1. Topic


2. Content

DAP.14.2.1 Identify the purpose for data collection and collect,
organize, record and display the data using physical materials (pictographs,
Venn diagrams and vertical and horizontal bar graphs.
DAP.17.2.1 Describe the probability of an event as being more, less,
and equally likely to occur.



3. Goals: Aims/Outcomes

1.Students will be able to define probability; predict, record,
and discuss outcomes from a random drawing; and identify most likely
and least likely outcomes. Each student will be able to discuss outcomes
of probability with 80% accuracy.
2. Students will be able to record and analyze the data by using a
pictograph to record the findings. Each student will report his or
her data with an accuracy rate of at least 80%. 


4. Objectives

1. Students will be able to track the talker while discussing the
properties of probability.
2. Students will be able to give each other respect through demonstrating
good listening skills while others are talking. 


5. Materials and Aids

Lesson Plan
Shape manipulatives
Brown Paper Bag
Chart Paper/Poster Board
Tape 


6. Procedures/Methods

A. Introduction
Is it more likely to have a girl picked than a boy picked to volunteer
in this class? Is it more likely to have a person with blue eyes picked
more than a person with brown eyes? Probability is a math word for
CHANCE!!! The chance that something will happen. Brainstorm ideas
in probability in everyday life. Chance that it will rain today. Chance
of winning the lottery. Do a reading introduction with the book "Cloudy
with a Chance of Meatballs." Review ways to collect data. Review tally
marks from the previous lesson. 


B. Development
"When we finish today you will be able to predict, record, and discuss
outcomes using a random drawing experiment and identify most likely
and least likely outcomes."
1. Have the different shapes on the table for the students to look
at.
2. Ask the students what each individual shape is, and what the colors
are.
3. After discussing the shapes and colors, put all the shapes into
the brown paper bag.
4. Ask the students to predict what they think they will draw out
of the bag.
5. Have each student draw a shape out of the bag and physically put
their shape onto the graph.
6. After the students have predicted, inferred, and recorded their
data onto the graph, discuss what a pictograph is.
7. Help them understand that a PICtograph is like a graph with PICtures. 


Accommodations (Differentiated Instruction)
Students on various learning levels will receive different extensions
and modifications for this lesson.
Students that are on a lower learning level can do probability with
just using colors, rather than shapes. Also, the students can work
in pairs.
Students that need higher learning expectations can do probability
of the size of the shape, color, and shape type.
Each student can be accommodated for this lesson through advancing
to a different type of graph to bringing it down to physical and concrete
manipulatives. 


Checking for understanding
Assessment will be used through observation and an extension activity
of writing down the probability of students who are right handed and
students who are left handed. 


Closure
1. Have the students write in their learning logs about what they
learned during the lesson. 

