receive a different spinner. To ensure children understand, demonstrate b spinning the spinner once and filling in the table.
15 minutes Spinner Activity The teacher provides each group with a different spinner. Sitting in their groups, the children take turns at spinning the spinner and recording their results in the table. The children spin the spinner 20 times and tally how many times the spinner lands on blue and red.
Spinners
Whiteboard
Markers
Spinners
Pens
Work books
Unfair chance Fair chance Loretta Guppy S00115609 Assessment 1 5 minutes Discussion Discuss findings as a whole class. Decide which spinners were fair and whether the two colours had an equal chance of being spun.
10 minutes Demonstration For the same reason, we can discuss events such as drawing a coloured smartie out of a bag and being aware of the most likely colour drawn out. The teacher has containers with various coloured smarties in each. The teacher shows the children that in each container there are the same number of smarties however there are different colours in each. For example in one container there might be 5 green, 3 blue and 2 yellow. However in another bag there might be 2 green, 2 blue, 2 yellow, 2 red and 2 brown. Explain to the children that the containers may be fair or unfair and the colours may have an equal or unequal chance of being chosen. Show the children that they will pick the smarties out of the container one by one without looking. Explain that the children will look at the likelihood of getting a particular colour and then conduct the activity to see if their prediction was correct.
15 minutes Smartie Activity Give each group a container with the same amount of smarties but with different colours. Children take turns when picking the smarties out of the container. They write down what order and colour they picked the smarties out in a table in the math book.
5 minutes - Discussion
Container of smarties
Containers of smarties
Children discuss whether they had a fair and equal chance of choosing particular colours. They also discuss whether each time they took a smartie out of the container, if that would affect the next time.
Loretta Guppy S00115609 Assessment 1
Children can then eat their smarties if they would like or if allergy free. If they dont want to use the smarties the teacher can provide them with a bag of marbles instead if they have allergies.
If some children are struggling with the concept and need some support, pair or group them with children who have a better understanding of the concept and the activities. Support and/or Extension Activities
Time Conclusion: Teaching Approaches & Resources
5 minutes Revise over the concepts and activities children have participated in. Discuss the likelihood of everyday events as well as the events that have an equal and fair chance.
Explain what they are going to learn in the next lesson Visual refer back to concept map on the board
Assessment of Learning (List all assessment and state if it is formative or summative)
Children participation and contribution in class discussions as well as the concept map (formative)
Ability to participate in group activities, sharing the resources (formative)
Correctly filling in their tables in their work book (formative)
Photos of the children working together in the group activities and class discussions (formative)
Anecdotal notes of childrens participation, contribution and discussion (formative)
Evaluation Did the students enjoy my lesson? Did the students maintain or follow the behaviour expectations? Did I monitor student learning during group work and class discussions? Did the students understand the concepts presented? Did the students respond and participate well?
What will I do in the next lesson for those that were unable to do this? What will I do in the next lesson for the students who easily grasped the concepts? What will I do in the next lesson?
Safety Considerations
Using the smarties appropriately no throwing, no eating until after the activity Passing the spinner around the group not throwing