Probability
Focus Question: In what ways can I represent and interpret information?
Objectives:
Formulate all possible outcomes of an experiment (e.g., tossing a fair coin, rolling a fair die).
Perform and report on a variety of probability experiments.
Content:
MATHEMATICS LESSON PLAN (Grade 6)
Strand: Statistics & Probability
Topic: Collecting and Representing Data
Duration: 1 hour
Focus Question: In what ways can I represent and interpret information?
Objectives:
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Formulate all possible outcomes of an experiment (e.g., tossing a fair coin, rolling a fair die).
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Perform and report on a variety of probability experiments.
📊 Materials Needed
Coins and dice
Tally/frequency table templates
Graph paper
Markers or colored pencils
Rulers
STEM challenge worksheet
Projector/whiteboard
- Cromebooks, teacher's blogsite
🌟 5E Model Lesson Plan
🔍 ENGAGE (5 minutes)
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Activity: Show a quick video clip or perform a live demo of a coin toss and dice roll.
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Ask students:
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What are all the possible outcomes when you toss a coin?
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What are the outcomes of rolling a die?
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STEM Link: Highlight how scientists and engineers use experiments and data collection to predict results or test probabilities.
🧠 EXPLORE (15 minutes)
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Hands-on Group Activity:
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In pairs/groups, students conduct two mini experiments:
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Toss a coin 20 times and record the number of heads and tails.
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Roll a six-sided die 30 times and record the frequency of each number (1–6).
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Use tally charts or frequency tables to collect data.
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Materials: Coins, dice, tally chart worksheets, colored pencils.
📘 EXPLAIN (10 minutes)
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Teacher leads discussion:
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Define outcomes, frequency, and probability.
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Model how to convert tallies into bar graphs or pictographs.
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Guide students to understand the experimental probability = number of times an event occurs / total trials.
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Visual Aid: Use projector/board to show sample bar graph of dice results.
⚙️ ELABORATE (20 minutes)
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STEM Challenge (Differentiated):
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Tier 1 (Basic): Students draw bar graphs of their results from coin toss or dice roll.
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Tier 2 (Intermediate): Students compare their experimental results to theoretical probability (e.g., Heads = ½).
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Tier 3 (Advanced): Students create and interpret double bar graphs comparing two different sets of outcomes (e.g., student A vs B or coin vs dice).
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Extension (STEM link): Discuss how data representation is used in weather forecasting, sports statistics, and quality control in manufacturing.
✅ EVALUATE (10 minutes)
Three-Tier Differentiated Evaluation Task
Tier | Task | Criteria |
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Tier 1 | Identify all possible outcomes for a coin and a die. Represent your data from the experiment using a tally chart. | Accurately list outcomes and correctly use tally marks. |
Tier 2 | Record experiment outcomes and represent results using a bar graph. Compare actual results with expected outcomes (theoretical probability). | Correct bar graph with reasonable comparisons. |
Tier 3 | Create a double bar graph from two different data sets and explain the similarities and differences between them. | Double bar graph is clear, labeled, and includes thoughtful interpretation. |
🧠 Differentiated Learning Strategies
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Visual Learners: Use color-coded charts and pictographs.
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Auditory Learners: Partner discussions and group interpretation.
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Kinesthetic Learners: Physical dice/coin tossing and chart drawing.
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Support for Struggling Students: Provide sentence starters, graph templates, and peer support.
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Challenge for Advanced Learners: Extend into predicting outcomes for two-dice sums (e.g., probability of getting a 7).
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ReplyDeleteHey miss I have done all of the activities they were fun
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ReplyDelete