Hands On: Possible or Impossible
Objective Determine if an event is possible or impossible.
Lesson Planning
Using graphic organizers, such as the one below, will help children learn
the meaning and uses of new vocabulary and to analyze the relationships
between and among vocabulary.
NCTM Standards Data Analysis and Probability Develop and evaluate inferences and predictions that are based
on data.
possible
Essential Question How can you tell if an event is
possible or impossible?
About the Math • An event is impossible if it can never occur. An event is
possible if there is a chance it may occur. An event is certain if it will always occur.
• Help children relate probability to their everyday lives by
encouraging them to play games with number cubes or
spinners. Point out that the chance of rolling any one number on a cube labeled 1–6 is 1 out of 6. The
chance of landing on one color on a 4-color spinner
(equal sections) is 1 out of 4.
Daily Routine
9.3
Problem of the Day
Emma’s family goes for a hike in the forest. Emma puts
2 oranges and 1 juice box in her backpack for a snack.
Is it possible or impossible for her to pull an orange
from her backpack? possible
For a complete solution, see the back of the TE.
Calendar Activity • Spiral Review
September
Sunday
6
13
20
27
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
5
12
19
26
S how children this month’s calendar. Ask, If you close your eyes
and point to a date, is it possible or impossible to choose
number 1? 31? 41?
Materials For the teacher a bag, large red, blue, green, and yellow bear counters
10–15 minutes
Engage and Explore
Discuss the meanings of certain, possible, and impossible.
Provide examples and have children brainstorm certain, possible, and impossible events. Ask, Is it certain to be dark outside at night? Is it possible for a 6 year old to have a fifth
birthday next year? Is it possible to rain tomorrow?
Place some blue and yellow bear counters in a bag. Ask, Is it
certain, possible, or impossible to pull a blue bear from the
bag? What about a red bear? Have volunteers pull bears to
check.
Give groups a bag and bear counters of different colors. Each
child takes a turn placing bears in the bag while other children decide if it is possible or impossible to pull each color.
Explain
•If a bag has blue, yellow, and green bears in it, what colors
are possible to pull from the bag? blue, yellow, green What
colors are impossible? all other colors Are any colors
certain? no
Elaborate and Explore
Have children watch as you place red and yellow bears in a
bag. Have children tell if it is possible or impossible to pull
each color from the bag.
1. green
2. yellow impossible
3.red
possible
4. blue possible
impossible
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Differentiated Instruction
Learn Math Vocabulary
10–15 minutes
Check Prior Knowledge: Assess children’s understanding of things that are possible or impossible. Ask the following questions. Have children raise a hand if an event is possible:
1. A fish can swim.
possible
3. A dinosaur can sing. impossible
2. A snowman can melt.
possible 4. A cat can fly. impossible
Comprehension: Tell children that if something can happen, then it is possible, and that if something is sure to happen, then it is certain. Explain that the
difference between possible and certain is that when something is possible, it may
happen but it isn’t sure to happen. If something is certain, it is sure to happen. If
something is impossible, it is sure not to happen. Have children raise a hand if the
following things are certain to happen. Have children say impossible aloud if the
event is sure not to happen.
1. The sun will rise in the morning. 2. The bell will ring at the end of the school day. 3. Pigs can fly. impossible
4.Ice cream will never melt in the heat.
impossible
For Beginning, Intermediate, and Advanced activities, see the ELL Kit.
Name
ELL Math LanguageLesson
9.39.3
Learn Math Language: Possible
If an event is possible, it means it can happen.
Is it possible to pull a
from the bag?
1.
possible.
It is
not possible.
2.
possible.
It is
not possible.
3.
possible.
It is
not possible.
4.
possible.
It is
not possible.
LS56
Math Language
© Harcourt ¥ Grade 1
Objective Model possible and impossible events.
Materials For each group 10–15 minutes
Visual, Kinesthetic
6 index cards, 3 labeled “possible,” 3 labeled “impossible”; crayons; red, blue, and green connecting cubes
Some children may mix up possible and impossible.
•Review the meanings of possible and impossible.
Emphasize that impossible means “not possible.”
•Have children draw a red, blue, or green cube on
an “impossible” and “possible” index card.
•Ask children to take turns using connecting cubes
to model each card for their group. For example,
for the card “[blue cube] impossible,” they may
make a pile with only green and red cubes.
Intervention, Strategic Skills
For more help, use
S15, S16. For practice, return to page 194.
Objective Model and identify possible and impossible events with numbers and figures on spinners.
10–15 minutes
Visual, Kinesthetic
Materials For partners Spinners (see Teacher Resource Book)
•Have partners identify possible and impossible
events on various spinners. Partners label a
3–section spinner 1, 2, and 3. Then children
write two sentences describing numbers that are
possible and impossible to land on. (For example, It is possible to land on 2; it is impossible to land
on 4.)
•Have children draw a rectangle, circle, triangle,
and a square on a 4–section spinner and write
sentences describing possible and impossible
events. Challenge each child to make his or her
own spinner and tell possible and impossible
events to a partner.
Lesson 9.3 193B
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Lesson 9.3
Name
Possible or Impossible
Vocabulary
OBJECTIVE • Determine if an event is possible or impossible.
You can tell if an event is possible or impossible.
Lesson Organizer
It is
possible to
pull a blue
bear.
Vocabulary Power, p. 193A possible,
impossible
Materials For each child crayons
Lesson Resources ELL Kit Teacher Guide
See Investigate the Lesson Concept, p. 193A. See ELL Language Support, p. 193B.
Is it possible or impossible to pull a
the ? Circle the answer.
1.
Quick Review Write how many.
from
2.
2. 2 circles
possible
possible
impossible
impossible
3.
4.
Explore Use these questions to build understanding.
Math Conversation Reasoning
• Have
children use a paper bag and bear counters
to solve and check each exercise.
possible
possible
impossible
impossible
Take the red bear out of the bag before letting someone pull a bear out.
Look at Exercise 4. Explain how to make it
from the .
certain to pull a
© Harcourt
What would you put in a bag so that it is
• Ask,
possible to pull a green or red bear counter?
Chapter 9• Lesson 3
one hundred ninety-three
a green bear and a red bear counter
• How
could you show a classmate what
impossible means? Possible answer: Show a bag
Name
Reteach 9.3
6/18/07 5:06:59 PM
Practice/homework
9.3
Lesson 9.3
Name
Possible or Impossible
Check for Understanding • Use Exercises 3 and 4 as
every-child response.
193
0DF
MXENL09ASE1X_U3C09L03.indd 193
with only paper clips in it and tell him or her that it is impossible to pull a crayon from the bag.
Connect Discuss Exercises 1–2.
It is
impossible to
pull a green
bear.
CommonTGA NL
Common
NLTGA
1. 0 triangles
possible
impossible
You can tell if an event is possible or impossible.
It is possible to pull a bear.
It is impossible to pull a cube.
Possible or Impossible
Color the cubes to make each sentence true.
1. It is possible to pull
a blue cube.
2. It is impossible to pull
a red cube.
Intervention
a child misses
3 and
4
…Intervene with
• Reteach Activity, TE p. 193B
• Reteach 9.3
Intervention, On-Level Skill L40
•
Summarize Use Talk Math to focus on children’s
understanding of the Essential Question.
Check children’s work.
Circle things that are possible.
Mark an X on things that are impossible.
Use
3. It is possible to pull
a yellow cube.
to act it out if you need to.
Check children’s work.
4. It is impossible to pull a
blue cube or a green cube.
Check children’s work.
Problem Solving
1. Wade could pull 1 bear from the bag.
Check children’s work.
is impossible.
Draw an X on bowl where pulling a is certain.
5. Circle the bowl where pulling a
2. Wade could pull 1 penny from the bag.
3. Wade could pull 1 cube from the bag.
4. Wade could pull 1 marble from the bag.
193 Chapter 9
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Reteach
Practice
© Harcourt • Grade 3
© Harcourt • Grade 1
6/8/07 3:50:18 PM
8/9/07
6:30:16 PM
Practice Point out that if it is possible to pull
a certain color cube from a bag, then at least
one cube in the bag must be that color. If it is
impossible, then no cubes can be that color (that
color will never be pulled). If all the cubes in the
bag are the same color, that color will always be pulled.
Color the cubes to make each sentence true. Check children’s work.
1. It is possible
2. It is impossible
to pull a red
to pull a yellow
cube.
cube.
The coloring must
not include yellow
cubes.
The coloring must
include at least 1
red cube.
Problem Solving Reasoning
3. It is impossible
Review the definitions of certain and impossible
with children before they solve the problem.
4. It is possible
to pull a blue
cube.
to pull a green
cube or a
red cube.
The coloring must
not include blue
cubes.
For the advanced learner, see Advanced Learners
activity, p. 193B.
The coloring must
include at least 1
green and 1 red
cube.
Closure Today we learned how to tell if an event
is possible or impossible.
is impossible.
Draw an X on the bag where pulling a
is certain.
5. Circle the bag where pulling
Assess Explain why it is possible or impossible to
pull a green cube from a bowl of red and green
cubes. Is it possible or impossible to pull a blue
cube from the bowl? impossible
Mixed Review and Test Prep
Write the number.
Possible answer: The first, second, and fourth
bags. Each of those bags has a blue bear in it
so it is possible to pull it.
194
one hundred ninety-four
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Enrich 9.3
Name
Lesson 9.3
Possible or Impossible
the bag.
from
Check children’s work.
Children must not color
any of the crayons
purple.
2. It is impossible to pull a
purple crayon.
Draw and color to solve.
Check children’s
drawings. Children
must color at least
1 ball orange and color
no balls blue.
but
impossible to pull a
.
1. Will you color any crayons red? Circle.
yes
no
2. Will you color any crayons green? Circle.
yes
no
4. Paul is eating grapes from a bowl.
It is possible to pull a green grape.
It is also possible to pull a purple grape.
Color Paul’s grapes.
Grapes should be colored green and purple.
make it impossible to get a banana. Draw fruit to make
it possible to get an orange.
Children should draw at least 1 new orange.
Stretch Your Thinking Draw a bag
with 6 marbles in it. Then write your own
problem like Exercise 3.
Check children’s work. Pictures will vary.
EW56
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A 0 seagulls
C 5 seagulls
B 3 seagulls
D 6 seagulls
Nora’s
Crayons
5. Challenge Look at the picture below. Cross out fruit to
. Color them
so that is it possible to
blue
11:55:57 AM
3. Color the crayons in Nora’s box.
Color the crayons to make the story true.
pull an orange
4. twenty 20 Problem Solving Lesson
9.3 9.3
Nora is handing out crayons.
It is impossible to pull a red crayon.
It is possible to pull a green crayon.
impossible
3. Draw 6
3. eleven 11 /Volumes/ju101/HCSC004/HCSC_indd%0/Anc_G1_NL_Chap /Chap_G1_09
How can you color the crayons in
Nora’s box?
possible
2. four 4 Possible or Impossible
Read the story. Circle possible or impossible.
1. Jake pulled 9
Name
6/22/07
1. fourteen 14 5.There are 3 seagulls on the beach. 3 more
seagulls join them. How many seagulls are on
the beach in all?
© Harcourt
TAKE HOME ACTIVITY • Let your child place three forks and two spoons in a paper bag. Ask your child
to tell if it is possible or impossible to pull a spoon from the bag and to explain his or her answer. Ask the
same question about forks. Repeat the entire activity with five spoons in the bag, and then with only forks,
and other combinations of forks and spoons.
3
Enrich
© Harcourt • Grade 1
PS56
3. No crayons should be red. Some crayons should be green.
Common
CommonTGA NL
NLTGA
From which bags is it possible
to pull a
? Explain.
9.3
REMEMBER!
9.3
worksheet
on page 193B
Practice Workbook
p. SR14
Lesson 9.3 194
Problem Solving
© Harcourt • Grade 1
Common CommonTG
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