Scribd
Upload
43 views

Math-Prob Lesson Final

This lesson plan is for a 3rd grade probability lesson called "Mystery Card Probability". The objectives are for students to be able to provide reasoning for predicting the value of a mystery card between two revealed cards, and to understand probability as a continuum from impossible to certain. Students will play a card game in pairs to practice predicting the mystery card's value and explaining their reasoning. The teacher will question students on their strategies and have winners explain their approaches. Key mathematical concepts are probability, data analysis, and fractions.

Uploaded by

api-313993232
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
43 views

Math-Prob Lesson Final

This lesson plan is for a 3rd grade probability lesson called "Mystery Card Probability". The objectives are for students to be able to provide reasoning for predicting the value of a mystery card between two revealed cards, and to understand probability as a continuum from impossible to certain. Students will play a card game in pairs to practice predicting the mystery card's value and explaining their reasoning. The teacher will question students on their strategies and have winners explain their approaches. Key mathematical concepts are probability, data analysis, and fractions.

Uploaded by

api-313993232
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Probability Lesson Plan

By: Kelly Grimes, Erin Feller, and Emily Ruble


Name of lesson: Mystery Card Probability
Grade: 3rd Grade
Standards:
CC content standard:
CCSS.MATH.CONTENT.3.NF.A.2

Understand a fraction as a number on the number line; represent fractions on


a number line diagram.
CC practice standard:
CCSS.MATH.PRACTICE.MP2

Reason abstractly and quantitatively


Rationale: Students will be reasoning abstractly by deciding what the chances of
their mystery card is being between the two cards, by thinking of the chances on a
spectrum from impossible to certain. Students will be reasoning quantitatively by backing
up their strategies for choosing the chances by data and examples of numbers drawn.
NCTM content standard: Data analysis and probability
NCTM process standard: Reasoning and Proofs are incorporated into the lesson by requiring
students to explain why they predict a specific value of the mystery card. They must reason to
determine the probability of drawing a certain card. This lesson investigates mathematical
conjectures. This lesson also incorporates Connections by referring to a visual continuum
based on fractions. Students connecting their knowledge of fractions and addition go into this
lesson.
Objectives:
Students will be able to provide a reasoning as to why they predicted a specific
value for the mystery card.
Students will be able to answer the chances of the mystery card being a value
between the two cards. Students will understand how chances is a continuum that
moves from impossible to certain by explaining it verbally or visually.
References:
-

p. 458 Mathematics Teaching Developmentally


http://www.education.com/activity/article/integers-in-between/

Overview/Big Ideas-the mathematical concepts related to this activity are probability, data
analysis, and fractions. This activity is a game that will engage all levels of math learners .
Through this lesson, students should understand the math that is required to figure out the
probability of the mystery card. This activity gets students using data to back up their guesses.
This activity can also increase competition and class community.
Lesson Activities/Description:

Instructional Strategies: The lesson begins as direct instruction then engages the class in
discussion to clear up misconceptions and then has students to put the concepts into their own
words. The lesson then turns to an inquiry game based lesson. Partners will be able to check
answers and work together to develop math skills and ger practice.
Mathematical Content Background- probability is about how likely an event is. Therefore, a
good place to begin is with a focus on possible and not possible and later impossible, possible,
and certain (page 457 of Mathematics: Teaching Developmentally). Because of this essential
concent foundation, we chose to begin the lesson with a focus on the probability continuum.
This is the background knowledge that is important for students to know before they can apply
numbers and probability to events.
Produdure:
What will the teacher do?
To begin the lesson, the teacher will review the Chance of Spinning Blue image
on page 458 with the students.
Turn and talk to a partner and explain this chart in your own word, you may draw
out explanations if needed.
What will the students do?
Students will perform the following game/activity:
1. Students will get into groups of 2 with a deck of cards.The teacher will explain to
the students that the cards are all positive integers.
2. The teacher will have the students take out the face cards: jacks, queens, kings,
and aces.
3. Both students in each pair draws 3 cards and lays them in a line face down.
4. Both students take turns turning over the cards on the outside, leaving the middle
card face down.
5. The middle card that is faced down is the mystery card. The student will make a
prediction, deciding if the card's value is higher or lower than the two cards facing up.
6. The student will then flip the middle card to test their prediction.
7. If the student is correct, he/she gets to to keep the three cards. If he/she is
incorrect, they will then put the cards back in the card pile.
8. After the designated play time for the game is up, determined by the teacher, the
student with the most cards win.
What will the teacher do during/after the activity?
The teacher will be walking around during the lesson promoting discourse. The
teacher will float in on groups and question the students as to why they predicted a
specific value for the mystery card.
Check for Understanding- After the game is completed, the teacher will call up
the winners of the game and have the students explain their strategy for making their
prediction.
Materials/manipulatives:
-

Deck of playing cards


Textbook: Mathematics Teaching Developmentally

Accommodations:

Strategic grouping can be implemented. Either group students with people of similar math
knowledge or struggling learners with advanced learners.
Probing Questions:
- Did you have a strategy to how you made your prediction about the mystery
card? (Have students who won come to the front and explain their strategy.)
- For students who didn't win, how could you have improved/changed your
strategy to have a better chance of winning?
- If the outside cards are the same numbers, what is the likelihood that your
mystery card is a value between your outside cards?
Extensions:
The teacher can have the students play with face cards: jacks (11), queens (12),
kings (13), and aces (1). This will allow for a larger range of probability to be practiced
with by the students.
Have red cards represent negative integers, have black cards represent positive
integers.

You might also like