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Elements of a Lesson Guiding Questions Objective After referencing curriculum map, develop essential question that asks 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 students’ readiness levels, 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 students’ readiness levels, 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