Teacher Candidate: Casey Howell Grade: 3rd

Subject/EEDA/SSCA: Math Date and Time of Lesson: 2/14/13

Learning Objective: The students will describe events as likely, unlikely, impossible, or certain. Alignment with Standards: Standard 3-6: The student will demonstrate through the mathematical processes and understanding of organizing, interpreting, analyzing, and making predictions about data, the benefits of multiple representations of data set, and the basic concepts of probability. Indicator 3-6.6: Predict on the basis of data whether events are likely, unlikely, certain, or impossible to occur. Developmental Appropriateness: The students have a basic concept of likely and unlikely. However, they have not been introduced to the terms certain and impossible. After this activity, students should have a strong understanding of all four terms and what they mean in terms of probability (certain, impossible, likely, and unlikely). Assessments of the Objective: During the PowerPoint presentation, I will ask the students what the terms mean before introducing them to see how much they know before getting started. The students will be informally assessed by observation during the activity. After the activity, I will ask students to write a sentence using each term in their math journal. Accommodations: I will keep students busy at all times during the lesson so that the ADHD students do not get too far off track. I will also monitor these students closely during transitions of the lesson (During Presentation and Activity) Materials: Smart Board, Pieces of Paper distributed throughout room labeled (Certain, Impossible, Likely, Unlikely), Pre-Made cards with scenarios -Use of Technology: I will be drawing examples and demonstrating part of the lesson on the SmartBoard. Procedures: 1. Introducing the lesson: I will pull up the PowerPoint and ask Does anyone know what the
word Probability means? Students may respond, if they do not, I will continue. Probability is the chance of an event taking place.

2. Next, I will go through each slide introducing each term (unlikely, likely, certain, impossible). I
will ask before each word to see if the students already know what the word means. If not, I will tell them what the word means.

3. Next, I will review the words by asking them to raise their hand and tell me what each word
means. This will be to make sure that students have a strong understanding of the terms before moving on to the activity. (NCTM 1 Problem Solving)

4. Next step is to introduce the activity: Okay everyone, were going to play a quick game.
If you look around the room, there are four pieces of paper labeled certain, likely, unlikely, and impossible. (I will be sure to point out which one is which before proceeding). I am going to read a card with an event to you. If you think it will certainly happen, you are to stand under that square. If you think it will most likely happen, you will stand under the square that says likely. The same goes for unlikely and impossible. However, we will not be walking to each square. I will assign you to do a different dance move all the way to that square. (NCTM 4 Connection) Does everyone understand what we are doing? Okay, lets begin.

5. I will pull out 10 different cards with scenarios on them. I will read each card and have them
decide which square to dance to. The cards will already be marked with different dance moves. I will tell them the dance move I want them to do before reading the scenario. I will have a student from each square defend their reasoning for choosing that square. (NCTM 2,3,5)I will then tell them the answer to that scenario.

The scenarios and dance moves will be (I will demonstrate the dance move for them first):

1) The following coins are put into a bag and pulled out randomly: dimes, nickels, pennies. What is the probability that I would pull out a quarter? Likely, Unlikely, Certain, or Impossible? IMPOSSIBLE SPRINKLER 2) What is the probability that it will rain every single day this week? UNLIKELY SNORKLING 3) If I flip a coin, what is the probability that it will land on HEADS? LIKELY (its not unlikely and its not certain)BUNNY HOP ALL THE WAY 4) What is the probability that each student in this classroom is in the 3rd grade? CERTAIN HULA (move your arms) 5) What is the probability that every student in this classroom has more than one brother? UNLIKELY (DISCO POINT) 6) What is the probability that Ms.Howell has a pet Elephant? IMPOSSIBLE TWIST 7) What is the probability that each person only has one heart? CERTAIN SHAKE YOUR BODY 8) What is the probability that we will have lunch today? CERTAIN SKIP ALL THE WAY 9) What is the probability that Mrs. Starnes will be here tomorrow? LIKELY BRING IT AROUND TOWN (CIRCLE HIPS) 10) What is the probability that every student in this school will go to the beach this summer? UNLIKELY CHICKEN DANCE 6. After each student has danced their way back to their seats (freestyle), I will review the terms
with them one more time. Okay, lets review! What does likely mean? Unlikely? How about certain? Impossible? Good job, everyone!

7. I will then ask the students to write a sentence using each term in their math journal. I will be
walking around and to observe what they are writing.

8. To wrap up the lesson, I will randomly select students to share their sentences. References: All ideas generated by Casey Howell