SAMPLE PRIMARY MATH UNIT PLAN - HoptonsHomeroom

SAMPLE PRIMARY MATH UNIT PLAN The following is a sample unit plan that focuses on one subject area. This unit would likely be implemented over 6 days. The Teacher Candidate would also develop additional unit plans for the other days in the block period and for other subject areas. In addition to this general unit plan, the TC would include the following items in the material submitted to the MT:  A block calendar  An evaluation tool for each culminating task  Daily plans for the first two days (subsequent daily plans will be developed for each day as the block progresses)  Lesson plans for the first two days (subsequent plans will be developed as required or as requested by the MT)  Additional math and language units

Sample Primary Math Unit

1

2011

Teacher: R.R. Hood

Grade: 2

SUBJECT/STRAND

Mathematics: Probability

CONTEXT

I will be implementing a probability unit on my teaching day from mid April to the end of May

OVERALL EXPECTATIONS

Describe probability in everyday situations and simple games

CULMINATING TASK

The students will participate in a variety of probability activities, which will lead to the development of posters that summarize their understanding of probability. The probability posters will be displayed on our hall bulletin board.

Describe the likelihood that every day events will happen PRIOR KNOWLEDGE

Diagnostic: Class discussion following a read aloud Assessment

Formative: Observation, anecdotal notes

Summative: Review of journal entries

Evaluation


How well can the students describe probability in everyday situations?

2

2011

EXPECTATIONS

TEACHING-LEARNING STRATEGIES

ASSESSMENT

LESSON 1 Describe the likelihood that every day events will happen

Observation Before the unit begins, a “probability shoe box” will be created and filled with random statements such as “School will be cancelled tomorrow”. Each day, one statement or event will be chosen from the box and the class will have to decide if it should be placed in the possible or impossible box.

ACCOMMODATIONS None required

RESOURCES Read Probably Pistachio to the class to introduce and/or review the concept of chance or probability

Probably Pistachio

Discuss concepts and reinforce vocabulary.

EXPECTATIONS


ASSESSMENT

LESSON 2 Describe probability in everyday situations and simple games

ACCOMMODATIONS Students who are slow writers can write two sentences instead of four Sentences can also be written in phrases


WHOLE CLASS INVESTIGATION Set up three columns on chart paper with the headings “Always” “Sometimes” and “Never”; ask students to come up with several events or situations that fit under each of the three columns and have them explain why each event is placed in its particular category Discuss (and/or explain if necessary) the vocabulary used in the chart as well as the words posted around the classroom. Add words to our math word wall. CLOSING In their math journals, have students choose four of the mathematical vocabulary words discussed in the lesson and write sentences using each word (e.g. It is unlikely that it will snow in May)

3

Observation

RESOURCES Chart paper Math Journals

2011

EXPECTATIONS


ASSESSMENT

LESSON 3 Collect and organize primary data Describe probability as a measure of the likelihood that an event will occur, using mathematical language

ACCOMMODATIONS The number of questions to be completed can be reduced for students who write slowly or are having difficulty with the concept These students may also work in pairs

INTRODUCTION With students seated on the carpet, ask for four volunteers. Show the class six different coloured jellybeans (red, pink, blue, white, yellow, and green) Place the jellybeans in a bag and tell the volunteers that if they can predict what colour jellybean they will choose, they will get to eat the jellybean Have the volunteers predict and choose a jellybean from the bag Lay the six jellybeans on the carpet and ask students what the chances were of picking a red jellybean? A yellow one? Why? Ask students what I could do to increase their chances of choosing a red jellybean; if no one answers correctly, demonstrate how adding more red jellybeans increases the chances of choosing red

RESOURCES Jellybeans Bears in a bag

INVESTIGATION Introduce “Bears in a Bag” activity; after placing 4 red bears, 2 blue bears, and 1 orange bear in a bag, have students predict what colour bear will most likely and least likely be chosen from the bag and why Create a pictograph also on chart paper and have students sit in a circle on the carpet; going around the circle, have each student take a turn pulling out a bear, recording what colour was chosen, then putting the bear back in the bag CLOSING In their math journals, have students record the information from the pictograph and explain how and why we came to the conclusion we did after the bear experiment


4

2011

EXPECTATIONS


ASSESSMENT

LESSON 4 Collect and organize primary data

Describe probability as a measure of the likelihood that an event will occur, using mathematical language

ACCOMMODATIONS

INTRODUCTION While gathered on the carpet, tell students they’re going to play a game of tug-of-war; split them into two teams, putting one student on one team and the rest of the class on the other team

Anecdotal observations

Start to explain the rules of the game until the students protest that the teams are not fair; ask students why the teams are unfair Discuss that the chance or probability of the one-person team winning is less than that of the team with most of the class on it

RESOURCES

Ask students what would make the teams fair The number of questions to be completed can be reduced for students who write slowly or are having difficulty with the concept These students may also work in a group with some teacher assistance

Spinners INVESTIGATION Introduce students to two spinners; one is half red, half blue, and the other is three parts red, one part blue Ask students which is the Fair spinner and what makes it fair; ask the same of the Unfair spinner Also ask students about the probability of each colour on the spinner (i.e. Unfair spinner - What is the probability that I land on the red section? The black section?) probing them to say that it is more likely that we will land on the red section than the black section because there is more red As an aside, show students two other spinners, one that is all blue and one that is all red With the black spinner, ask them what the probability is of landing on a blue section? A red section? (the goal is to hear responses like: will never, will always, impossible) Split the class into ten groups (mostly in pairs if possible) and have each student create a spinner Have at least one student in each group/pair create a Fair spinner while at least one other group member creates an Unfair spinner by colouring in specific parts of previously photocopied spinners (use a paper clip and the point of a pencil as the actual spinning part) Have each group spin their Fair spinner five times and record what colour was landed on each time; do the same with the Unfair spinner CLOSING As a class, tally the results in two tally charts; one for the Fair spinner and one for the Unfair spinner Invite students to point out any conclusions they may make based on the chart


5

2011

EXPECTATIONS Collect and organize primary data


ACCOMMODATIONS

TEACHING-LEARNING STRATEGIES LESSON 5 INTRODUCTION Have students sit in a circle on the carpet and introduce 1 die; ask them what they know about dice (i.e. numbers 1-6 on faces of die)

ASSESSMENT


Ask them to predict what number will most likely come up when I roll the die After rolling the die, introduce the tally chart with numbers 1-6 on it, explaining that we are going to do an experiment to find out which number will most likely be rolled Go around the circle and give each student a turn to roll the die, recording the number rolled on the chart; the die should be rolled at least 30 times

RESOURCES Dice

Analyze the outcome; since each number should have an equally likely chance of being rolled, discuss why that is Use terms equally likely, most/more likely, and least /less likely; if students notice that the chances of each number being rolled is 1 in 6, explore the connection to fractions Ask students if the die used was fair or unfair and why INVESTIGATION Put students in pairs, give each pair a die, and have them go back to their desks Taking turns and alternating numbers, each pair should roll the die and record how many rolls it took to roll a 1, a 2, and so on Survey the class as to who took the longest to roll a number and who rolled it in the least time Bringing students back to the carpet and sitting in a circle, introduce an unfair die (a die with 3 three’s, 2 five’s, and 1 six); ask what makes the die unfair As a class, predict which numbers will most likely and least likely be rolled with the unfair die Allow every student a turn to roll the dice, recording the outcomes on chart paper CLOSING Ask students to share their conclusions about what makes one event or situation more likely than another


6

2011

EXPECTATIONS


ASSESSMENT

LESSON 6 Collect and organize primary data


INTRODUCTION Review probability concepts and vocabulary


INVESTIGATION Organize students into triads and have them create a rough design of a probability poster. Have students create a final poster CLOSING Review the posters in a large group.

ACCOMMODATIONS None required


RESOURCES Select volunteers to help display the posters on the hall bulletin board.

7

2011