Lesson Plan Template

Name: Erin, Henry, Jaymie

Subject(s): Mathematics
Grade: 6
Lesson Title: Maybe... Probably Definitely??

Curriculum Connections

Curriculum Area: Mathematics
Curriculum Area: Language (Oral
Communication)
Overall Expectations:
Overall Expectations:
2. use speaking skills and strategies appropriately to
determine the theoretical probability of an outcome in a
probability experiment, and use it to predict the frequency
of the outcome

communicate with different audiences for a variety of

purposes

Specific Expectations:

Specific Expectations:

select an appropriate type of graph to represent a set of

data, graph the data using technology, and justify the
choice of graph
express theoretical probability as a ratio of the number of
favourable outcomes to the total number of possible
outcomes, where all outcomes are equally likely
predict the frequency of an outcome of a simple
probability experiment or game, by calculating and using
the theoretical probability of that outcome

2.3 communicate orally in a clear, coherent manner, using

appropriate organizing strategies and formats to link and
sequence ideas and information
2.7 use a variety of appropriate visual aids to support or
enhance oral presentations

Learning Goals:

As a class we will play through a scenario with dice to determine the probability of an outcome
We will be able to compare the theoretical and experimental probability using graphs to support their findings

Assessment & Evaluation

SUCCESS CRITERIA/HIGHLIGHTS & SUMMARIES:

success is showing their findings through a graph of choice

is being able to make an educated prediction of the next
outcome
is being able to explain the process of their prediction
is having fun while learning math!

ASSESSMENT TOOLS:

o
o
o
o
o
o

Remembering/Knowledge
Understanding/
ComprehensIon
Applying/Application
Analyzing/Analysis
Evaluating/Synthesis
Creating/Evaluating

Key Elements:
equality in a game through the idea that sometimes a
game/gamble may not be fair or have the desired outcome as
one might predict.
not everything is always set up for success but there is always
a chance(just like the rolling of a die) for success and that is up
to an individual to make use of what is available

PROBLEM SOLVING
PROCESSES IN MATH:
o
o
o
o
o
o
o

Reasoning & Proving

Reflecting
Representing
Selecting Tools
Computational Strategies
Connecting
Communicating

ACCOMODATIONS/ MODIFICATIONS:
o
o
o
o
o
o
o
o

What will you focus your assessment on? Are you looking at the product
or process, metacognition skills etc.?
o
Assessment of learning
o
Knowledge &
o
Assessment for
understanding
learning
o
Thinking
o
Assessment as
o
Communication
learning
o
Application

SOCIAL JUSTICE FRAMEWORK:

o
Anecdotal
o
Rating Scale
o
Checklist
o
Rubric
o
Other
Sample assessment tool MUST BE ATTACHED

BLOOMS TAXONOMY:

ASSESSMENT STRATEGY:

MULTIPLE INTELLIGENCES:
o
o
o
o
o
o
o
o

Spatial/Visual
Linguistic/Verbal
Musical
Intrapersonal
Interpersonal
Logical/Math
Bodily Kinesthetic
Naturalist

DIFFERENTIATION:

Decreased workload
Peer tutoring
Increased time
Different mode of response
Visual aid/Manipulatives
Use of a timer
Technology
Teacher assistance
Other

What to learn (content)

Ways of learning (process)
Ways of demonstrating learning (product)
Difficulty level of the game

2014 Antonino Giambrone, Salima Kassam, Troy Fraser, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch


Prior Learning

Prior to this lesson, students will have:
Worked with numeration skills around proportional reasoning and equivalency between
decimals and fractions
learned to collect and organize data and display the data using charts and graphs

Materials and Resources

30 dice with coloured stickers (pre-setup)
Chart Paper/Graph Paper
Markers
Rulers
Bingo cards (Less challenging + more challenging)
Work-sheet to track progress (x 15)
Minds On video: https://www.youtube.com/watch?v=SL395jRo7RE
Projector
White board + markers



Social
Assessment
Time Steps/Activities
Justice
Framework:

Minds On

Establish a positive learning environment

Connect to prior learning and/or experiences
Setting the context for learning

1) Watch video - Odds of Winning the Lottery - TLC

2) We wouldnt necessarily recommend teaching
students about probability using money or gambling,
but this video demonstrates the breadth of topics that
can be expressed as probability statements.
3) Pre-write terms certain, likely, maybe, uncertain,
unlikely, and impossible vertically on board.
4) What order are these terms written in? Most likely to
least likely, these are the terms you will be using to
make predictions based on the theoretical probability
and by looking at the combinations on your cards.
5) What is theoretical probability? What is experimental
probability? How are they different?
6) Theoretical probability = # of favourable occurrences
/ # of possible occurrences (ie. )
Experimental probability = # of favourable
occurrences / # of total occurrences
7) Model tree chart red and yellow counters (different
from the ones used by students)
8) The two options in this case would be red and
yellow, but if we are to be flipping two of the counters
we want to see the the combinations possible.
Theoretically, we could roll a red or a yellow so those

As/For/Of
Learning

Connections
Assessment
to Framework Opportunities

Assessment
For:
Asking students
about the
definition of
theoretical and
experimental
probability
gauges prior
understanding

2014 Antonino Giambrone, Salima Kassam, Troy Fraser, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch

are the beginnings of our branches. From there, we

could roll either a red or a yellow again. Draw all of
this on the board. How many combinations do I
have? Have discussion about technically having four
results but two of them are really the same in the
end. If we are talking about sequential events such
as first this happened, then that, then yes they are
different and so there are four possibilities. But since
today we are thinking about combinations that
happen simultaneously, we would think of the redyellow and yellow-red combination as being the
same thing
9) Your theoretical probability data as well as your
experimental data can be expressed as: (write on
board)
a) a ratio (1 : 3)
b) a fraction (1/3)
c) a decimal (0.33)
d) a percentage (33%)
8) Show instructions on slideshow
9) Step 1: As a table group, find probability of rolling
each combination and then write the theoretical
probability data on your sheets with your partners.
Step 2: Make a prediction as to how you will do in the
game based on the probability data as well as your
individual Bingo Card.
Step 3: Play! Record your rolls as you play and cross off
squares on your cards.
Step 4: When you complete the card, calculate your
experimental data. If you do not complete it before
someone wins, calculate the numbers that you got.
Step 5: Regroup.

Action

Introduce new learning or extending/reinforcing prior to learning

Provide opportunities for practice and application of learning (guided/independent)

Connections
Assessment
to Framework Opportunities

1) Students will choose a table group. Each table group

has varying difficulty based on calculating the
theoretical probability of one outcome and two
outcomes.
2) Working in pairs of two, the students will determine
the theoretical outcome of rolling each colour found
on their dice.
3) ROUND ONE:
4) Each pair will be given a BINGO card.
5) The first person in each group that rolls to complete
a line in any direction on their card with the least
amount of rolls wins the round.
6) Students will predict the experimental probability of
rolling each colour represented on their dice.
7) As the students complete their experiment, one
2014 Antonino Giambrone, Salima Kassam, Troy Fraser, Vidya Shah
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch

student will roll the die/dice and mark the colour on

the card, while the other tallies how many times each
colour was rolled during the experiment.
8) The person who completes a line in any direction on
the BINGO card with the least amount of rolls wins
the round.
9) Students will compare the experimental data to their
theoretical probability.
10) Students will graph both the theoretical probability vs
their experimental data to compare.
11) ROUND TWO:
12) Students will be told to complete the perimeter of
the card. The students will be unaware that some of
the cards within their table groups are slightly
disadvantaged and very disadvantaged. This means
that some of the less likely to occur colour
combinations will be represented less on their card
than the previous round.
13) The group that completes the perimeter of their card
with the least amount of rolls wins the round.
14) Students will compare the experimental data to their
theoretical probability.
15) ROUND THREE:
16) Students will be told to complete the entire card.
The students will be unaware that some of the cards
have again become more disadvantaged, and very
disadvantaged.
17) The group that completes the entire card with the
least amount of rolls wins the round.
18) Students will compare the experimental data to their
theoretical probability.
19) The student who won the most amount of rounds
WINS THE GAME!
20) Students will share their findings with their table
groups.
Consolidation and Connection

Helping students demonstrate what theyve learned

Providing opportunities for consolidation and reflection

Connections
Assessment
to Framework Opportunities

21) Three corners will be labeled around the room. The

Assessment

signs will say
As/Of:
- Corner A: I felt advantaged and more prone to winning
As students
the game.
group and
- Corner B: I felt slightly disadvantaged, and less prone to
reflect on their
winning in the game.
findings they
- Corner C: I felt very disadvantaged, and was severely
compare and
disadvantaged to win the game.
contrast results
22) Students will be told to choose a corner that they feel
while
represents them as they played the game. Bring your
demonstrating
graphs
the skills and
23) Class discussion: Corner A, how did you feel as you
strategies used
played the game? Was it fun winning?
in the activity
2014 Antonino Giambrone, Salima Kassam, Troy Fraser, Vidya Shah
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch

24) Corner B: how did you feel as the game progressed?

did you have hope that you might win, or did you feel as if
you were going to lose?
25) Corner C: how did you feel during the game? How did
you feel after the first, second, third round?
26) Did anyone complain when they were winning? Did
anyone complain when they were losing?
27) How might this relate to our lives? If we are all born
human with the same theoretical probability of living a long
life, how does this differ among people of different
socioeconomic backgrounds?
28) Go over comparing data collected to numbers and
probabilities that affect citizens in Toronto, explain that this
is the first step to get to the stage where we could have a
Social Justice Data Fair.
29) The chances of you rolling a green in this group is the
same as your chance of living below the poverty line
depending on where you live in the city. Our point is to
show that of course, these are just sets of theoretical
probability and yes it is possible to have different chances
and opportunities to overcomethe situation you have been
dealt, but that not everyone can take the same steps to get
there

Next Steps

Use collected data as a starting point for inquirybased research as a class or individually
Compare percentages and ratios in data to socio
economic statistics to contextualize and make real
events that occur to members of certain social
locations

Social Justice Framework:

Adapted from Lewison, Leland and Harste. Creating Critical Classrooms (2004)

Disrupting the Commonplace:

Ideas around meritocracy and that everyone has
the chanceto succeed or break glass ceilings but
depending on your background or social location, it
may not be as simple as effort.

Considering Multiple Viewpoints:

Students have the opportunity to experience
personally unfairness (or fairness) and compare
their situations against those of their classmates to
deepen their understanding

2014 Antonino Giambrone, Salima Kassam, Troy Fraser, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch

Focus on the Socio-Political:

Take Action to Promote Social Justice:

Understanding social and/or political issues between individuals or in

society at large

Understanding ways in which people can be powerful in their own worlds

2014 Antonino Giambrone, Salima Kassam, Troy Fraser, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch