Lesson Cycle

Lesson Title/Topic: Introduction to Probability

Target Concept: 5th grade level Math
Standards/Rationale: (C) select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Lesson Objectives: Given probability examples, the student will solve at
least eight out of ten problems.

Assessment: The student will identify the number of favorable

outcomes divided by the number of possible outcomes.

Materials:
Color and number spinner, dry erase markers, washable markers, chart paper, math journal, and pencil
Lesson Cycle: (Direct instruction) Probability
The teacher will:
Focus/Mental Set:
Introduce the math game, What are the chances? Divide the class into
groups of fives and label them, team A, B, C, & D. Each team will have
10 chances to pull a red, yellow, or blue pencil out of the bag that is
located on the math lab table. Altogether, there are 15 pencils in each
bag, 5 red, 5 yellow, and 5 blue. Each team will record their results on
the large post-it chart paper. It is already set up on the wall. As each
pencil is pulled out of the bag by a student, the designated classmate will
draw a tally mark (or small line) next to the color. Before starting the
activity, use the computer to time it for three minutes.
Teacher Input:
Use the slides on the promethean board to teach probability. Call on
students during instruction using the can of names written on popsicle
sticks. Praise the student as they answer each question. Students will
listen and ask questions while writing in their math journals. Encourage
them to use their math manipulative bag on their desk. Check for

The student will:

After the students have been divided into groups, they stand
beside their labeled chart paper next to the math lab table. Each
chart paper has been set with three columns and three rows
labeled by the color, chances, and results. Students will have
three minute for the activity. After the three minutes, tell the
students to count their tally marks in the middle column for each
color. It should total 10 altogether. They will leave the column
labeled results blank.
Students will have their math journals to write the definition of
probability, the formula to measure probability, and examples of
probability. Students will use their math manipulative bag during
the examples. Each bag has a color and number spinner. Students
will be actively involved by being asked to answer the example
problems.
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understanding during each slide.
Slide 1:
Probability is the likelihood an event will occur or the chances of
something happening. When we talk about the word event in
probability, it is some type of action. While giving the students the
examples, show them as you draw a blue marble out of a bag, flip a
coin, or draw a color pencil out of a bag.
Check for understanding on slide 1 by telling the students to turn their
neighbor and give them an example of an event.

Students will to turn their neighbor to tell an example of an event.

Slide 2:
We measure probability written in a fraction form:
P= the total number of favorable outcomes
the total number of possible outcomes
A fraction has a numerator and denominator. The numerator equals total
number favorable outcomes. The denominator equals the total number
of possible outcomes. Anytime we are working with fraction, simplify
or reduce fractions. You can divide the numerator and denominator with
any number as long as you can get them both as small as possible.
Check for understanding on slide 2 by telling the students to turn to
another neighbor and tell the student how probability is measured and
what are the numerator and denominator in probability.
Display slide 3a on the promethean board, an example of probability
using a color spinner. Although both 3a and 3b are the same material,
slide 3b is a teacher guide work the example with the students.
Display slide 4a on the promethean board, an example of probability
using a number spinner. Although both 4a and 4b are the same material,

Students will turn to another neighbor recall how probability is

measured and distinguish the favorable and possible outcomes in
a fraction.

Check for understanding by calling on the students to solve

example problems on slide 3.
Check for understanding by calling on the students to solve
example problems on slide 3.

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slide 4b is a teacher guide work the example with the students.
Guided Practice: Break the students into groups of five. Give each
group chart paper and markers. Each group will draw on chart paper one
example of probability and create two probability problems to be
answered by other groups. Time the guided practice for 8 minutes. Have
the groups display the chart paper on the wall. Allow each group to look
at other examples and solve the problems. The teacher will walk around
the class to guide and assist students while they look the examples and
use the formula to measure probability.
Independent Practice: Students will create a list of 5 examples of
probability used outside of math class by other teachers, students, or
family members.
Closure: Allow students to reflect in their words about probability.

Options:
Enrichment: The students will go to the math learning center with their
journal. There is a color spinner divided in 16 equal parts, but not in
color. The student will write the probability for P (green), P (red), P
(blue or red), and P (blue or yellow). Then the student will choose the
probability that has the best chance.

Students will work in groups to draw an example of probability

and write a word problem on the chart paper. On the chart paper,
they will apply what they know about probability. After the
timer, each group will go around the room with their math
journals. They will look at each groups example and solve the
two problems using the formula, P= the total number of favorable
outcomes divided the total number of possible outcome in the
word problem. Students will discuss the results in their groups.
Students will create a list of 5 examples of probability to bring to
class the next day.
Students can share one by one how he or she will use probability
in other real-life experiences.

Reteach: Use examples of marbles, coins, and dice games to

explain probability before the next lesson; tutoring during
planning period or afterschool. Review online math games for
home and during scheduled computer lab.

Modifications/Correctives:
Mrs. Reed will step in the classroom with R.S. to provide assistance as
needed for instructions.

References: http://fortworthtexas.gov/library/
Go to your nearest public for fun learning activities, events, and reading with the entire family. Register for a library card!!!
http://lms.thinkthroughmath.com/users/sign_in
http://www.coolmath.com/
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Slide 1: Introduction to Probability
Probability is the likelihood an event will occur or the chances of something happening.
When we talk about the word event in probability, it is some type of action.
Examples of an action is drawing a blue marble out of a bag, flipping a coin, or drawing a color pencil out of a bag. It could be used in
video games and the lottery.

Slide 2: Measuring probability

We measure probability written in a fraction form:
P= the total number of favorable outcomes
the total number of possible outcomes
A fraction has a numerator and denominator.
The numerator equals total number favorable outcomes. The denominator equals the total number of possible outcomes. Anytime we
are working with fraction, simplify or reduce fractions.
You can divide the numerator and denominator with any number as long as you can get them both as small as possible.
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Slide 3b: An example of probability using a color spinner.

There is only one of each color. Each of these colors is an equal fourth: ---- blue, ---- purple, ---- green,
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and ---- red.

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Example 1: What is probability of the spinner landing on a red space? The event or favorable outcome is the
red color. Write the problem, P (red) = ----There is only one red space on the spinner. What is the number of favorable outcomes? Call on student. Answer is 1. The spinner is
divided into how many parts? Call on a student. Answer is 4. What is the total number of possible outcomes? Call on a student.
Answer is 4.
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There is ---- chance of the spinner landing on red.

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Example 2: What is probability of the spinner landing on a green space? The event or favorable outcome is the green color.
Write the problem, P (green) = -----

There is only one green space on the spinner. What is the number of favorable outcomes? Call on student. Answer is 1. The spinner is
divided into how many parts? Call on a student. Answer is 4. What is the total number of possible outcomes? Call on a student.
Answer is 4.
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There is ---- chance of the spinner landing on green.

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Slide 4b: An example of probability using a number spinner.
The number spinner has six equal parts. The numbers on the spinner is 1-6. There is
only one of each number.
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Example 1: What is the probability of the spinner landing on a 2? The event or favorable
outcome is 2. Write the problem, P (2) =-----

How many 2s are on the spinner? Call on a student. Answer is 1. What is the number of
favorable outcomes? Call on a student. Answer is 1.
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P (2) =---The circle is divided into how many parts? Call on a student. Answer is 6. What is the total
number of possible outcomes? Call on a student. Answer is 6. Therefore, the fraction is one in
six chances of the spinner landing on a 2.
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P (2) =---6

Example 2: What is the probability of the spinner landing on a 5? The event or favorable outcome is 5. Write the problem, P (5) =----How many 5s are on the spinner? Call on a student. Answer is 1. What is the number of favorable outcomes? Call on a student. Answer is 1.
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P (5) =---The circle is divided into how many parts? Call on a student. Answer is 6. What is the total number of possible outcomes? Call on a student.
Answer is 6. Therefore, the fraction is one in six chances of the spinner landing on a 5.
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P (5) =---6

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Slide 4: An example of probability using a number spinner- (continued)
Example 3: What is the probability of the spinner landing on a 4 and 6? The event or favorable outcome is 4 and 6. Write the problem,
P (4, 6) =----How many 4s and 6s are on the spinner? Call on a student. Answer is 2. What is the number of favorable outcomes? Call on a
student. Answer is 2.
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P (4, 6) =---The circle is divided into how many parts? Call on a student. Answer is 6. What is the total number of possible outcomes? Call on a
student. Answer is 6. Therefore, the fraction is two in six chances of the spinner landing on 4 and 6.
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P (4, 6) =---6

What do we need to do with this fraction? Call on a student. The answer is to reduce the fraction.
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What is the reduced fraction? Call on a student. The answer is P (4, 6) =---3