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IPG

Name: Barbara Rose

Date(s): July 11, 2015

Subject: Probability Vocabulary

Grade Level: Third Grade

1. Opening Hook/Warm Up:


Probability is the chance that something might
happen or not. Example, how likely is it for Big
Foot, the Abominable Snowman or some other
fictional character to walk into our classroom
right now? I am sure we can all agree that it
would be impossible.

2. TEK: Mathematical process standards.


The student uses mathematical processes to
acquire and demonstrate mathematical
understanding.
3. Objective:
We will be recognize vocabulary words
associated with probability that are essential for
third graders to know. On assessment, students
will express probability using four terms: likely,
unlikely, certain, and impossible. Students will
define each term and match them to examples.

4. Big Understanding:
At the end of this lesson, students will understand the vocabulary words certain, likely,
unlikely, and impossible as it pertains to probability. And be able to identify situations using
the vocabulary words.
Determine that probability is used to plan around the weather, sports, and strategies.

5. Summative Assessment Evidence:


Students in pairs discuss ways probability can be used in everyday life.
The teacher will observe the students while they teach each other the information.
6.

Instructional Strategies / Student Activities/ Grouping Patterns:

Teacher Input/Modeling:
Step by step instruction via PowerPoint presentation using a computer and a projector.
Students are grouped in pairs
Big understanding real life applications
Guided Practice:
Students are grouped in pairs each one teach one.
Introduce one bag same colored balls and another bag with different colored balls.
In each case, students are asked to predict the color ball I will pull from the bag.
Students will then decide whether it is certain, likely, unlikely, or impossible the actual color
ball that will be pulled from the bags.
What would be a situation that is likely to happen? (CFU)
Students come together to share their results to see how their results match their peers.
CFU (Checking for understanding):
Teacher will check for understanding with questions after every block of instruction. These
questions will engage students to refer to prior knowledge, and share their perceptions and
answers from the guided practice and partner discussions with the entire class.

7/28/2015, page 1 of 2, Sequential IPG Template v1

Independent Practice:
Student are asked to determine real life situations that relate to the probability vocabulary
words and share it with each other.

7. Higher Level Questions to Incorporate:


What are some situations that are likely to happen?
Describe what you can expect see when there are the same number of red and yellow of
balls if your pull one out?
What makes things/situations unlikely?
What makes things/situations certain?
8. Grouping Patterns:
Students are grouped in pairs where they take turns to teach the material to each other to
clarify and ascertain understanding of the material.

9.

Ending, Summary / Reflection:


What id our objective for this lesson?
Did we learn our objective today?
What skill did we learn today?
Students understanding of the probability vocabulary is reflected in their ability to explain and
identify situations related to the words to the teacher and each other.

10. Materials / Resources:


PowerPoint presentation with computer.
Projector
Bags
Balls
Worksheets
Pencils
11. Technology:
Computer with Power Point, Projector

7/28/2015, page 2 of 2, Sequential IPG Template v1

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