```Elements
of a
Lesson
Guiding
Questions
Objective
After referencing curriculum map,
students what you want them to
learn (post).
Focus/Revie
w
Standard Course of Study
Goals & Objectives:
Specific
Skills:
Vocabulary:
Have you planned a warm up?
How will you clear up any
misconceptions?
How will you re-teach?
Introduction of
Information
Activities:
Strategies:
Materials:
Lesson
Plan
Possible
Technology
How is probability used in the real world?
Grade 6: 1.02, 4.03, 4.04, 4.05, 4.06
Students will:
(1) collect real life data to calculate probabilities from simple &
compound events of an experiment
(2) students will convert fractions to decimals & percents and will
use circle & bar graphs to visualize data
(3) determine and compare experimental vs. theoretical
probability
(4) analyze numerical data
(5) build important vocabulary (Six Step Vocabulary)
probability; probability notation; experiment; outcome; event;
experimental & theoretical probabilities; simple & compound
probabilities
Basic probability problems involving spinner, dice, or coin
Check any HW/warm-up problems; immediate assessment & feedback
Continue to review within new lesson with ample opportunities for
teacher feedback; additional instruction time as needed; possible flex
groups for remediation
m & mTM math (see attached)
cooperative grouping; two-column notes (in context of examples);
hands-on w/manipulative (m & mTM candies); appropriate use of
technology; discussion questions
 One 1.69 oz bag of m & mTM candies for each two students
 Circular paper plate
 technology (calculators, Smartboard, etc.)
 colored pencils, markers, or crayons
 student handout, m & mTM math
 Smartboard Technology (gallery essentials
– probability)
 Classscape Focus Questions
http://classscape.ncsu.edu
 Smartboard Technology
 Thinking Maps Technology
(tree map – types of probability,
theoretical vs. experimental; doublebubble- compare & contrast theoretical vs.
experimental probability;
 Smart template for six-step vocabulary
N. Hetrick 1
 Have you differentiated in
content, process, or product?
 Have you considered the
interests, and learning styles?
 Is your lesson rigorous, thought
provoking, diverse, and
authentic?

Groups gather and visualize data using circle and bar graphs.
Some students will display data by building “hands-on” graphs
using paper & pencil (paper plates) and some students will use
technology.
Students will work problems from m & m mathTM, page 2.
Some students will work independently and others will work in a
flexible guided group. Answers could be presented orally by
individual students.
 Calculators (TI-73 Explorer Probability
Simulator APP)
 Smart Gallery (Probability gallery
essentials)
 Explore Learning (Gizmos)
www.explorelearning.com
 National Library of Virtual Manipulatives
(Coin tossing, spinners
http://nlvm.usu.edu
 Circle Grapher(s):
NCTM Illuminations:
http://illuminations.nctm.org
Shodor Interactivate:
http://www.shodor.org/interactivate
 Microsoft Excel: create data
representations (histograms, circle
graphs, etc.)
 Quia Activities:
www.quia.com
 Have you differentiated in
content, process, or product?
 Have you considered the
interests, and learning styles?
 Is your lesson rigorous, thought
provoking, diverse, and
authentic?
Options:
 Textbook independent practice problems
 m & m mathTM, Extend Your Thinking, p. 3-4 (differentiate for
independent & dependent learners)
 Research other types of m & mTM candies (peanut, peanut butter,
etc.) and calculate probabilities – compare and contrast
experimental vs. theoretical results
 Smart Gallery (probability gallery
essentials)
 Explore Learning (Gizmos)
www.explorelearning.com
 National Library of Virtual Manipulatives
(Coin tossing, spinners
http://nlvm.usu.edu
 Circle Grapher(s):
NCTM Illuminations:
http://illuminations.nctm.org
Shodor Interactivate:
http://www.shodor.org/interactivate
 Microsoft Excel: create data
representations (histograms, circle
graphs, etc.)
 Quia Activities:
www.quia.com
Independent
Practice
Guided
Practice

N. Hetrick 2
Assessments
Possible classroom formative assessments:
 What is an appropriate
 Quick Quiz
assessment for this lesson?
 Is the assessment formative or  Exit Card, “Skittles” candies (see attached)
summative?
 Classscape Quiz
 It is designed to give you
 Quality questions using Marzano question stems (two-cup
quality feedback to measure
strategy)
learning?
 Pyramid game to gauge understanding of vocabulary
 Is Class cape an appropriate
 Research real life examples of probability.
assessment for this lesson?
 Create/design probability experiments using a variety of
manipulative with more difficult probability concepts;
present findings
 Explore Learning Assessments
www.explorelearning.com
 Classscape Assessments
http://classscape.ncsu.edu
N. Hetrick 3
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