Intern Name: Alex Reiss

Topic/Title of Lesson: Probability

Grade: 2nd
Length of Lesson: 45 minutes-1 hr.
Date Taught: 5/14/19
VTFT LESSON PLAN TEMPLATE
In this lesson… the students will pick a tootsie pop from the bag and find the
Overview probability of how much of each color lollipop is still remaining in the bag.

Standards of Learning
Objectives
MA.2.5.1 The student will collect, organize and represent data in pictographs
and bar graphs (SOL 2.15a; Probability and Statistics)
MA.2.5.2 The student will read and interpret data represented in pictographs
and bar graphs (SOL 2.15b; Probability and Statistics)
Students will be able to…
● Collect data
● Create a bar graph
● Make predictions on what color lollipop they will chose

I can… collect data and make predictions on the color of the tootsie pops while
Learning Target learning about probability
● Basic information on what probability is and how it works
Prior Knowledge
● How to make a bar graph
Required ● How to collect data

● Probability
● Tally mark
● Bar Graph
Key Vocabulary or ● Less likely
Concepts ● More likely
● Predict
● Data

● WORKSHEET:
https://docs.google.com/document/d/194_0wXdNaJMHv8eyMTYfRpjVzS
LiRu3CDHn1SLrPkzE/edit
● COLORING PAGE:
Materials https://docs.google.com/document/d/1Wv0jYyo7pwVP2BU6lAX0QkGjA
PzdD16qPRNeZvzQkR0/edit
● Bag of 22 mini tootsie pops (variety of colors)
● Clip board
● Colored pencils
Clap loudly in a Rhythm to gain the students attention,
● Tell each student to get 5 different colored pencils/crayons from their
pencil box
Introduction/ ● Call the class down by hives (tables) to grab a clip board the come join
Hook me on the carpet
● Have the students sit in a circle on the carpet
● Ask 3-4 students what they think probability is, while passing out the
worksheet

Instructional Activities
**Continue doing this till each student has chosen a tootsie pop and the chart is
completed (should take 1-2 minute per student. 40 minutes for the whole
activity)
Closure Activity
Accommodations
1. Have students sit on the carpet in a circle
2. On the board show the tallys/original numbers of how many of each
color is the bag
3. Ask 3-5 students what their favorite tootsie pop flavor is and have each
student write down what their favorite flavor is on their worksheet
4. Have the students count with me how many tally’s there are (5 minutes)
5. Have the Students write down the Tally’s on their paper (5 minutes)
6. Explain to the class how to make a bar chart based off of the tally marks
of the tootsie pops
a. Give them 10 minutes to complete this
b. Show an example of what it should look like
c. Help those who are struggling
i. This should be one of Scarlett's mini goals to accomplish
today- She doesn't have to color it but she does have to
complete the graph
d. Have the students color each bar a different color
7. Show the students the bag with the tootsie pops and explain how each
student will pick one out of the bag without looking
a. Inform the students that they will not be eating the tootsie pop
till the very end of the activity
b. Explain how this will we will ALL be keeping track of the how
many tootsie pops are in the bag each round, and finding the
probability of each color
8. Go around the circle clockwise, allowing each student to choose a
tootsie pop
a. After each one, go up to the board and erase a tally from
whichever color was chosen
i. Have the students write the new number on their chart
9. Once all students have completed the activity, have the students go back
to their tables (call them by groups to avoid chaos)
1.Pass out the coloring worksheet
2.Give the students 10-15 minutes to color the picture
3.At the end of the activity, collect each worksheet, not the picture
● Using MINI tootsie pops instead of normal size because of the children
with ADHD
● For Scarlett (a possible accommodation): If she begins to become
uninterested and is refusing to do work, set goals for her
○ Ex. If scarlett completes 5 rounds of the tootsie pull chart AND
completes her bar graph, she will get a tootsie pop
● For students who tend to get distracted and go off topic easily, keep
them one track by calling on everyone (not just the people with their
hands up)
● Have the students sit in a circle so that it is easier for me to keep track of
all students and what they are doing
Assessments N/A
https://roymath.weebly.com/uploads/1/1/2/7/11275399/8_-_tootsie_pop_pull_-
_dependent_events.pdf
Resources
http://www.keywordbasket.com/dG9vdHNpZSByb2xsIGNvbG9yaW5nIHBhZ
2U/