structured curriculum lesson plan day: 157-158 subject: mathematics grade level:

8/14/2019 Structured Curriculum Lesson Plan Day: 157-158 Subject: Mathematics Grade Level:

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STRUCTURED CURRICULUM LESSON PLAN

Day: 157-158 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 10A1, 10B2

ITBS/TAP:

Understand and apply principles of probability,

central tendency and variability

ISAT:

Understand and use methods of data collection

and analysis

Unit Focus/Foci

Measures of Central Tendency

Instructional Focus/Foci

Finding the mean

Materials

Six Group Activity: Mean

Math journals

Unit cubes

Blank transparency

Overhead projector

Educational Strategies/Instructional Procedures


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Warm-up Activity:

Distribute 30 unit cubes to each student (or to each pair of students). Have students stack them in 4

columns: 3, 11, 6, and 8.

(2 cubes are not used)

Tell them to rearrange the cubes so that each column has the same number. Have volunteers come to

the overhead projector to demonstrate this. Correct answer is 7 cubes per column.

Have students write a story to fit the situation. Have volunteers read their stories. Comment positively

on all reasonable stories. However, an ideal story would read as follows: May, Gwen, Lisa and Cheryl

each had a set of cubes. May had 3 cubes, Gwen had 11 cubes, Lisa had 6 cubes and Cheryl had 8

cubes. How many cubes, on the average did each student have?

Ask the students to use their cubes to model and record other examples. Have the students solve their

problems numerically.

Example: 3

11

6

+ 8

7

4 28

28

00


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Lesson:

Discuss with students how to determine report card grades. Stress that the grade usually represents an

average of all the work done. For example, if a student has two test grades of A and two of C, the

average of these grades is a B. Ask what an average might be of 3 grades of C, 1 grade of D, and 1

grade of B (a C average).

Have students list, in one minute, all other ways they have heard the term average used. Then allow two

minutes to pair up and share while partners add to each others lists. Finally conduct a 3-5 minute

whole class discussion of the use of averages. Display student responses. (Possible answers-sports

scores/records, yearly temperature, and daily/weekly/monthly attendance. For example, when

meteorologists say Chicago is in a temperate zone, they are referring to the average yearly temperature.)

Ask students if they know how to find the average. Supply answer if no one knows. (Add the

numbers. Divide the sum by the number of numbers.)

Example: A class is planning a party for the end of school, It spent $2.00 for chips, $3.50 for a bag ofcandy and $1.40 for pop. What was the average cost per item?

Step 1: Add the numbers $2.00

3.50

+1.40

$6.90

Step 2: Divide by the number of numbers. $2.30

3 $6.90

_6___09

_ 9

00

_0

0

The average cost was $2.30

Tell the students that another name for the average is the mean. Have students write this information in

their math journals.


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Provide further practice by giving sets of numbers and asking students to find the mean. (Answers in

parentheses)

1. 35, 40, 45, 30, 10 (32)

2. 80, 90, 100, 90 (90)

3. $3.45, $4.35, $6.00, $6.00 ($4.95)4. 4, 7, 8, 5, 1 (5)

Ten Statements

Review the ten statements and have the students writeyes if they heard it in todays lesson and no if

they did not. If the answer is no, say: The statement is true, but it was not heard in todays lesson.

1. To find the average of a set of data, add the numbers then divide by the number of numbers. (yes)

2. Another name for the average is the mean. (yes)

3. The mode is the number that occurs most often. (no)4. Teachers find a mean score for a marking period to help them give a report card grade. (yes)

5. When meteorologists say Chicago has a temperate climate, they are referring to the average yearly

temperature. (yes)

6. The range is the difference between the greatest and least numbers in a set of data. (no)

7. For the list of 3, 6, and 9, the mean score is 6. (yes)

8. If one arranges a set of numbers from the least to the greatest, the middle number is called the

median. (no)

9. Newspapers report batting averages of baseball players. (yes)

10. To find the average seasons score for the basketball team, add up all scores, then divde by the

number of games. (yes)

Free-Choice Lesson

Have the students choose a lesson from the Free-Choice Activity Sheet (one box per day).

Six-Group Activity

Have a group of students, two from each ability level, complete an activity on Mean as a teacher-

directed activity.

Math Workshop

Have the students go into theMath Workshop after completing their Free-Choice Lesson.


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Integration with Core Subject(s)

LA: Understand explicit, factual information.

S: Weather

Real life: Sports, report card grades

Connection(s)

Enrichment: Math problem: One took 5 math tests. The scores on the first 4 were 80. 85, 40, and

95. The mean score was 85. What was the fifth score? Show all work, even if it does not lead to the

correct final answer. (answer: 75)

Fine Arts:

Home:

Remediation:

Technology:

Assessment

Class participation, completed assignment

Homework

Assign students to write the temperatures for 10 cities from the newspaper or the weather channel.

Find the mean temperature.

Teacher Notes


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SixGroup Activity

Probability and Statistics: Mean

Materials:

6 index cards (5 x 7)

1 black marker

1 pencil

1 envelope (9 x 6 )

6 calculators

Prepare the following index cards using the black marker to write the problems on the front of the index

cards. Use the pencil to write the answers on the back of the index cards. Use calculators if available.

10,12,15,10,9 (11,2)

100,120,117,116,100 (110.6)

72,62,75,76,72,66,72 (70.7)

22,22,11,21,20,21,23 (20)

4,1,1,5,8,9,8,4,8,2 (5)

11,12,11,5,13,8,8,11 (9.9)

Have students find the mean of each set of data given. Instruct them to round the mean to the nearest

tenth. Show the students an index card and allow them time to write the answer before revealing the

answer and saying: The answer is...

Make a copy of this study board and use it to reteach this lesson.


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Mean

The mean, or average of a set of numbers, is the sum of the numbers divided by the number of members

in the set.

Example: 160 80 230 215 180 220 170 220 300 185 196010 10

+ + + + + + + + + =

19610 1960 The mean is 196.

Example 2: 1, 2, 2, 3, 3, 3, 3, 4, 4, 5, 6, 8, 8, 9, 10

71 15 4.73 =

Round the answer to the nearest tenth. (4.7)

Use the following sets of numbers to teach the students how to find the mean or average.

8, 10, 6, 9, 8, 7 (8)

12, 6, 8, 2, 7, 5, 2 (6)

Tell the students that they are going to do an activity on finding the mean of a set of numbers. Lay a

card on the table and instruct students to find the mean of the set of numbers. Give them time to write

the answer before you reveal the answer on the back of the index card. Store this activity in the

envelope.


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Correlations (SG,CAS,CFS): 10A1, 10B1, 10B2, 10B3, 10C1, 10C2

ITBS/TAP:


central tendency, and variability

ISAT:


and analysis

Unit Focus/Foci



Median, mean, range

Materials

Six Group Activity: Median

Math journal

Index cards

Chart paper

Marker

Blank transparencyOverhead projector


Warm-up Activity:

Write this problem on the chalkboard.

Some test scores were 80, 88, 75, and 93. What was the mean? (84) If there was a score of 99 on

the next test, what would the new mean be? (87) Review definition of mean (the arithmetic average)

and how to find it. (add, divide by number of numbers)


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Lesson:

Ask students to order the 5 numbers in the warm up problem from least to greatest. Write vertically (up

and down or top to bottom)

7580

88

93

99

Ask them to subtract the least number from the greatest. (99 - 75 =24)

Ask students to find the number in the exact middle. (88) Tell students that they just found the range

(difference between greatest and least numbers) and the median (middle of a set of numbers ordered

from least to greatest.) Have students copy this information in their notebooks.

Display this set: 34, 40, 36, 22

What is the mean? (33)

What is the range? (18)

Ask volunteers to demonstrate and explain how they found these answers. (34 + 40 + 36 +22 = 132;

132 4 = 33) [40 - 22 = 18]

Ask students what they must do first to find the median. (Order from least to greatest: 22, 34, 36, 40.)

What must they do next? (Find the middle number.)

What is the middle number? (There are two 34 and 36.)

Ask the students: What number falls exactly between 34 and 36? (35) Explain that this is the

median, or middle score.

Ask the students to tell the difference between the two lists (75, 80, 88, 93, 99) and (34, 40, 36, 22)

that makes finding the median a little different. (List 1 has an odd number of items. List 2 has an even

number of items.)


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Ask students to write a generalization in their math journals for finding the median for each type of list.

Have volunteers share their answers. After praising each for their thoughtful answer, tell them the one

that fits best. (For a list with an odd number of items 3 items 5 items, etc. There will be an exact

middle. For a list with an even number of items 2 items, 4 items, 6 items, etc. there will be two middle

numbers. Then find the middle of these two numbers: the average.)

Allow some time for independent practice. (See problems below)

Directions: Order the numbers in each set from least to greatest. Find the mean, median, and range of

each.

1. 11, 5, 15, 10, 9, 5, 9, 10, 11, 15 (mean = 10, median = 10, range = 10)

2. 83 ft., 41 ft., 93 ft., 35 ft., 35 ft., 41 ft., 83ft., 93 ft., (mean = 63 ft., median = 62 ft., range = 58

ft.)

Allow time for students to write and explain their solutions to the class.

Ten Statements



1. Add the numbers first, then divide by the number of numbers to find the average. (yes)

2. Another name for average is mean. (yes)

3. In working with a set of numbers, order them from least to greatest to find the range and themedian. (yes)

4. The range is the difference between the greatest and least numbers. (yes)

5. The mode is the number that occurs most often. (no)

6. The median is the middle number of a set of numbers ordered from least to greatest. (yes)

7. The median in a set containing an odd number of numbers will always be one of the numbers. (yes)

8. The median may be a fraction or decimal. (no)

9. In a set containing an even number of numbers, find the middle of the middle two numbers write the

median. (yes)

10. Clustering can be used to estimate the mean. (no)


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Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity Sheet (one box per day).

Six-Group Activity

Have a group of students, two from each ability level, complete an activity on Median as a teacher-

directed activity.

Math Workshop

Have students go into theMath Workshop after completing their Free-Choice Lesson.



Connection(s)

Enrichment: Use information in the chart below to construct a bar graph and find the mean.

1993

State Actual Populations Rounded Populations

(nearest million)

(CA) California 31,210,750 31,000,000

(NY) New York 18,197,154(TX) Texas 18,031,484

(FL) Florida 13,678,914

(PA) Pennsylvanian 12,048,271

Have students review steps from the charts and graphs unit to help them construct a graph. (Tell them

to make a vertical bar graph using the rounded figures) Then, have them estimate the mean (using the

rounded numbers) and find the exact mean (using calculators)

Fine Arts:

Home:


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Remediation:

Technology:

Assessment

Class participation, completed assignments

Homework

Select 2 questions that can be answered with a number (example: How old are you? How many hours

do you sleep each week?) Ask 6 family members or friends these 2 questions. Tell students to record

their answers and find the mean, median, and range of each set of numbers.

Teacher Notes


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SixGroup Activity

Probably and Statistics: Median

Materials:


1 envelope (9 x 6 )

1 black marker

1 pencil

Prepare the following index cards using the black marker to write the problems on the front of the

cards. Use the pencil to write the answer on the back of each card.

10,12,15,15,10,9 11,12,11,5,13,8,8,11 72,62,75,76,72,66,72

100, 120, 117,116, 100 22,22,11,21,20,21,23 4,1,1,5,8,9,8,4,8,2

Answers:

11 11 72

116 21 4.5

Have students find the median for each set of data. Remind them to order the numbers. Lay a card on

the table and give students time to write the answer before you reveal the answer on the back of the

card and say: The answer is.

Make a copy of this study board and use it to reteach this activity.


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Median

The median is the middle number when the items of a set are arranged in order.

Example 1: 7,8,9,3,14,11

Step 1: Arrange the numbers from least to greatest.

3,7,8,9,11,14

Step 2: Count the number of numbers in the set. (6) If the number in the set is even, add the two

middle numbers together, then divide by two.

Step 3: The median is 8.5

Example 2: 8,7,3,11,14


3,7,8,11,14

Step 2: Count the number of numbers in the set. (5) If the number of numbers in the set is odd, the

middle number is the median.

Step 3: The median is 8.

Use these numbers to work with students before doing the activity.

11,9,6,14,5,5,13 The median is 9.

20,30,40,10,20,90,70 The median is 30.

Tell the students that they are going to do an activity that calls for them to find the median of a set of

numbers. Lay a card on the table and allow the students time to write the answer. When the students

have determined the answer, turn the card over to reveal the answer, and say: The answer is..

Store this activity in the envelope.


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Day: 162 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 10A1, 10B2, 10B3

ITBS/TAP:



ISAT:


and analysis

Unit Focus/Foci



Mean, median, range and mode

Materials

Six Group Activity: Mode

Math journal

Index cards

Calculators


Warm-up Activity:

Write these questions on the chalkboard.

1. Find the mean 23, 18, 45, 57, 17. (32)

2. Find the median and the range 17, 18, 23, 45, 57. (median 23, range 40)

3. Explain how you found each answer. (1: add, divide by 5), (2: order from least to greatest,find middle number, median, find the difference between the greatest and least range.)


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Lesson:

Have students take notes in their math journals. Mean: Sometimes after dividing to find the mean,

there is a remainder. This should be rounded to the nearest whole number.

Example: One has added test scores and recorded the sum.Sum of scores: 384

Number of scores: 5

Divide sum by number 76 r 4

5 384

35

34

30

4

How close is the remainder (4) to the divisor? (5) It is only 1 away

Is the answer closer to 76 or 77? (77)

What is the mean score rounded to the nearest whole number. (77)

If the remainder had been 1, or 2, one should leave it at ____. (76)

If that remainder had been 3 or more, round it to ____. (77)

Write a generalization that would work all the time. (If the remainder is one-half or more of the divisor,

round up. If it is less than half, round down.) Encourage discussion of other methods.

Remainder: Rounding up means write the next higher number in sequence. Rounding down means

to leave the number as it is.

Median sometimes the two middle numbers (of an ordered set with an even number of items) are

consecutive (examples 34, 35 or 78, 79, or 101, 102)

In that case the median is the lower number plus (which can be written 34 or 34.5, 78 or 78.5, 101

or 101.5, etc.)

34.5 is read thirty-four and five tenths. Five tenths as a fraction in lowest terms is , 0.5 and (read

five tenths and one-half) are equivalent or equal.

Practice: Find the mean/median

3, 8, 1 ,9 , 11 , 14


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Mean: 3 + 8 + 1+ 9 + 11 + 14 = 46 7 r 4

6 46

42

4

Mean is about 8.

Median: 1, 3, 8, 9, 11, 14

Median is 8 or 8.5

New vocabulary: Have the students write the words in their math journals.

Data-information in the form of numbers.

Statistics-data collected and analyzed for information on a particular subject. This is the unit they are

studying.

Mode -the number that occurs most often in a data set.

Exercise: Have students write their name, count the letters in it and write their numbers on an index

card. Then have 10 students line up in order from least to greatest according to numbers on the card.

Record all numbers on the chalkboard. See if there is a mode. Then add 5 students to the line, again

looking for a mode. Add 5 more, then 5 more, etc., until all students are standing. Record all numbers

and circle the number (or numbers) that occurs (occur) most often.

Direct students to return to their seats and to use calculators to find the range, mean and median of this

set of data. Remind them for future use that there is only one mean, range and median of a given data

set, but that there can be more than one mode. There may also be sets of data in which there is nomode.

Ten Statements



1. The mode is the number that occurs most often in a data set. (yes)

2. The mean is the average for the data set. (yes)

3. Sometimes a mean must be rounded to the nearest whole number. (yes)4. One must number items in a data set from least to greatest before looking for the median, range or

mode. (yes)


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5. Frequency is the number of times that a value occurs in a data set. (no)

6. The median is the middle value when a data set is arranged in order from least to greatest. (yes)

7. One can use tally marks to note the frequency (or number of times that a value occurs). (no)

8. If there are two middle numbers and they are consecutive, the median is the lower number plus one

half or five tenths. (yes)

9. A histogram is a bar graph showing frequencies. (no)10. There can be more than one mode in a data set. (yes)

Free-Choice Lesson


Six-Group Activity

Have a group of stuendents, two from each ability level, complete an activity on Mode as a teacher-

directed activity.

Math Workshop




S: Health, P.E.

Connection(s)

Enrichment: Use a tape measure to measure the distance from someones elbow to the tip of his or

her middle finger. Measure to the nearest centimeter. Repeat for three or four more people. Have

someone measure you. Arrange your measurements in order from least to greatest. Find the mode,

median, mean, and range. (Note: There may not be a mode or there can be more than one mode.)

Fine Arts:

Home:


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Remediation:

Technology:

Assessment

Class participation, completed assignment

Homework

A class took a physical fitness test in gym. The teacher recorded the number of sit-ups one group of

students did in one minute. The scores were: 45, 15, 10, 32, 18, 32, 7, 26, 18, 12

Find the mean, median, mode, range.

(Answers: 21-mean, 18-median, 18-mode, 38-range)

Teacher Notes


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SixGroup Activity

Probability and Statistics: Mode

Materials:


1 envelope (9 x 6 )

1 black marker

1 pencil


cards. Use the pencil to write the answers on the back of the index cards.

10,12,15,15,10,9 4,1,1,5,8,9,8,4,8,2 72,62,75,76,72,66,72

11,12,11,5,13,8,8,11 22,22,11,21,20,21,23 100,120,117,116,100

Answers:

10,15 8 72

11 21,22 100

Have students find the mode for each set of data. Remind them to order the numbers. Lay a card on

the table and instruct the students to find the mode. Allow students time to write the answer before

revealing the answer, saying: The answer is.

Make a copy of this study board to reteach this lesson to the students.


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Mode

The mode is the number that occurs most often.

Example 1: 1, 2, 3, 4, 9, 10, 3, 4, 5, 8, 6, 8, 2, 3, 3

Step 1: Arrange the numbers from least to greatest

1, 2, 2, 3, 3, 3, 3, 4, 4, 5, 6, 8, 8, 9, 10

Step 2: Determine which number appears most often:

3, 3, 3, 3

Step 3: The mode is 3.

Example 2: 22, 22, 11, 21, 20, 21, 23


11, 20, 21, 21, 22, 22, 23

Step 2: Find the number that appears most often:

21, 22

Step 3: The mode is 21, 22.

Use these sets of numbers to work with the students before doing the activity.

16, 20, 18, 14, 17 (no mode)

17, 31, 29, 42, 17, 36, 24 (17)

Tell the students that they are going to do an activity in which they will find the mode of a set of

numbers. Lay a card on the table and have students write the mode of the numbers. After every card,

give the answer by turning over the card and saying: The answer is


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Correlations (SG,CAS,CFS): 10A1, 10B1

ITBS/TAP:



ISAT:


and analysis

Unit Focus/Foci



Review for formal assessment

Materials

Six Group Activity: Range

Math journals


Warm-up Activity:

Instruct the students to take notes in their math journals.

Write these vocabulary terms on the chalkboard: mean, median, mode, range

Ask the students to define them, then write as many memory tricks as they can think of to help

remember the definitions. Next, the students can pair and share each others lists. Finally, they can

report to the entire class while the teacher records memory tricks. This record can become part of a

bulletin board.


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Lesson:

Have students write a practice test to share with a partner. Instruct them to write one or two stories,

make-up some numbers and ask for mean, median, range, and mode. Encourage them to look in their

Science, Social Studies and/or Literature books to help them. Allow time for students to take each

others tests and have them graded by each other.

Ten Statements



1. Mode and most begin with mo and the mode is the most frequently occurring number. (yes)

2. A sample is a smaller group of people who represent a larger group of people who represent a

larger group. (no)

3. Median and middle both have an m and a d, the median has been ordered from least togreatest. (yes)

4. A poll is a survey of peoples opinions. (no)

5. You might remember mean by thinking the average teacher is mean, and the mean is the average

of a data set. (yes)

6. The difference between the greatest and least scores in a data set is the range. (yes)

7. You can read a graph and estimate the range, mean, and median. (no)

8. For the data set of 3, 6, and 9, the mean and median. (no)

9. For the data set of 8, 9, 9, 9, 10, 11, 10, the mode is 9. (yes)

10. For the data set of 2, 4, 6, 8, the range is 6. (yes)

Free-Choice Lesson


Six-Group Activity

Have a group of stuendents, two from each ability level, complete an activity on Mode as a teacher-

directed activity.

Math Workshop



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Connection(s)

Enrichment: Make a collage of media clippings that use any of the measures of central tendency.

Fine Arts:

Home:

Remediation:

Technology:

Assessment

Participation, assignment

Homework

Assign students to study for formal assessment

Teacher Notes


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SixGroup Activity

Probability and Statistics: Range

Materials:


1 envelope (9 x 6 )

1 black marker

1 pencil

Prepare the following index cards by using the black marker to write the problems on the front of the

index cards. Use the pencil to write the answers on the back of the index cards.

10,12,15,15,10,9 4,1,1,5,8,9,8,4,8,2 72,62,75,76,72,66,72,

11,12,11,5,13,8,8,11 22,22,11,21,20,21,23 100,120,117,116,100

Answers:

6 8 14

8 12 20

Have students find the range for each set of data. Remind them to order the numbers.



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Range

The range of a set of numbers is the difference between the greatest and least numbers.

Examples: 8, 10, 6, 9, 8, 7


6, 7, 8, 9, 10

Step 2: Find the smallest number and the greatest number and subtract. 106=4

Step 3: The range is 4.

Use these sets of numbers to work with students before doing this activity.

17, 31, 29, 42, 17, 36, 24 (25)

152, 148, 150 (4)

Tell students that they are going to do an activity on finding the range of a set of numbers. Lay a card

on the table and instruct students to find the range of the numbers. After every card, reveal the answer

on the back of the card and say: The answer is


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Test

I. a. Explain how to find the mean of a data set. Give your own example.

b. Explain how to find the median of a data set. Give your own example.

II. Copy the paragraph and fill in the blanks with a vocabulary term. Mean, median, range or mode.

Answer the questions as follow:

Mrs. Hernandezs class received their math tests back today. She told them that the difference

between the highest and lowest scores, or the ______, was 20. The exact middle, or _______,

was 89.5. The ______ (or arithmetic average) was about 90. Five students received scores of 87.

, This was the most frequently occurring score, or the ______.

Were there an even or odd number of students in Mrs. Hernandezs class? How do you know?

III. Temperatures for the week of April 1 were:

Monday: 780 F

Tuesday: 700 F

Wednesday: 860 F

Thursday: 920 F

Friday: 800 F

Saturday: 470 F

Sunday: 860 F

For this data set find each of the following:

Find the: mean

median

mode

range


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Ten Statements



No Ten Statements today.

Free-Choice Lesson


Six-Group Activity

No Six-Group Activity today.

Math Workshop




Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:


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Assessment

Formal Assessment: (See attached)

Homework

Teacher Notes

Answer Key:

I. a. Find the sum and divide it by the number of numbers examples will vary.

b. Order the numbers from least to greatest. Find the exact middle number.

II. range, median, mean, mode

Even number of students because the median falls between two whole numbers.

III. The mean is 770 F. The median is 800 F. The mode is 860F. The range is 450 F.


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Correlations (SG,CAS,CFS): 10D3

ITBS/TAP:

Understand and apply principle of probability

ISAT:


and analysis, including comparisons

Unit Focus/Foci

Probability


Introduction to probability

Materials

Six Group Activity: Finding Probability

Paper cups (1 per student)

Math journal


Warm-up Activity:

Display the circle graph below and tell students to find the number of wins, ties, and losses for a total of

10 games.

(Answer: W-4, L-5, T-1)

40%

WINS10%

TIES

50%LOSSES

ABC School Basketball Team Record


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Then, ask students to rewrite this information as a bar graph.

Answer:

Display and discuss their bar graphs.

Lesson:

Ask students to give you examples of events in real life for which they can predict possible unknown

outcomes before they happen. List these on the overhead transparency. (Examples: flipping a coin,

winning lottery numbers, successful political candidate, the weather, life expectancy, how tall a child will

be, color of an unborn babys eyes, hair, etc.) The mathematics of chance, also called probability,

deals with predicting how likely it is that each possible event will happen. (Have students write thisinformation in their math journals.)

Display a bag. Tell students that there are seven colored items in the bag (use marbles, blocks, pieces

of construction paper, whatever is available). Ask what fraction or ratio equals the total. (Answer:

7

7

Percent? (100%) Decimal (1.00)

100

90

8070

60

50

40

30

20

10Percentofgames

Outcomes of games

Ties Wins Losses


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Ask the probability of drawing a certain color. Record their guesses. Draw a color. Record the result.

Replace. Repeat procedure several times, always recording guesses and results. After ten trials, ask

students to predict what colors and how many of each color are in the bag. Record guesses. Tell

students that they have just performed an experiment or activity involving loosing a cube or coin, or

spinning a spinner and that this is how scientists get results. Ask if the experiment was performed

enough times to state that their answers to the questions how many colors and how many of eachcolorare correct. (no). Do not reveal any answers yet.

Distribute a paper cup to each student. Tell them to drop it on their desks 50 times and record the

results what specific results are they recognizing? Specify? Allow sufficient time for this experiment.

Then have each student summarize the results on a table. Ask what the heading for each table should

be (total, number of side, top, and bottom.)

When all are done, make a class summary.

Summary

Introduce vocabulary and have students copy this in math journals under their definition of experiment.

1. Outcomes-the possible results of an experiment.

2. Sample space-the set of all possible outcomes (list in parentheses with commas).

3. Event-any possible outcome of an experiment; a subset of the sample

4. Equally likely-when any event has just as much change happening as any other even in a situation

or experiment.

Ask students to provide their own examples for each term for homework, using todays examples, andtheir own reasoning skills.

Ten Statements



1. If there are seven objects in a bag, the total can be represented by 100%. (yes)

2. Half of the objects in a bag could be written as 50%. (no)

3. An experiment is an activity such as spinning a spinner, or tossing a cube or coin. (yes)4. Predicting how likely it is that a possible even will happen is called probability. (yes)


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5. The possible result of an experiment is called an outcome. (yes)

6. A random experiment is one in which each possible out come is equally likely. (no)

7. The set of all possible outcomes is called the sample set. (yes)

8. A subset of the sample space, or any called the sample set. (yes)

9. If the probability of an event is

1

4 , expect that event to occur one out of four times. (no)10. When any event has just as much chance of happening as any other event, its chance of happening is

equally likely. (yes)

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of stuendents, two from each ability level, complete an activity on Finding Probability as ateacher-directed activity.

Math Workshop

Have students work in theMath Workshop after completing their Free-Choice Lesson.


LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Real-Life: math sports P.E.


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Connection(s)

Enrichment: Tell students to design a probability game. Write rules. Bring materials to class.

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

Assessment

Informal-participation and completed assignments

Homework

Assign students to create their own example for each vocabulary term.

Teacher Notes


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Six-Group Activity

Probability and Statistics: Finding Probability

Materials:

1 picture of a spinner

1 index card (5 x 7)

1 envelope (9 x 6 )

1 black marker

1 pencil


cards. Use the pencil to write the answers on the back of the cards.

What is the total number of possible outcomes on the spinner? (8)

How many sections are labeled A, T and S? (3, 1, 4)

Suppose the spinner is spun once.

What is the probability of the spinner pointing to A? ___ out of ___ or ___ (3, 8,3

8)

What is the probability of the spinner pointing to S? ___ out of ___ or ___ (4, 8,1

2)

Is it more likely or less likely that the spinner will point to A than to S? (less likely; 3 48 8

< )

What is the probability of the spinner pointing to A, T, or S? (8

8or 1 or certain)

Make a copy of this study board to use when reteaching this activity.


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Finding Probability

A result of a probability experiment is an outcome. To find the probability of an event, or how likely it is

to occur, use this ratio:

Example: Probability (P)= Number of favorable outcomesTotal number of possible outcomes

The probability that this spinner will point to white is1

8.

There is one white section on the spinner, one favorable outcome. There are eight sections on the

spinner altogether, or eight possible outcomes.

The probability that the spinner will point to a gray section is4

8. Out of eight possible outcomes, four

sections are gray or favorable.

It is more likely that the spinner will point to gray than to white because4 3

8 8

.

Use the study board to explain finding probability. Tell the students that they are going to do an activity

on finding probability. Display the picture of the spinner and ask some questions about the graph. After

every question, reveal the answer by turning the card over and saying: The answer is Store this

activity in the envelope.


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PICTURE OF THE SPINNER


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Correlations (SG,CAS,CFS): 10D2, 10D4

ITBS/TAP:

Understand and apply principles of probability

ISAT:


and analysis, including comparisons.

Unit Focus/Foci

Probability


Experimenting and expressing results as a ratio, a decimal, and a percent

Materials

Six Group Activity: Ratios

Math journals


Warm-up Activity:

Discuss homework (student examples for each vocabulary term). If no one was able to give an

example for one or more terms, define the terms for students to copy in their notes (or, read all

examples as a little quiz). Have students write the term. Let them use their notes.

Examples: Throwing 6-sided die

Out comes-any number 1 through 6 .

Sample space-(1, 2, 3, 4, 5, 6).

Event-(1).Equally likely-each number has an equal chance of being thrown because there is an equal number of

sides for each number (one each).

Experiment-tossing the die 10 times and result.

Probability-predicting how likely it is that the number 3 will come up when you toss the die.


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Lesson:

Use yesterdays bag of colored objects. Reveal the number of objects in the bag. Reveal the number

of objects for each color in the bag. For example, you might have 3 green, 2 orange, 2 white, 1 blue

and 1 orange marbles. See if any of yesterdays predictions matched the real contents of the bag.

(They may have, but probably did not).

Ask students to give the following information for the items in your bag. (For the example above, I have

shown some possible answers).

1. What are the outcomes? (A person could draw a green marble, a white marble, a blue marble, or

an orange marble.)

2. Write the sample space. (green, white, blue, orange).

3. Give an example of an event. (green)

4. Are all events equally likely? Explain your answer. (No, because each color is not represented by

an even number of marbles.)5. Describe the experiment we did yesterday. (We guessed the probability of drawing a certain color

and recorded the guesses. Then we drew a color and recorded the result. We did this ten times.

Finally, we guessed what color and how many of each color were in the bag and recorded our

guesses.)

6. Ask how close there final guess was to the real answer. Explain. (Probability not close because we

didnt perform arithmetic operations involving fractions in the experiment enough times).

Tell students they are going to write the mathematical probability of drawing each number as a ratio,

decimal, and percent. Ask for the answer that represents all of the items.7

7

, 1.0, 100%

.


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Display this table and have student copy in notebooks.

# of items RATIO DECIMAL PERCENT

1. All7

7 1.00 100%

2.3

Green

3

7

(0.43) (43%)

3.2

White

2

7

(0.29) (29%)

4.1

Blue

1

7

(0.14) (14%)

5.1

Orange

1

7

(0.14) (14%)

Ask how they would you write a ratio for each color. (Total on bottom as the denominator, # of itemsfor each color on top as the numerator). Allow a few seconds for them to do this.

Ask how they would you change each ratio to a decimal. (Divide numerator, or top number, by the

denominator, or bottom number.) Remind students to round if necessary, to hundredths place. Allow

sufficient time and calculators for students to compute and record the information.

Ask how they would change each decimal to a percent (multiply decimal by 100. Write a percent sign

at the end.) Have them use calculators.

Ask for a short cut for changing decimals to percents (move decimal point to places to the right andchange it to a percent sign.)

*Note: If someone gives the shortcut answer first, ask what they are really doing. Allow them to use

the shortcut, but have them check with their calculators.

Ask them to predict the totals for the answer to numbers 2, 3, 4, and 5 in the table. (They should equal

the top row-#1)

**Note: See all answers in parenthesis.

If you have no text, make up some problems of your own using spinners, dice, letter cubes, coins, or

whatever you have. Or, distribute materials to students and have them make up games.


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Summary

You have conducted an experiment with 8 marbles, 2 of each color-blue, yellow, green, and white.

When you write a ratio of2

8, what does this mean? (The two represents the number of each color; 8

represents the total number) Write 2

8in simplest form. ( 1

4.) What is the probability of drawing a blue

marble? (1

4) Yellow? (

1

4.) Green? (

1

4.) White? (

1

4.)

Tell students that in shorthand the probability of drawing a blue marble is written as P(blue)=1

4or

P(B)=1

4. The rules for finding the probability of an event are:

Probability of an event =

# of outcomes favorable to event

total # of possible outcomes

Where favorable means the #of times an event could happen. This ratio should be written in simplest

form.

Ask students if it is equally likely that each color will be drawn and why. (Yes, because there is an

equal number of marbles for each color.) Tell students this is called a random experiment.

Ask for the P(B) in decimal and percent form (0.25, 25%)

Have students add the terms favorable, random experiment and the ratio for (probability, outcome,sample set, event, equally likely experiment) finding the probability of an event to the other terms in their

notebooks. Review all terms.

Ten Statements

Review the ten statements and have students writeyes if they heard it in todays lesson and no if they

did not. If the answer is no, say: The statement is true, but it was not heard in todays lesson.

1. If there are 8 can s of pop in a cooler, 2 grapes, 2 fruit punch, 2 cram sodas, and 2 root beers, the

probability of selecting a can of fruit punch if you reach in without looking is 24

, or 14

in lowest

terms. (yes)


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2. One-fourth equals twenty-five hundredths and twenty-five percent. (yes)

3. An activity involving, for example, spinning a spinner, tossing a coin, or rolling a die is called an

experiment. (yes)

4. A ratio used to find the probability of an event is # of outcomes favorable to that event total # of

possible outcomes. (yes)

5. A random experiment is one in which each possible outcome is equally likely.6. An event that is certain to happen has a probability of 1. (no)

7. An event that has no chance of happening has a probability of zero. (no)

8. An event is a subset of the sample space. (yes)

9. A sample space lists all possible outcomes in parentheses, separated by commas. (yes)

10. You can use a tree diagram to show all possible outcomes of an experiment. (no)

Free-Choice Lesson

If students complete the enrichment assignment (design a probability game, bring in materials with which

to play), let them play each others games) Have the students choose a lesson from the Free-ChoiceActivity sheet (one box per day).

Six-Group Activity

Have a group of students, two from each ability level, completean activity on Ratios as a teacher

directed activity.

Math Workshop







SS: Read and interpret maps, charts, tables, graphs and cartoonsSequence information, especially using timelines



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Connection(s)

Enrichment: Write the spaces for each event. Answers are in parentheses.)

1. Answers on a true-false quiz (T, F)

2. Rolling a 5-sides die (1, 2, 3, 4, 5)3. Drawing one ball out of a basket containing a red, orange, purple, and white ball. (r, o, p, w)

4. Spinning a spinner with 4 spaces and tossing a coin at the same time (1H, 1T, 2H, 2T, 3H, 3T, 4H,

4T)

5. Months of the year (J, F, M, A, M, J, Jul, A, S, O, N, D)

6. Gender of a 2 children in a family (BB, BG, GB, GG)

Fine Arts:

Home:


Technology:

Assessment

Homework

For this experiment, answer each question: Picking a cube numbered 1-6 out of an envelope.

1. Sample space 1) 1, 2, 3, 4, 5, 6)

2. P(3) 2) (6

1)

3. P(odd) 3) (1

2)

Teacher Notes


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Six-Group Activity

Probability and Statistic: Ratios

Materials:

1 picture of shapes


1 envelope (9 x 6 )

1 black marker

1 pencil


cards and the pencil to write the answers on the back of the index cards.

Pentagon to triangle Circles to pentagonsCircles to triangles Pentagons to circles

Triangles to pentagons Triangles to circles

Pentagons to all shapes All shapes to triangles

Answers:

2 to 5; 2:5;2

57 to 2; 7:2;

7

2

7 to 5; 7:5; 7

52 to 7; 2:7; 2

7

5 to 2; 5:2;5

22 to 7; 5:2;

5

7

2 to 14; 2:14;2

1414 to 5; 14:5;

14

5

Write each ratio three different ways.

Make a copy of this study board and use it to reteach this lesson.


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Ratios

Picture of Shapes


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Ratios are used to compare two quantities.

The ratio of squares to circles is 5 to 3.

The numbers in a ratio are called the terms of the ratio.

You can write the ratio of squares to circles three ways:

5 to 3, 5:3, and 53

.

Each ratio is read in the same way: 5 to 3.

Use these problems to review ratios before doing the activity.

3 females to 2 males 9 cats to 1 dog

6 cakes to 6 pies 1 table to 4 chairs

Answers:

3 to 2; 3:2;3

29 to 1; 9:1;

9

1

6 to 6; 6:6:6

61 to 4; 1:4;

1

4

Tell students that they are going to do an activity that calls for them to write ratios in three different

ways. Lay a card on the table and give students time to write the answer before you reveal the answer

by turning the card over and saying: The answer is


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Correlations (SG,CAS,CFS): 10D1

ITBS/TAP:


ISAT:



Unit Focus/Foci

Probability


Using concrete materials and tree diagrams

Materials

Six Group Activity: Percents

Math journals


Warm-up Activity:

Have students draw two spinners-Spinner A with numbers 1, 2,

and 3, Spinner B with colors red and blue, so that the events on

each spinner have an equally likely chance of occurring. Have

them answer these questions.

1

32R B

BB


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1. Ask: What is the sample space for each spinner? [A-(1, 2, 3); B-(red, blue)].

2. Ask: What is P(1) on spinner A? (Express as a ratio in lowest terms, a decimal, and a percent)

(P(1)=1

3; 0.33, 33

1

3%) Use a calculator if desired.

3. Ask: What is P(R) on spinner B? (

1

2 , 0.50, 50%) No calculator.4. Explain how you answered questions 2 and 3. (The probability of an event is

# of outcomes favorable to that event

total # of outcomes. Divide numerator by denominator to find the

decimal. Multiply decimal by 100 and write a % sign to change to a percent. Also accept moving

the decimal point two places to the right and changing it to a % sign if students can also explain what

they are really doing.

5. Ask: If you spin Spinner A, are you performing a random experiment? Explain. (Yes-each

number takes up an equal amount of space on the spinner.) Spinner B? (Yes, each color takes up

an equal amount of space.)6. Ask: Is any chance of the spinner on A to stop at 4? For the spinner on B to stop at yellow?

(No.) Explain. (These choices are not on the spinner.)

7. Ask: Is it certain that the spinner on A will stop at 1, 2, or 3? That B will stop on red or

green? (Yes.) Why? (Those are all the choices.)

Lesson:

Tell students that the probability described in question 6 is zero, and the probability in question 7 is one.

Have them add this definition to their list:

When an even has no chance of happening, its probability is zero. When it is certain to happen its

probability is one.

Tell students to list all possible combinations when both spinners are used. Answers:

1. 1, red

2. 1, blue

3. 2, red

4. 2, blue

5. 3, red6. 3, blue


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Before displaying answer, allow students volunteers to share their answers and methods with the class.

Ask: How many total combinations? (6) What is P (2, B)? (6

1.)

Distribute this problem:

At Sammies Restaurant, you can order a three-course dinner for a special price. The choices are:

Soup: Chicken noodle or vegetable

Main Course: Steak, Catfish, or Turkey and Dressing

Dessert: Peach cobbler or banana pudding

Tell students to show all possible outcomes for this experiment by using a tree diagram to keep track

of the combinations.

CN Soup V Soup

Steak Catfish Turkey S C T

p.c. b.p. p.c. b.p. p.c. b.p. p.c. b.p. p.c. b.p. p.c. b.p.

To use this diagram list all outcomes start from the top of each tree and read down each branch

1. Chicken noodle soup, peach cobbler.

2. Chick nood soups, steak, banana pudding

3. cn soups, catfish, cobbler4. cn soup, cat, pudding

5. cn soup, turkey, cobbler

6. cn soup, turkey, pudding

7. vegetable soups, steak, peach cobbler

8. Veg soup, steak, banana pudding

9. Veg, cat, cobbler

10. Veg, cat, pudding

11. Veg, turkey, cobbler

12. Veg, turkey, pudding

Ask: If a waiter guessed that a customer would order the chicken noodle soup, catfish, and

banana pudding combination, what is the probability that he would be correct? (1 time out of 12,

or1

12


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Practice:

1. One is mixing primary colors (red, blue, and yellow.) Tell students to work in pairs-use a reference

if necessary. Use a true diagram. List all combinations for mixing each color with every color

(including itself)

Ex: Red + redred (arrow means yields)Red + blueviolet

Red + yelloworange

Answers

R B Y

R B Y R B Y R B Y

R V O V B G O G Y

Key: R=red V=violet G=green

B=blue O=orange Y=yellow

Ask:

1. How many answers? (9)

2. Which outcomes have the greatest probability? What is the P for each?

(P(V)=2

9, P(O)=

2

9, P9G)=

2

9.

3. What is the probability of white? (0) Why? ( It has no chance of occurring.)

4. Look at your 3 examples (spinner, food choieces, paint mixtures) Do you see a shortcut for

finding thenumber of combinations. (Yes, multiply the choices-spinners-A(3) B(2)=6;foodchoices: soup (2) main course (3) dessert (2)=12; paint mixture original colors (3) all colors(3)=9).

5. Will this shortcut work for listing the combinations? (No.) What helps keep track of

combinations? (A tree diagram.)


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Practice:

1. A menu shows six main courses and four desserts. How many combinations of main courses and

desserts can be ordered?

A. 6B. 4 (Answer: E)

C. 10

D. 12

E. 24

2. A student can pick from five notebooks and two pens to do her work. How many combinations of

pens and notebooks can she make?

A. 2

B. 10 (Answer: B)C. 5

D. 7

E. 25

3. A bag has nine marbles in it: three are yellow, two are blue, four are red. If you choose a marble

without looking, what will its color probably be?

A. Yellow

B. Blue (Answer: red)

C. RedD. White

E. Brown

In problem three, what is P(W) or P(B) (zero) Why?

(There are no marbles of that color in the bag.)

4. What is P(not red) [5

9] why?

(Because 5 of the 9 blocks are not red.)

5. You are tossing three pennies, what combinations could land face-up?

(HHH, HHT, HTH, HTT, THH, THT, TTH, TTT)

Close by reviewing all vocabulary.


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Ten Statements

Review the ten statements and have students writeyes if they heard it in todays lesson and no if they

did not. If the answer is no, say: The statement is true, but it was not heard in todays lesson.

1. When an event has no chance of happening, its probability is zero. (yes)2. A permutation is an arrangement of a group of items in which order is important. (no)

3. An event that is certain to happen has a probability of 1. (yes)

4. If there are 5 main courses and three desserts on a menu, combinations of main courses and

desserts can be made. (yes)

5. If there are three yellow, three brown, three blue, and three red M&Ms in a bag, and you pick

without looking, you have performed a random experiment. (yes)

6. Independent events are two events with outcomes that do not depend on each other. (no)

7. Since rolling a cube has no effect on tossing a coin, these are independent events. (no)

8. If the names of every student in the class is placed in a hat, the probability that a name drawn will be

a boy or a girl is 1. (yes)9. Slips of paper numbered 1-12 are placed in a box. The probability of drawing an even number is

50%. (yes)

10. In problem 9, the probability of drawing the number 13 is zero. (yes)

Free-Choice Lesson


Six-Group Activity

Have a group of students, two from each ability level, completean activity on Percents as a teacher-

directed activity.

Math Workshop



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SC: Apply scientific method to solve problemsAnalyze and interpret data




Connection(s)

Enrichment: See attached worksheet

Fine Arts:

Home:


Technology:

Assessment

Homework

See attached worksheet


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Teacher Notes

Answers to Enrichment Worksheet:

1. 6

2. 6

3.1

3or

4

12

4. 3

5. Weather

warm cold

sunny cloudy sunny cloudy

7.1

4


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Worksheet

1. Label the faces of a cube 1-6.

a. What is the probability that you will roll an odd number? _____________

b. What is the probability that you will roll an even number? _____________

2. Roll the cube one time. In the row labeledRoll 1, record whether your result was even or odd by

marking an X in the appropriate circle. Roll the cube again. Move from the circle you marked for

Roll 1 to the appropriate even or odd circle in the row for Roll 2. You will reach one of the boxes

at the bottom of the pyramid after 6 rolls.

Roll 1 Even Odd

Roll 2 Even Odd

Roll 3 Even Odd

Roll 4 Even OddRoll 5 Even Odd

Roll 6 Even Odd

a. What fraction of the numbers that you rolled were odd?

_________________________

b. What fraction of the numbers that you rolled were even?

_________________________


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ENRICHMENT WORKSHEET

Use the tree diagram to answer Exercise 1-4.

Lunch CombinationsTuna

Sandwich

Beef

Sandwich

Cheese

Sandwich

Milk Juice Milk Juice Milk Juice

Soup Salad Soup Salad Soup Salad Soup Salad Soup Salad Soup Salad

1. In how many lunch combinations is milk

available? __________________________.

2. How many combinations include a salad?

__________________________

3. If someone ordered lunch for you, what are

your chances of receiving a beef sandwich?

__________________________

4. How many combinations include juice and

soup? __________________________

Solve.

5. Ajani loves to sail in his uncles sailboat.

However, he is only allowed to use the boat

on a warm, sunny day when the lake is opento boating. Draw a tree diagram to show the

possible combinations of conditions. (Hint:

Remember some days may be cold.)

6. What are Ajanis chances of using the sailboat

on any one Friday?

__________________________


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Six-Group Activity

Probability and Statistics: Percents

Materials:

6 Percent Activity Cards


1 envelope (9 x 6 )

1 black marker

1 pencil

Prepare the index cards using the black marker to write the problems on the front of the index cards

and the pencil to write the answers on the back of the index cards. Cut out the activity cards and use

them with the set of index cards.

For each grid sheet provided in this activity, have students write the percent of each grid that is shaded.

Answers:

42% 4% 99% 20% 15% 9% 65%

Have students write each fraction as a percent.

26

100

80

100

7

100

55

100

13

100

71

100

Answers:

26% 80% 7% 55% 13% 71%



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Percent

Percentis a special fraction that compares a number to 100. In the grid, 75 out of 100 squares are

shaded. The ratio of shaded squares to all the squares is 75:100, or 75%. The symbol % stands for

percent.

Percentmeansper hundred.

Use these samples to instruct students in how to change percents and count them. (Write each fraction

as a percent:71

100,

100

100,

3

100. Write each percent as a fraction: 85%, 5%, 29%.)

Tell students that they are going to do an activity on identifying percents and changing fractions to

percents. If you lay the picture cards down, ask students to write what percent of each grid is shaded.

If you lay down a card with a fraction on it, ask students to write each fraction as a percent. After each

card, reveal the answer by turning the card over and saying: The answer is


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Correlations (SG,CAS,CFS): 10D1, 10D2, 10D3, 10D4, 10D5

ITBS/TAP:

Uderstand and apply principles of probability

ISAT:



Unit Focus/Foci

Probability


Review

Materials


Warm-up Activity:

No warm-up today.

Review:

1. Use this chart of cards in a box.

Number and Types of cards

6

Triangles

4

Circles

7

Rectangles

1

Pentagons

2

Parallelogram

Directions: Cards are drawn one at a time and replaced after each drawing.


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Ratio Decimal Percent

1. ( )P

=

10

3

20

6 0.3 30%

2. ( ) orP

= 2

1

2

10 0.5 50%

3. P(octagon) (0) 0.0 0%

4. P oror( or

or )

= 120

20 1.0 100%

2. Art students randomly choose 1 strip of paper from each of 3 boxes to practice drawing different

faces.

Box 1-mouth type

Happy

Sad, Neutral

Box 2-eye color

Brown

Hazel

Box 3- Face shape

Round

oval

What is the probability of choosing an oval sad face with hazel eyes.

First diagram all possible combinations

Happy Sad Neutral

Brown Hazel Brown Hazel Brown Hazel

round oval round oval round oval round oval round oval round oval

Then count bottom outcome what is the total? (12)

How is the product of 3 2 2and the total number of combinations related? (They are the same.)

How many outcomes include the original question? (one)

So P(oval, sad, hazel=12

1


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3. Explain the probabilities of zero and one.

(Answer: A probability of zero means the event can never occur; one means it is certain to occur)

4. In what ways can a probability be written (as a ratio, including words, symobols, or as a fraction in

lowest terms, as a decimal, and as a percent).

5. Match

I. II.

1. Probability- a. an event has just as much chance of any other

event of happening.

2. Experiment- b. The set of all possibe outcomes.

3. Outcome- c. Activity involving tossing a cube, spinning a

spinner, drawing a card, etc.

4. Sample space- d. Mathematics of chance, or predicting how

likely it is that an event will happen.

5. Event- e. Possible results of an experiment6. Equally likely- f. any outcome, a subset of the sample space

7. Random experiment-g.

outcomespossibleof#

eventantofavorableoutcomesof#

8. Favorable- h. # of times an event could happen

9. True diagram- i. experiment in which each possible outcomes is

equally likey to happen

10. Ratio for finding the probability of an

event-

j. organized way of keeping track of combinations

Answers:

1. d 2. c

3. e 4. b

5. f 6. a

7. I 8. H

9. J 10. g

Ten Statements

Review the ten statements and have students writeyes if they heard it in todays lesson and no if theydid not. If the answer is no, say: The statement is true, but it was not heard in todays lesson.

No Ten-Statements today.


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Free-Choice Lesson


Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Probability as a

teacher-directed activity.

Math Workshop



LA: Understand explicit, factual informationUnderstand the meaning of words in context






Connection(s)

Enrichment:

Fine Arts:

Home:


Technology:


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Assessment

Homework

Study for test

Teacher Notes


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Correlations (SG,CAS,CFS): 10D1, 10D2, 10D3, 10D4, 10D5

ITBS/TAP:


ISAT:

Understand and use methods of data collections


Unit Focus/Foci

Probability


Formal Assessment

Materials


Warm-up Activity:

No Warm-up Activity today.


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Formal Assessment

1. Your name is one of fifteen different names in a job box at school. You hope to get picked for

cleaning erasers. What is the probability that your name will be picked if that job is picked for

first?

A.3

2

B.2

1

C.15

1

D.3

1

E. 14

1

2. A spinner with 7 equal size spaces has the numbers 1-7 written (one number per space). What is

the probability of spinning an odd number?

A.7

1

B.7

7

C. 7

4

D.7

3

E.7

0

3. The probability of rain is 60%. Express this as a decimal and a fraction in simplest form.

4. There are 6 numbers, one on each face of a six-sided die. What is P(a number 1-6)?

P(7)


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5. In a series of 5 games to be played by 2 equally matched teams the team that wins 3 games first is

the champion. How many ways are there for Team A to win? Explain your reasoning. Use

pictures, diagrams, lists or etc. to make your explanation more clear.

Example:Ways for Team A to win

G# 1 2 3 4 5

W L W L W

W W L L W

W L L W W

W L W W -

W W L W -

W W W - -

6. Game rules-Flip 2 coins. If there is match (HH, or TT) Player A gets 1 point. If there is no match,Player B gets 2 points: Play 20 rounds of this game with a partner.

(Change flipper after 10 rounds)

Tell if this game is fair or unfair. Explain your reasoning.

Besides grading answer and explanations evaluate the simulation itself. (How well each pair

performed the experiment and collected the data.)


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Ten Statements



No Ten Statement today.

Free-Choice Lesson


Six-Group Activity

No Six-Group Activity today

Math Workshop










Connection(s)

Enrichment:

Fine Arts:


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Home:

Remediation:

Technology:

Assessment

For Assessment

Homework

Teacher Notes

Answers to the assessment:

1. D

2. C

3.5

36.0 and

4. 1, 0

5. 6

6. There are as many ways to get a match as to get no match, so awarding 2 points to player b for no

match is unfair.

structured curriculum lesson plan day: 157-158 subject: mathematics grade level:

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