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5e Lesson Plan

1) Students will learn about probability by counting colors of Skittles in a container and calculating the probability of drawing each color. 2) The lesson considers culturally sustaining pedagogies by using a popular candy to engage students' interests and avoiding financial burden. 3) Formative and summative assessments include grading a worksheet and allowing students to recreate the probability calculation with another material.

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55 views

5e Lesson Plan

1) Students will learn about probability by counting colors of Skittles in a container and calculating the probability of drawing each color. 2) The lesson considers culturally sustaining pedagogies by using a popular candy to engage students' interests and avoiding financial burden. 3) Formative and summative assessments include grading a worksheet and allowing students to recreate the probability calculation with another material.

Uploaded by

api-666014190
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Rori Phelps Grade: 4 Topic: Probability


Brief Lesson Description:
Students count the color of skittles in a container and talk about the probability of them drawing a specific color and then complete a
worksheet that has them breakdown the numeral probability of drawing those colors.
Specific Learning Outcomes:
Students learn how to correlate a numerical value to probability in multiple formats.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
I would supply all of the materials so there would be no financial burden on the students by having to supply their own skittles.
Additionally, skittles are widely known and almost every student would know what they are. Because they are so popular, I think this would
take my students’ interests into mind and make them excited to participate in the activity.

Narrative / Background Information


Prior Student Knowledge:
Basic probability vocabulary, an understanding of decimals and fractions, how to use a calculator, and how to add.

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

4.13 The student will represent probability 4.1 The student will apply creative thinking understand that the measure of the
as a number between 0 and 1, inclusive. to artmaking. a) Apply imaginative and likelihood of an event can be represented by
expressive ideas. b) Develop ideas a number from 0 to 1.
individually and collaboratively

Specific Problem Solving Strategy being used:


Students would use a mix of trial and error and Heuristic problem solving strategies to accomplish this assignment. Since it is a random
selection of the skittle, it is not always a set algorithm to try but once they have acquired the proper numbers then the steps are the
same.

Possible Preconceptions/Misconceptions:
Students could believe that a certain color shows up more which could lead them to be skeptical of the numbers that they come up with,
they could think that fractions and decimals are too difficult for them, or they could think that all skittle bags have the same number of
each color every time, so it is not actually random.

LESSON PLAN – 5-E Model


ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
I would start by telling them a funny story about my day where everything that could go wrong did go wrong. I would ask them what they
thought the odds of all of that happening on the same day are. I would then start a class discussion on how likely things are to happen in
their day-to-day life (the bus coming, them putting on clothes in the morning, going to the zoo, and other random things that vary in
probability). After that, I would start to discuss choices and if they have two options then there is only a 1 in 2 chance that a certain choice
is made. I would then relate it to fractions and decimals that they would have already covered. They should also have already known how
to guess how probable an event is through vocabulary, but I wanted to use it as an ice breaker and a way to slowly ease them into
probability as a number.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
I would break students up into pairs and have them count how many of each color skittle they have. I would then have them add up how
many skittles there are in total and calculate how likely it is that they pull out each of the skittle colors based on their numbers. I would
have them show me this in fraction and decimal form.
EXPLAIN: Concepts Explained and Vocabulary Defined:

Vocabulary: Students should already have a grasp on vocabulary words involving probability such as likely, unlikely, impossible, etc. but
after we came back together as a class I would ask them how likely their groups were to draw each of the skittle colors.

ELABORATE: Applications and Extensions:


I would tell them how this can be helpful in real life situations that would be relevant in their real life such as in rock paper scissors,
flipping a coin, or rolling dice.
EVALUATE:

Formative Monitoring (Questioning / Discussion): I would grade the worksheet that they wrote their probabilities on as well as walk
around the class during the activity and facilitate a class discussion at the end.

Summative Assessment (Quiz / Project / Report) (Include a rubric): I would allow them to recreate an assignment similar to the one that
they did in class with another material.
Rubric:
https://u552877.ct.sendgrid.net/ls/click?upn=1hg3Xo6UyIsbJzIL7oggm2LTacNZR4Yjn8gGyfMQUika0CDbm1knai7XjbppinOwXWWE1R6o
P7Up3gvTG-2FRXqocoDyq0eFpX83eu-2FdRrfJMHpdY1ysipK9pRWbBKmK5dQdnw3LbvftAyBSoE9mFxWS0-
2BAQ8cqiDCXjPlJ4py7lPGCJhmHXssD1JChMTOzOVJN0YPbjXX15F84-2BxbzIdHNg-3D-3D5APc_C4BbSnZoG79DwBe-2FQur3O2fcY2c4ubW-
2BLhDZJ81Xdb50w3UoKN-2F7uw37OF6Az8WctSOYwXWc5HTkAYTblSyAdyKYxFaxU7Udk028YL6eC-
2BUDucRQzdc5VNPqgVjAtqc0nMex3Sk3U5ChPbhQuR9OlFisCfMWR5pI3wxBLEuQGpQAEF-2BjfytQGA7683ikjL3xkH7dIAaYNve6-
2FdB8DRyQaRhMFFlSCKdiA9b7r4FuVx-2B-2B3r9xrobjPlnG5kUpGc-2Fo
Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) I would decrease the number of skittles they
were using so that they did not have big fractions or decimals and they could break it down into smaller pieces more easily.
 ELL I would use more pictures than words and use actual numbers since numbers are the same in a lot of languages. I would use
fraction/division symbols to explain how to get the answer to the problem.
 Gifted learners I would give them a higher number of skittles so they are counting more, dealing with larger fractions that may
need to be reduced, and might have them solve for the decimal by using long division instead of a calculator.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice? I will check their worksheets to see how accurate they are and assess how effective I was in
teaching them how to define probability as a number 0 to 1. This would not be a lesson I would do on the first day of teaching this
topic and therefore would be able to learn what areas I need to go back to and reteach.
 Where might/did learners struggle in the lesson? The instructions might be unclear since not everyone will have the same exact
number so they might not understand when their numbers are different than the example one.
 How can the lesson be strengthened for improved student learning? There could be more focus on how to create fractions and
decimals with those numbers as opposed to just setting up a problem to solve on their own.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced? I think that this lesson would be fun for
a variety of different students. I don’t think that it is necessarily the best but I also do not think that it is the worst either. I think it
is understandable for everyone and not a lot of differentiation must be done in some areas because of how widely acceptable it
is.

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