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Data Analysis &
Probability
Alma Juarez
Melissa Lopez
Alicia Ramirez
Fabiola Lopez
Cecilia Zaragoza
Luz Macias
Definition
Analysis of data is a process of inspecting, cleaning, transforming, and
modeling data with the goal of discovering useful information, suggesting
conclusions, and supporting decision-making.
The probability of an event is the measure of the chance that the event will
occur as a result of an experiment. The probability of an event A is the
number of ways event A can occur divided by the total number of possible
outcomes.
Objectives
Rationale (Objective):
Recognizing numerals, counting using 1:1 correspondence, sorting and matching by color, counting up to 10 and beyond.
Social Development:
• Most children will socially interact with peers.
• Most children will practice sharing among peers.
Emotional Development:
• Children will feel a sense of accomplishment for doing their work on their own or as a group.
• Children will built self confidence.
Cognitive Development:
• Enhance matching ability.
• Most children will develop color, shape and recognition awareness.
Physical Development:
• Improve fine motor skills.
• Children will learn to improve their eye-hand coordination when cutting, tossing and coloring.
• Practice motor skills using control and precision to pick up and drop small materials, pincer grasp, hand/eye co-ordination.
Activity 1: Favorite fruit
Materials
• Large Poster ( Board or graph) in the format
of a bar graph, with numbers on the left side
and a picture of the fruits on the bottom.
• Stickers or cut outs of fruit images and
concrete fruit
Example:
• Apple
• Banana
• Strawberries
• Cucumber
• Papaya
• Glue stick
Procedures
• Introduction: We will display a large paper poster
board/graph with the images of 5 fruits and the lines
,numbers and fruit pictures ready to go. (apples,
bananas, strawberries, cucumber and papaya).
• Steps of Activity: Display a bowl of fruit which will
contain the five options for children to see, touch and
smell.
• Have every child keep the fruit they prefer and then go
up to the poster and glue the picture of the fruit they
are holding.
Activity 2: How many letters are in your
name?
Materials
• Large white poster board
• Markers
• Colored construction paper
cut to small squares
• Stick glue
• Scissors
Procedures
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Introduction: Read “Tally O’Malley”.
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Have each child write the letters of their name on each piece of square construction paper in the color the
pick.
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Steps of Activity: Have each child write the letters of their names on each piece of square construction
paper.
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They will glue each square to the poster board, spelling out their name (with teachers help if needed).
On the poster board draw a line across the paper and number it 1 threw 12 across and lines going down
for each number.
Each child will put their name across the poster board and count how many letters make up their name.
When all the children are don they will step back and see who’s name is the longest and who’s is the
shortest and in between.
Activity 3: Penny Toss
Material
• Penny toss chart
• Pennies
• pencil
Procedures
• Introduction: Read to the class Tally Cats Keeps Track , if not
found play video https://www.youtube.com/watch?v=_ODQk0DquM
• Steps of Activity: Ask the class, If I was to toss a penny 30
times, what will I get more, heads or tails? Partner each student.
One student will tally and the other will penny toss. Students
will do it for 30 times and find out which of their guesses was
correct.
• End: Students will confirm if their prediction or estimation was
correct.
Activity 4: Marbles
Material
• Box with hole on top
Procedures
• Most children will listen for directions from teacher and view a
sample of the activity in action before trying on their own.
will shake the box with different colored marbles to mix all
• Red, Blue, Yellow, and Green marbles • Children
of the colors.
• Crayons
• Then they will take turns and pick a marble out of the box without
• Probability handout
looking into the box and choosing a specific color.
• Once they have taken a colored marble out of the box they will get a
crayon and color in 1 box next to the appropriate color name.
• At the end they will count the amount of colored marbles that were
chosen and they will determine which colored marble was chosen the
most.
Modifications
• All children will either have their own materials each to accomplish the
activity or have enough materials to accomplish activity in partners.
• Teacher will explain instructions in English and in home language if possible.
• If there are any disabled children, assist the child in all needs.
Assessment of Learning:
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Open ended-questions:
What can you tell me about what we did?
What materials did you use?
How did you feel while doing the activities?
Follow Up Activities
Activity 1: Dot Marker Counting.
• Take a dot marker set, which includes 6 colors, and dotted each side of a 1 inch wood block
with each color. Then take turns rolling a number die and the color die. If we rolled a "3" and
a "teal" then we would put 3 teal dots on a piece of paper.
Activity 2: M & M Probability
• Before students start they will answer, which color will appear more in your mystery box and
which color will appear the least in your mystery box?
• Have a mystery box filled with M&M’s and students will be able to pull from the mystery
box. Each student will pull out an M&M and record the colors they pull out.
Participation
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Alma/Alicia- Favorite fruit/ Lesson Plan
Melissa- Marbles/ Lesson Plan
Cecilia- How many letters in your name/Lesson Plan
Luz/Fabiola-Penny toss/ Lesson Plan
Alma- Power point
WE all collaborated with the overall development of the lesson.