D A I L Y D O UB L E P L A N

Name: Stephanie Hanson Overview

Unpacked Benchmark, CDAS, CRS, or IL State Standards. 10.4.05 Describe the chances associated with a context presented visually, including using the response format 3 out of 4

Subject/Time: Math

Date: 3/19/13

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): Hook: Divide students into partners. Give each pair a spinner that is divided into fourths (1/4 red, 2/4 green, and 1/4 blue). Tell the pairs to examine the spinner and then determine the probability of the spinner landing on each color. Have students record the probability on the sheet given. Tell the groups to be ready to report out their findings. Give them 2 minutes. Ask first pair that finishes to collect all spinners. State Lesson Objective & Lesson Agenda SWBAT: Describe the chance associated with a context presented visually (cube drop probability) Distinguish actual outcomes from expected outcomes Agenda: Hook Mini-Lesson: Expected Outcome & Actual Outcome Cube Drop Experiment Class Analysis CFU Exit Ticket I Do Input (1-2 Key teaching points): Check for Understanding: Transition students to the rug with recording sheet. Hook Follow-up: Review probability on the anchor chart. Pick 3 sticks. Allow each person to share the probability of one color. Record the probability on the anchor chart. Have all students pass papers forward. Collect stacks from the front row. State the Objective: Today we are going to continue to find the probability for chance events. We just did this for our spinner. We are also going to distinguish or tell the difference between expected outcomes and actual outcomes. Mini-Lesson: Provide a definition and example for expected outcomes and actual outcomes. Use the spinner as an example. Explain that Expected Outcomes are the probability or chance that an event will occur. They found the expected outcomes for each color on the spinner earlier. Walk to rug at level 0 and sit in position A. Place sheet on the ground. If called on, report out probability for the color indicated. Work at level 1 with partner to examine probability item and determine the probability of all possible outcomes. Record the probability on the sheet given. Be ready to share out their findings.

If asked, collect all spinners at a level 0.

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Actual Outcomes are the events that occur in real life. These are the events that happen when we spin the spinner. CFU: Lets think about our spinner. We have determined the expected outcomes (point to probability on anchor chart). We can get actual outcomes by spinning the spinner 4 times and recording this in fraction notation. Ask the students to TPS about the following: If I spin it 4 times will the actual outcomes always be the same as the expected outcomes? Will I always spin red exactly 1 out of 4 times? Circulate while students share their thinking with a partner. Record check plus, check, and check minus for each student to indicate their preliminary understanding of expected and actual outcomes. Cold call 2 students to share their thinking with the whole group. Restate the question: If I spin it 4 times, will I always land on red 1 out of 4 times? Tell why you think that. Experiment Introduction: Tell the students that in order to compare expected outcomes with actual outcomes we are going to perform an experiment. Objective(s) SWBAT: SWBAT: Describe the chance associated with a context presented visually (cube drop probability) Distinguish actual outcomes from expected outcomes We Do Guided Practice: Check for Understanding: Show students the cube drop grid. Tell them that in a few minutes they will all be dropping a cube on this grid and recording which color the cube lands on. As a class we will compare expected outcomes for the cube drop with actual outcomes. First, we must determine the expected outcomes. Divide the students into groups of 2 or 3. Assign each group 1 color on the grid. Tell the students that they will have 1 minute to determine the probability of the cube landing on their color. They must be ready to share their probability with the class. After 1 minute, call on each group to share their probability and record this data on the class chart. Tell the students that with a partner they will be collecting Actual Outcomes. Each pair will get 1 cube, one cube drop grid, and a recording sheet (show enlarged recording sheet). Model the Experiment: One partner goes first by dropping the cube 10 times. You must drop the cube from about 2 inches above. Show this height to students and drop at least 2 times. CFU: Track the teacher while she explains the experiment. If called, share thinking. TPS about the questions posed. Be ready to share whether or not the probability will be the same as what happens if the spinner is spun in real life.

Talk with group at level 1 to determine the probability of the cube landing on your given color. Be ready to share the probability.

If called on, share the probability your group calculated.

Track the teacher while she explains how to do the experiment.

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Drop from very high height. Is this about 2 inches? Allow students to respond with NO. Drop from very low height. Is this about 2 inches? Allow students to respond with NO. Drop from about 2 inches. Is this about 2 inches? Allow students to respond with YES. Good. Anyone that is not dropping the cube from about 2 inches will immediately be asked to stop the experiment. Continue Modeling: For each drop, his or her partner records the outcome with a tally mark. This means that I will drop 10 times and my partner will record tallies for each drop. Then the partners switch roles, the second partner drops the cube 10 times, and his or her partner records the outcomes. You are recording on the same sheet. In the end, they should have 20 actual outcomes (20 tally marks). If the cube lands on multiple colors, you must count the color that is covered the most by the cube. If the cube lands off of the grid, that turn does not count. Drop again. CFU: Cold call for the following questions: How many times will I drop the cube? (10 times per partner) Who should record the tallies? (The partner that is not dropping the cube) What should I do if the cube lands on more than one color? (Choose the color that is most covered by the cube) What should I do if the cube lands off the grid? (That turn doesnt count. Drop again) Tell the students that they will have 5 minutes to complete the experiment. Dismiss students with a partner and materials. Vocabulary words/Key Concepts: Expected Outcomes Actual Outcomes Variable Modifications/ Accommodations You Do Independent Practice: Check for Understanding: Transition students to their seats with materials and allow partners to get started. Circulate and check over the shoulder of students to be sure they are on task and completing the activity as directed. When the timer goes off, direct students attention to the document camera. Tell the students that they must change their tallies into fraction notation. Model this process for 2 colors. Give the students 2 minutes to do this. When the timer goes off, collect grids and transition

If called, answer the question. If not called, track the speaker.

Track the teacher while she explains the experiment.

If called on, answer the question. If not called on, track the speaker.

Walk with partner at level 0 to desks and get started on the experiment.

Work through experiment. One partner will drop the cube 10 times while the other records. Then switch roles and repeat the process for another 10 drops. When finished. Record the data for each color on your recording sheet as well as the class data chart.

Complete the next portion of the recording sheet at level 1 with partner. Return materials and return to the rug at level 0 and

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students back to the rug with recording sheets.

sit in position A with recording sheet flat on the ground.

Class Data Discussion: Tell the students to be ready to share the actual outcomes they got for the cube landing on green. Quickly ask each pair to share their actual outcomes and record the fractions on the chart. Draw students attention to actual outcomes for green. Ask students to do a thumbs up or thumbs down if all actual outcomes were the same as expected outcomes. Scan student responses. Follow up this question, by posing the following for a TPS: Why do you think that the actual outcomes were different than the expected outcomes? Cold call 2 students to share their thinking about the question. Tell the students that when we perform experiments we cannot control everything. We do not all perform the experiment in exactly the same way. There are variables (or things that are different from group to group) that affect the outcome. Provide one example of a variable: the height at which we drop the cube. We can try to drop the cube at the same height each time, but it will not be perfect. The height could affect the color it lands on. Ask the students to TPS for 1 minute about what other variables might affect the actual outcome and make it different from the expected outcome. Cold call 3-5 students to share variables that might make the actual outcome different from the expected outcome. Record these variables on the board. Examples: Where you place your hand, how high your hand is, the location of each colored square, how the cube rolls, if the grid is flat, etc. Revisit Essential Question: Return to the essential question on the anchor chart. Ask students to answer the question including telling why. Allow students to turn and talk with an elbow partner for 1 minute. When the timer goes off, cold call 2 students to share. Record an answer under the essential question. CFU: Pose the following scenario: Brian flips a coin two times. How many equally likely outcomes does a coin have? Call on a student to share. He predicts that he will get heads 1/2 times and he will get tails 1/2 times. When he actually flips, he gets heads 2/2 times. Why did this happen? Use the science vocabulary from today to help you explain.

When called on, share fraction for red at level 2.

Show thumbs up if you see that all expected outcomes were the same as expected outcomes. Show a thumbs down if you see that some actual outcomes were different than expected outcomes.

TPS about the question. Be ready to share out.

If called on, share thinking.

Track the teacher while she explains variables.

TPS about other variables that might affect the actual outcomes.

If called on, share a variable that you and your partner discussed.

Track the teacher while she explains the scenario.

TPS with a partner about what is happening to Brian.

If called on, share thinking and use vocabulary from todays lesson.

Transition back to seat at a level 0.

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Allow students to TPS with a partner about this scenario. Circulate and record a check plus, check, or check minus based on student understanding of expected outcomes and actual outcomes. Cold call 2 students to share their thinking. Encourage these students to use the vocabulary: expected outcomes, actual outcomes, variables. Transition students back to seats. Based on results of CFU, pose the following scenarios at seats as necessary. Allow students to TPS with table groups. Maria rolls a 6-sided die. She expects to land on 6 1/6 times. When she rolls the die 6 times, she lands on 6 2/6 times. Explain why this happened. Rayquan has a bag with 3 red tiles and 3 blue tiles. He expects to pick red 3/6 times. When he picks tiles 6 times, he picks red only 1/6 times. Explain why this happened. Exit Ticket (aligned to lesson objective) or assessment: CMSI assessment question for 7-12

TPS with table groups. Be ready to share thinking.

Work independently at level 0 to complete the exit ticket.

Materials & Technology Spinners (Hook) Recording Sheets (Hook) Cubes Cube Drop Grids Cube Drop Recording Sheets Study Link 7-11 Probability Anchor Chart Cube Drop Anchor Chart Vocabulary Cards

Closing/Preview for next lesson: Explain to the students that tomorrow they will work on probability with dice.

Homework: Study Link 7-12