Browntrichtask Lesson Plan and Handout

Cognitive Demand: Evaluating and Level 5 Metacognition
(Blooms and Marzanos Taxonomy)
Probability Rich Task Lesson Plan:

Who Won?
Name: Tracey C. Brown
Date: April 23, 2014
Grade Level: Fifth Grade
Course: Fifth Grade Mathematics
Time Allotted: 45 minutes
Number of Students: The class consists of 21 students. 17 ESOL students to

include: 1- Level 2, 3- Level 6s and 10- Level 10s. 3 of the 17 students receive
pull out, small group time with the ESOL teacher and the 10-Level 10s receive no
serves, as they are considered as graduates of the program. 1 student attends
the fifth grade Advanced Academics Center for math, being instructed at a sixth
grade level. 4 students read below a fifth grade Developmental Reading
Assessment (DRA) level. These specific DRA levels are a 6, 30, 30, and 40.
Pre-requisite Knowledge (VA SOL Standards Cited):

Students should already know how to predict the likelihood of an outcome of a
simple event; and represent probability as a number between 0 and 1, inclusive
based on fourth grade Virginia Standards (4.13a. and b.). Students should too
know how to collect and organize data, using observations, measurements,
surveys, or experiments based on the 3.17a. third grade Virginia Standard. As
taught earlier in the year, knowing how to convert fractions to decimals (5.2) and
values to percentages (the grade level extension; 6.2) is pre-requisite knowledge.
Goals: (NCTM Process Goals and Content Standards)

Build new mathematical knowledge through problem solving
Make and investigate mathematical conjectures Make and investigate

mathematical conjectures
Select and use various types of reasoning and methods of proof
Communicate their mathematical thinking coherently and clearly to peers,

teachers, and others
Recognize and use connections among mathematical ideas
Create and use representations to organize, record, and communicate

mathematical ideas (http://www.nctm.org/standards/content.aspx?id=322)
Adapted from Week 7 Math 612-001 Assignments (Tables for Class

Activities) and Which Team Will Win? (http://nrich.maths.org/9546)
Collect data using observations, surveys, and experiments
Propose and justify conclusions and predictions that are based on data and
design studies to further investigate the conclusions or predictions
Predict the probability of outcomes of simple experiments and test

predictions (http://www.nctm.org/standards/content.aspx?id=318)
Objective: (VA SOL)

MTH.G5.14- The students will make predictions and determine the
probability of an outcome by constructing a sample space.
Materials and Resources:

Elmo Projector
A class set of dice (two per group needed)
A pack of blue and yellow dot stickers
Laptops with internet access to access:
o Who Won handout via Blackboard- http://fcps.blackboard.com
o the online spinner-
http://nrich.maths.org/probabilityApps/#/prob9546
Motivation/Engagement:
1. Hold up a die for students to see and roll it in your hand.
2. Blow on it and state, May the odds forever be in your favor.
Transition: Ask students to think about the meaning of the Hunger Games
phrase, May the odds are forever in your favor.
Lesson Procedure:
1. While students are at their desks, state, If each side represents a tribute,
like the tributes from the Hunger Games, what are the odds of being
selected?
2. Have students make a prediction and then select six people in the room to
represent each face/number on the die.
3. Under the Elmo Projector, roll the die to see if the student predictions were
true (students should have predicted the probability of 1/6).
4. State, May odds are forever in your favor and have students share out
their thinking of what it means.

5. Say, Ribbit, ribbit. On the carpet.- The class signal for students to sit on
the carpet, close to the learning (the SMARTBoard).
6. On the SMARTBoard, shine the Who Won? handout, but only show the
first graphic organizer with the following titles: Number/Color Set,
Frequency Tally, and Frequency of Number Sets.
7. State that Districts 1-4 have joined forces to take out Districts 5 and 6.
8. Share that yellow will represent Districts 1-4 and blue, Districts 5-6; to
increase the odds, two dice will be rolled at a time.
9. Ask students, Which color or district group has the better odds in their
favor?
10. Make a prediction with students about the odds of each district group
being selected, where Districts 1-4 should have a 8/12 chance of being
selected and Districts 5-6, a 4/12 chance of being selected.
11. State: We are going to roll each pair of dice twice five times and place a
tally next to the District that is landed on. The district group with the most
tallies will win and the one with the least will have to eat the berries to be
removed from the game.
12. Select a student volunteer to roll the pair of dice under the Elmo Projector
and record the data in the graphic organizer on the SMARTBoard. Repeat
four (4) more times.
Transition: Ask who has to eat the berries and why? (District 5-6 because they
had the least amount of tallies and the smallest probability.
13. Give students language in that the total number of opportunities, the total
number of faces on the dice (12) represents the sample space- Districts
5-6 had to eat the berries because they had the least amount of
opportunities in the sample space.
14. Briefly show students the spinner on Blackboard

(http://nrich.maths.org/probabilityApps/#/prob9546), which couldve been
used instead of the dice.
15. Inform students that when they hear, Off you go (the class signal to
leave the carpet), they should form small groups of 4-5 students, assign a
group member to get laptop and access Who Won? on Blackboard.
16. Students should too choose their chosen rolling method- either the spinner
on Blackboard, the dice, or the dice with the yellow and blue dot stickers
{materials are on the kidney table and in the computer center).
17. Once materials are gathered, groups may begin working on their
assignment, starting with the Before you Begin prediction and stopping
at Part II.

18. Allot 25 minutes and set the timer.
19. Walk around to hear and guide students thinking via conjectures- use the
conjectures in the activity and has students redo steps, as needed.
Transition: Ask, What patterns did you notice as the number of opportunities
(sample space) in Part I increased in Part II? (Example Answers: The yellow
color/1-4 number set was consistently greater than the blue color/ 5-6 number
set or as the sample space increase, yellows frequency got closer to its
predicted probability.)
Closure:
20. Have students find the Reflection Exit Ticket at the bottom of todays
Who Won? activity and complete it as a group.
21. Allot five minutes and set the timer.
22. When finished, inform students to save their group work to the class
folder, using the following format: AllLastNamesCWWhoWon
(i.e. BrownMiddletonSanchezSilverstoneCWWhoWon).
23. Once the timer goes off, review todays exit ticket with students via
reword it and stating, When looking at difference scenarios, who will be
the winner in most cases? i.e. The groups with the most opportunities in
the sample space unless a rare occurrence happens, which is often known
as good luck.
24. State, May you win and may the odds forever be in your favor.
Extension:
More student lead discussion about the Hunger Games warm-up can take place,
in when more profound connections about sample space, probability, and the
beginning understanding of the theoretical versus the experimental probability
can be made (seventh grade terms, theoretical and experimental, are not
expected to be used by fifth graders at this time).
Also, as a 4, an above and beyond activity, students may complete the soccer
scenarios, entitled Who Won?: 4 Opportunity. This can be completed during
center time in math or language arts or for homework. In this activity, the online
spinner or dice (with or without yellow and blue dot stickers) can be used.
Differentiation:

The activities in this lesson were differentiated in this way:
1. Students selected their own groups- interest grouping with mixed abilities
2. Having students to convert fractional values to decimals and percentages,

so that students can select the best outcome representation that will help
them to fluently interpret the data
3. The four learning styles were addressed

a. Visual: Numbers on the dice or yellow and blue dot stickers could
have be placed on the dice to interpret the data more fluently; the
online spinner was made available, where each spin could be
clearly seen.
b. Kinesthetic and Tactile: Students had an opportunity to hold and roll

the dice
c. Auditory: The sound of the dice could be heard by students,

assisting these learners with keeping track of rolling two die at a
time and the amount of total rolls.
4. Activities are open ended, as outcomes and probabilities vary amongst

each group and with every activity attempt.
Task Modification for Grade Span (VA SOL Standards Cited):

6th- Data can be turned into circle graphs and then used as proof to justify
the tallied findings and todays graphic organizer content. This will
directly correlate with 6.14a. and b., where the student, given a problem,
will construct circle graphs; draw conclusions and make predictions, using
circle graphs. Here, the predications made using the circle graphs will
relate to the reflection question, where the sample space was increased
and students had to predict which data set would mostly likely win.
7th The lesson can be made more vocabulary heavy, where more terms,
such as theoretical and experimental, can be used. This will correlate
with standard 7.9, where the student will investigate and describe the difference
between the experimental probability and theoretical probability of an event.
8th- The sample space can not only be increased, but decreased, as
students can complete activities to explore how to determine the
probability of independent and dependent events with and without
replacement (8.12).

Assessment:
Student thinking will be assessed based on whole group and small group
responses along with their contribution to the Who Won? group assignment.
Effort grades will be given based on the Fairfax County Pubic Schools 1-4 grading
scale ranging from no effort to above and beyond effort (profound thinking)
effort.
Reflection:
The understanding of sample space and incorporating the language more
in discussions to make this term more fluently understood by students.
Forming an anchor chart about sample space and probability with students
to further encapsulate todays lesson and key concepts.
Research References:
Which Team Will Win? (http://nrich.maths.org/9546)
Week 7 Math 612-001 Assignments (Tables for Class Activities)

Who Won?
Name: __________________________ Date: April 23, 2014

Student No. ____
Directions:
Make small groups with 4-5 people.
Gather your materials- laptop and a rolling device (the online
spinner, two dice, or two dice with yellow and blue stickers)
Be sure to record all group responses on one activity sheet for a
grade.
Before you Begin
1. Look at your pair of dice. What are the chances of rolling

a 1-4 on both die?

2. What are the chances of rolling a 5-6 on both die?
3. Compare your response from question #1 and #2. Are

the chances of rolling each set of numbers fair? Why or
why not?
Lets Roll! (Part I)

Have one group member put both die in their hands and gently
roll them on the desk. Record your findings in the below
graphic organizer*. Repeat four (4) more times- be sure that
every group member has a turn to roll.
*Optional: You may do the experiment using the yellow and

blue dots instead of numbers. Place the yellow dots on
numbers 1-4 and the blue dots on 5 and 6.
Frequency of Number Sets

Number/Co Frequency
lor Set Tally Fraction Decimal Percent
1-4
(Yellow)
5-6
(Blue)

1. Which number set was rolled the most? By how much

more?
2. Do you notice any patterns? You may use your Before

you Begin responses.
Lets Roll! (Part II)

Now, roll each set of die ten (10) times. Continue to take turns
rolling; record your data in the below graphic organizer.
Frequency of Number Sets

Number/Co Frequency
lor Set Tally Fraction Decimal Percent
1-4
(Yellow)
5-6
(Blue)

1. Which number set was rolled the most? By how much

more?
2. Do you notice any patterns? You may use your Before

you Begin responses.
Reflection Exit Ticket

If the number set 1-4 represents Team A and 5-6 represents
Team B, which team would win after 15 rolls? After 25 rolls?
Use your frequency graphic organizers to prove your
reasoning.
Who Won?: 4 Opportunity
Name: __________________________ Date: April 23, 2014

Student No. ____
Scenario: Every weekend in the summer, Team Unicorn and Team

Gorilla play each other in a soccer tournament. To win, a team must
score two goals, which could take minutes up to hours per goal. Over a
30-week season, which team is likely to win more games?
Referee Rules: To determine the winner of each game, a team's

number must appear twice, once on each die or else the game is
considered a tie. If the numbers 1, 2, 3, or 4 are rolled, Team Unicorn
has scored a point and if 5 or 6 are rolled, Team Gorilla has scored a
point.

1. Before you begin, predict which team will win. Explain.
2. Complete the experiment (see Referee Rules) and graphic

organizer below:
Stats
st
1 Goal
Game Scored by 2nd Goal Final Score
Winning Team
Scored by (Unicorns
(Tie or Team Name)
vs. Gorillas)
10
11
12
13

14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Tournament Winner
Final (Team Name):
Score:
____________ ___________________________
_____ __________
3. Who wins the game? Were you surprised? Explain. (Use how
many times Team Unicorn and Team Gorilla won to prove you
reasoning.)

Math 612_Probability Rich Task Lesson

Spring 2014 (Bailey)
Levels/Criteri Score/Lev
4 3 2 1
a el
NCTM Lesson plan Lesson plan Lesson plan Lesson plan

Indicator 1a; (Mason (Mason (Mason (Mason
2d; 3a; 3c; format) is format) is format) is not format) is not
Probability based on based on based on based on
Lesson Plan: research research research. research.
is based on (reference (reference Some Many aspects
research. All given). All given). Some aspects of the of the plan are
aspects of the aspects of the aspects of the plan are missing.
plan are plan are plan are missing.
provided. provided. missing.
NCTM Lesson plan Lesson plan Lesson plan Lesson plan is

Indicator 1a; provides provides provides vague
2d; 3a; 3c; enough enough information teacher would
Probability information information for a teacher be unable to
Lesson Plan: and clarity for and clarity for to implement implement the
provides a teacher to a teacher to the lesson task as
enough implement the implement the and task as intended.
information lesson and lesson and intended with
and clarity to task as task as many
follow and intended. intended with questions.
implement. some
questions.

4 3 2 1
a el
NCTM Probability Probability Probability Probability

Indicator 1a; Lesson Plan Lesson Plan Lesson Plan Lesson Plan
2d; 3a; 3c; contains key contains key contains does not
Probability questions and questions and questions low contain key
Lesson Plan: student student in cognitive questions.
contains key expectations expectations demand. Student
questions and to aid teacher to aid teacher Student expectations
student when when expectations are missing.
expectations implementing implementing are also low
to aid teacher the task to the task to in rigor.
when maintain rigor. maintain rigor
implementing but lacks
the task to some clarity.
maintain rigor.

Indicator 1a; Task has Task has Task has Task has
2d; 3a; 3c; *a cognitive *a cognitive *a cognitive *a cognitive
Probability demand of demand of demand of demand of
Task: has Doing Procedures Procedures Memorization
*a cognitive Mathematics with without
demand of * students Connections Connections * students
Doing justify actions * students * students justify actions
Mathematics and justify actions justify actions and responses
* students responses, and responses and is missing,
justify actions *students is weak responses is
and communicate *students weak,
responses, and problem communicate *students
*students solve. and problem communicate
communicate solve. and problem
and problem solving is
solve. leading.

Indicator 1a; Task handout Task handout Task handout Task handout
2d; 3a; 3c; is clear and is applicable is applicable is not
Probability applicable for for the grade for the grade applicable for
Task: handout the grade level but lacks level but lacks the grade
is clear and level. Answer clarity. clarity. level. Answer
applicable for key is Answer key is Answer key is key is not
the grade provided. provided. not provided. provided.
level. Answer
key is
provided.

Indicator 1a; Task includes Task includes Task includes Task does not
3c; 4e; C.4.3 technology technology technology include
Probability that is used that is used to but it is not technology.
Task: includes appropriately aid conceptual used
technology to aid understanding appropriately
that is used conceptual . Clarity has to to aid
appropriately understanding how to do so conceptual
to aid . is unclear. understandin
conceptual g.
understanding
.

4 3 2 1
a el

Indicator 1a; Paper Paper is Paper is Paper does
2d; 2e; 3a; contains *key missing one of missing two not contain
3c; 3e; 4e; mathematical the following: of the *key
C.4.3 ideas, *key following: mathematical
Probability *expected mathematical *key ideas,
Paper: knowledge ideas, mathematical *expected
contains *key and *expected ideas, knowledge
mathematical understanding knowledge *expected and
ideas, that students and knowledge understanding
*expected are to gain understanding and that students
knowledge from the task. that students understandin are to gain
and *connections are to gain g that from the task.
understanding to real-world from the task. students are *connections
that students and other *connections to gain from to real-world
are to gain mathematical to real-world the task. and other
from the task. concepts are and other *connections mathematical
*connections given. mathematical to real-world concepts are
to real-world concepts are and other given.
and other given. mathematical
mathematical concepts are
concepts are given.
given.

Indicator 1a; Paper Paper Paper Paper does
2d; 2e; 3a; contains an contains an contains an not contain an
3c; 3e; 4e; explanation for explanation for explanation explanation of
C.4.3 how you how you for how you how you
Probability approached approached approached approached
Paper: the concept in the concept in the concept in the concept in
contains an the task to the task to the task to the task to
explanation for build build build build
how you conceptual conceptual conceptual conceptual
approached and and and and
the concept in procedural procedural procedural procedural
the task to knowledge. knowledge. knowledge knowledge.
build Possible Possible that is Possible
conceptual strategies strategies unclear. strategies
and students might students might Possible students might
procedural take to take to strategies take are
knowledge. approach the approach the students missing.
Possible task are task are given might take to
strategies explained. but not approach the
students might explained. task are given
take to but not
approach the explained.
task are
explained.

Indicator 1a; Paper Paper Paper Paper does
2d; 2e; 3a; contains contains contains not contain
3c; 3e; 4e; possible possible student student
C.4.3 student student misconceptio misconception
Probability misconception misconception ns that lack s. Your choice
Paper: s. Your choice s. Your choice in-depth of technology

4 3 2 1
a el
contains of technology of technology understandin is not

possible is explained is not g. Your explained
student regarding how explained choice of regarding how
misconception it will enhance regarding how technology is it will enhance
s. Your choice learning. it will enhance not explained learning.
of technology learning. regarding
is explained how it will
regarding how enhance
it will enhance learning.
learning.
NCTM Presentation: Presentation: Presentation: Presentation:

Indicator 1a; Explanation of is missing one is missing two All of the
2d; 2e; 3a; task, of the of the following was
3c; 3e; 4e; objectives, following: following: not given:
C.4.3 and expected Explanation of Explanation Explanation of
Presentation: student task, of task, task,
Explanation of strategies are objectives, objectives, objectives,
task, given. and expected and expected and expected
objectives, student student student
and expected strategies are strategies are strategies are
student given. given. given.
strategies are
given.
NCTM Presentation: Presentation: Presentation: Presentation:

Indicator 1a; Explanation of Explanation of Explanation Explanation of
2d; 2e; 3a; technology technology of technology technology
3c; 3e; 4e; usage and usage was usage was usage was not
C.4.3 how it aids given. How it weak. How it discussed.
Presentation: conceptual aids aids
Explanation of understanding conceptual conceptual
technology is given. understanding understandin
usage and was weak. g was weak.
how it aids
conceptual
understanding
is given.
Total Possible: 44 Points


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Cognitive Demand: Evaluating and Level 5 Metacognition

(Blooms and Marzanos Taxonomy)

Probability Rich Task Lesson Plan:

Date: April 23, 2014

Grade Level: Fifth Grade

Course: Fifth Grade Mathematics

Time Allotted: 45 minutes

Number of Students: The class consists of 21 students. 17 ESOL students to

Pre-requisite Knowledge (VA SOL Standards Cited):

Goals: (NCTM Process Goals and Content Standards)

Make and investigate mathematical conjectures Make and investigate

Select and use various types of reasoning and methods of proof

Communicate their mathematical thinking coherently and clearly to peers,

Recognize and use connections among mathematical ideas

Create and use representations to organize, record, and communicate

Adapted from Week 7 Math 612-001 Assignments (Tables for Class

Collect data using observations, surveys, and experiments

Predict the probability of outcomes of simple experiments and test

Objective: (VA SOL)

Materials and Resources:

2. Blow on it and state, May the odds forever be in your favor.

Adapted from Week 7 Math 612-001 Assignments (Tables for Class

14. Briefly show students the spinner on Blackboard

Adapted from Week 7 Math 612-001 Assignments (Tables for Class

18. Allot 25 minutes and set the timer.

21. Allot five minutes and set the timer.

Adapted from Week 7 Math 612-001 Assignments (Tables for Class

The activities in this lesson were differentiated in this way:

2. Having students to convert fractional values to decimals and percentages,

3. The four learning styles were addressed

b. Kinesthetic and Tactile: Students had an opportunity to hold and roll

c. Auditory: The sound of the dice could be heard by students,

4. Activities are open ended, as outcomes and probabilities vary amongst

Task Modification for Grade Span (VA SOL Standards Cited):

Adapted from Week 7 Math 612-001 Assignments (Tables for Class

Which Team Will Win? (http://nrich.maths.org/9546)

Week 7 Math 612-001 Assignments (Tables for Class Activities)

Adapted from Week 7 Math 612-001 Assignments (Tables for Class

Name: __________________________ Date: April 23, 2014

Before you Begin

1. Look at your pair of dice. What are the chances of rolling

Adapted from Week 7 Math 612-001 Assignments (Tables for Class

2. What are the chances of rolling a 5-6 on both die?

3. Compare your response from question #1 and #2. Are

Lets Roll! (Part I)

*Optional: You may do the experiment using the yellow and

Frequency of Number Sets

Adapted from Week 7 Math 612-001 Assignments (Tables for Class

1. Which number set was rolled the most? By how much

2. Do you notice any patterns? You may use your Before

Lets Roll! (Part II)

Frequency of Number Sets

Adapted from Week 7 Math 612-001 Assignments (Tables for Class

1. Which number set was rolled the most? By how much

2. Do you notice any patterns? You may use your Before

Reflection Exit Ticket

Who Won?: 4 Opportunity

Name: __________________________ Date: April 23, 2014

Scenario: Every weekend in the summer, Team Unicorn and Team

Referee Rules: To determine the winner of each game, a team's

Adapted from Week 7 Math 612-001 Assignments (Tables for Class

1. Before you begin, predict which team will win. Explain.

2. Complete the experiment (see Referee Rules) and graphic