The central idea of the lesson below is for students to understand probability. I believe this is geared towards fourth grade students because it reviews probability, but introduces it in a new way. The mathematics taught are the definition of probability and how to express it in fraction form. It also gives the children a chance to predict outcomes and the probability of an event occuring. I chose this activity because it is more exciting than the usual coin tossing. It gives hands-on learning, and the children can enjoy it because they receive treats afterwards. This also lets the students work at their own pace and to make sure they understand the information.
I would require that the students work together in groups. This way they candiscuss what they are learning and ask each other questions. I would change the worksheet that was designed. I feel that there could be more thought provoking questions on it. I want to create discussions and an opportunity for my students to think outside the box. I would also use a variety of candy in case someone does not like Starburst. I believe it is important for there to be choices for students.
I think this lesson covers all the needed information about probability and would be very good for the hands-on learners to participate in. I liked this lesson extremely and will want to use it in my future classroom.
PROBABILITY
OBJECTIVE:
Students will display understanding of probability and will be able to make reasonable predictions based on the probability of events.
ANTICIPATORY SET:
Begin the lesson by asking students to give me the definition of probability…(Probability is the mathematical chance that some event will occur.)
And who remembers the two ideas we discussed concerning probability?
(Example: coin toss where tails is called)
Favorable outcomes – what you’re looking for (tails; 1)
Sample space – possible outcomes (heads or tails; 2)
Probability is expressed in fraction form by putting the number representing the favorable outcome over the number representing the sample space. So the probability of a coin landing on tails is ½.
MATERIALS:
PROCEDURE:
CLOSURE:
Have students discuss with the group what they found in this experiment, if their predictions were correct, and how they arrived at them.
ASSESSMENT:
Students’ understanding of probability will be assessed through observation of their applied work during the brown bag mystery activity, as well as their worksheets.
Lesson plan found at the website: http://edweb.fdu.edu/folio/FoodyJ/Page3_lesson_plans.html
*Graphic from the website: http://penny.zingzang.net/archives/2004_02.html
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