Essential

Question

Elements
of a
Lesson

Guiding
Questions
After referencing curriculum map,
develop essential question that asks
students what you want them to
learn (post).

InformationIntroduction of Focus/Review

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?
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; double-bubble- compare
& contrast theoretical vs. experimental
probability;
Smart template for six-step vocabulary

N. Hetrick 1

LearningNew

Assessment Independe
Practice
s
nt

PracticeGuided

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.

Have you differentiated in

content, process, or product?
Have you considered the
students readiness levels,
interests, and learning styles?

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,

Smart Gallery (probability gallery

essentials)
Explore Learning (Gizmos)
www.explorelearning.com
National Library of Virtual Manipulatives

What is an appropriate
assessment for this lesson?
Is the assessment formative
or summative?
Have
It isyou
designed
to give
you
established
new
learning goals based on
assessment results?
What will you do next?

Possible classroom formative assessments:

Quick Quiz
Exit Card, Skittles candies (see attached)
Classscape Quiz
Goal 4.02, 4.06 Students will use sample spaces for compound
events (rolling several dice or flipping more than one coin); this
will further solidify the difference between when to multiply
probabilities and when to add probabilities.

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

Explore Learning Assessments

www.explorelearning.com
Classscape Assessments
http://classscape.ncsu.edu

N. Hetrick 2