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Probability 3 EQAO Prep

Title: Probability EQAO Prep Subject/Course: Mathematics Time: 55 minutes

Level: Grade 6 Taught on Thursday February 16, 2017

Lesson Description

Students start the lesson by completing and submitting a Mad Math Minute to settle them down.
Teacher introduces online spinner activity where students will predict the outcome after 10 spins
and discuss the results. After this, the students organize themselves into groups of 2-3 where they
will complete an EQAO question together on chart paper to present their result to the class. After
the presentations, students in their groups will give themselves a self-assessment based on the
problem solving criteria.

Stage 1: Desired Results

Big Question (link to the real world)

If we play a game, what are the chances that you will land on the colour _____?
How many times can we expect to land on the colour _____?
Create a spinner activity where each colour has an equal chance of being landed on.

Ontario Curriculum Overall Expectation

Mathematics Data Management and Probability

- Determine the theoretical probability of an outcome in a probability experiment, and use it to
predict the frequency of the outcome.

Ontario Curriculum Specific Expectation

- Predict the frequency of an outcome of a simple probability experiment or game, by
calculating and using the theoretical probability of that outcome (e.g.,The theoretical
probability of spinning red is 1 4 since there are four different-coloured areas that are equal.
If I spin my spinner 100 times, I predict that red should come up about 25 times.).

Key Concepts and/or skills to be Prior Knowledge Activation:


- Representing the probability of an event - Reviewing probability words: Impossible,

in fractions, percentages, and decimals Unlikely, Equally likely, Likely, Certain
- Fractions
- Frequency, probability, outcomes

Stage 2: Planning learning experience and instruction

Learning Goals: Instructional Strategies:

- I can confidently use correct Teacher facilitates and monitors students as they work
probability vocabulary. amongst their groups
- I can predict and determine the
probability of an outcome and use it to Peer assessment occurs when groups work together to
predict the frequency of an outcome. come to a consensus answer.
Success criteria:
- Students can successfully discuss Self-assessment for their group work based on the
within their groups and as a class using problem solving criteria
probability words and fractions.

1 Learning Goal: Today we will Differentiation

review probability words and - ADHD: Have student(s) work with kinesthetic
practice experimental probability. learners to work together with different materials
2 Why: So that we can or prepare a word-picture matching.
understand the probability of an - ASD: If possible, have student(s) work
outcome. individually with an EA or with a peer during
3 Success Criteria for this discussion or prepare a word-picture matching.
Lesson: - Learning styles: For visual learners, prepare a
You know you understand when you slide deck with different probability situations. For
can confidently talk about probability kinesthetic learners, provide manipulatives. For
when playing games of chances or read/write learners, prepare a worksheet of
identifying the odds of a situation. questions presented in the slide deck so they can
read at their own pace.
Materials/Student Groupings

Student groupings: This is a group task

where students will be required to
collaborate together to solve a problem.
Materials: Chart paper, dry-erase

Assessment For Learning, Checking for Understanding & Feedback

Are my students using the correct probability vocabulary? Are my students using correct fractions?
Are my students able to justify their thinking? Can they effectively collaborate as a group? Can they
adequately explain the difference between Likely and Equally Likely?

Stage 3: Learning Activity

Motivational Hook (10 MINS.):

- Play O Canada, Prayer, and Story of Pink Shirt Day

- O Canada by Walk Off The Earth:
- Hallelujah by Pentatonix:
- Story of Pink Shirt Day:

Open (10 MINS):

- Distribute and provide students time to complete Mad Math Minute

- Present an online spinner activity and change the spinner sections to being equal and unequal.
Ask students to predict the outcome before spinning and finding the results after 10 spins.

Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis)

(25 MINS):

- Play Brain Pop on Compound Events
- Provide manipulatives in case students need them to answer the quiz portion
- Present an EQAO question about spinner probability. Have students get into groups of 2-3 to
complete the question.
- Have students present their results of the question to the class
Close (success criteria visited) (10 MINS):

- Have students refer to the Problem Solving Criteria chart paper to give a self-assessment out of
4 for their work.
Does it show their math thinking?
Is it organized?
Is there a therefore statement?
Justify their self-assessment grade.

Stage 4: Reflection

Student Reflection of Learning (metacognition)

- Students enjoyed this lesson and grasped the concept well. Very few questions were asked.
However, what I and my AT noticed was that students had a tendency to only read the beginning of
the question and not the second half, which occurs frequently in EQAO question formats. Students
were able to explain their solution and justify their work. When reading over their self-assessments,
many were honest about the grade they assigned themselves and gave reasoning for their grade.

Teacher Reflection (WWW/EBI)

- At first, my thoughts were that I should have provided instructions about fractions and how to
solve the problem. After speaking to my AT, she said that having the students solve the problem on
their own was a good idea.