STEM 433/533 Lesson Planning Template

(Complete answers in purple font)

Name: Katie Stottlemyer Grade: 3 Topic: Probability

Brief Lesson Description:
The students will be learning probability by pulling different colored marbles out of a bag without replacing it. The students will be given a
bag of different colored marbles and first calculate the probability of pulling out each color. They will then determine which color is most
likely and least likely to be chose. Once they calculate their probability, we will pull out a marble and calculate the new probabilities based
on the color marble chosen.
Specific Learning Outcomes:
Students will understand the concept of probability.
Students will be able to correctly calculate new probabilities.
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.)
The students will also have an opportunity to do this same experiment with m&ms which would peak students interests and every student
is able to participate in this activity.

Narrative / Background Information

Prior Student Knowledge:
Students will have prior knowledge of the definition of probability and how to calculate probability.

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

3.14 The student will investigate 3.12 The student will use the 1d) Essential Concepts in
and describe the concept of following in works of art: a) Color Statistics and Probability.
probability as a measurement of —intermediate, warm, cool.
chance and list possible
outcomes for a single event.
Specific Problem-Solving Strategy being used:
They are being presented a problem of calculating new probabilities and they must breakdown the previous probability and decide what
is changing to the new probability. They then must conclude which color is least or most likely to be pulled from the bag. So they will be
breaking down the problem to find the solution.

Possible Preconceptions/Misconceptions:
That the probability does not change when you pull out each marble. Also, that the probability is only done by least likely or most likely
rather than actual fractional data.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
This lesson will start off with us discussing what probability is. I will ask the students what probability is and have them do a
turn and talk about probability. I will then call on a few students to share what they know about probability. We will then
watch a BrainPOP video on the fundamentals of probability.
https://youtu.be/RyYpo05k7Es?si=99w1o7FtpK-KVr99
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
The students will be given a bag of different colored marbles to understand probability. The first thing that they will do when receiving
their bag of marbles is write the probability for each color. As a class we will discuss which is least or most likely.
Materials:
Scratch paper for their findings.
Pencil
Bag of marbles.

Probing questions:
What is probability?
How do we use probability?
Which color is most likely to be pulled?
What color is least likely to be pulled?
EXPLAIN: Concepts Explained and Vocabulary Defined:
We will then discuss how the probability changes every time that a marble is pulled from the bag. We will go over how it changes and
what it changes to. The main concept explained in probability and the changing measurement of outcomes for an event.
What changed when we pulled a marbled out?
What is the new probability?
Why did the probability change?
Vocabulary:
Probability
Change
Likely
Unlikely
Most likely
Equally likely
Certain
ELABORATE: Applications and Extensions:
They will apply their knowledge of probability when completing the assessment work sheet where they determine which color was most,
least, and equally likely. they will apply what they know about probability and what they know about likeliness. They will use real data they
took during the lesson and determine the likeliness.
EVALUATE:

Formative Monitoring (Questioning / Discussion):

The students will be asked probing questions throughout the lesson. They will also have a discussion of what is probability and have
questions to think about the whole lesson.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

At the end the students will have to create a visual representation of what colors where least likely and most likely. They will make a
chart and put which color was most likely, least likely, and equally likely. I will grade this based on whether the put the correct colors in
each slot.
Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
For students with ADHD, I will provide flexible seating they will be able to sit where they would like in the classroom and be able
to move rather than sit still the entire lesson.
 ELL
I will provide written instruction and additional support for any ELL students to ensure they understand the assignment and how
to complete it. I will also be walking around to help whenever they need.
 Gifted learners
Gifted students will be able to write down math fractions to represent probability rather than just saying whether it is most
likely or least likely. They will also be in pairs where the gifted student will be able to take on more of a teaching role with their
peers.
Continued Plan for Differentiation: What specific activities will you have in place for each Tier of learning and why you chose them:
Tier 1 Tier 2 Tier 3
These students will be asked to look These students will be given another These students will be paired up with a
deeper into probability and find the activity after this one to get a little extra higher tiered student to learn from them
fractional probability of each color. practice after this lesson. This will affirm and get modeling from that student of
their learning and help the information what they should do. I will also pull a
stick a little better. small group to focus on this lesson.

Elaborate Further / Reflect: Enrichment:

 How will you evaluate your practice? I will evaluate this lesson by how the students will grasp the concept of probability and the
changes of probability when an event occurs.
 Where might/did learners struggle in the lesson? They may struggle with the changing probability. If the probability will stay the
same throughout when it changes once, you pull out a marble.
 How can the lesson be strengthened for improved student learning? This lesson can be strengthened by going into more depth
 and providing other examples of probability such as rolling some dice.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced? This assignment can be completed by
every student. I will encourage every student to participate, and this lesson provides manipulatives and hands on experience for
students to get excited about.