PEPE Lesson Plan Format

(Alabama Professional Education Personnel Evaluation Program)

written by:   Michelle Ward, Athens State University (Fall, 2001) Meshelldw@aol.com

editing, graphics, & formatting by:  Dr. Beth McCulloch Vinson

I.   Preparing (to plan for instruction)

     A.    Materials
     · Alabama Course of Study: Mathematics, page 32, numbers 53-56.
     · Spinners
     · Elmo
     · Pencil
     · Paper provided by teacher
     · Children's Literature:  Search for Delicious, by Natalie Babbit

     B.     Objectives:  The students will:
     · conduct an experiment
     · collect data
     · predict, record, and discuss outcomes
     · analyze data for probability

     C.     Grade Level:  third

II.  Orienting (to establish purpose, build background, sustain motivation, and provide directions)

A. Anticipatory Set:

1. The teacher will explain that they will have fun learning about probability by taking chances and predicting outcomes.

2. The teacher will read the book, Search for Delicious.

3. The teacher will provide definitions for probability, less likely, more likely, and chance.

4. The teacher will start a group discussion about when we use probability in the real world.   (example = weather)

B.  Purpose: The teacher will say, "The purpose of this lesson is to begin the process of learning the basic principles of probability."

C.   Connection to previous learning/ Build background knowledge:  The teacher will say, "I know that you have all played with dice (number cubes) and spinners while playing games such as Candyland, Monopoly, and Life.  Today we will use these familiar materials to determine the rule of probability."

III.  Presenting (to use sequential direct instruction) Teaching Procedures:

1. The teacher will demonstrate probability using the spinner with 4 equal parts on the Elmo (visual presenter).

2. The teacher will model the correct way to use the spinner.

3. The teacher will divide the class in groups.

4. The teacher will ask the class, "What do you think the result will be after 10 spins?"

5. The teacher will explain that the rule of probability indicating what the expected results should be 25% for each color.

6. The teacher will hand out the tally charts.

7. The teacher will have a student spin the spinner and make a tally mark for the color on the chart provided.

8. The teacher will then have the rest of the students take turns so that each student spins 10 times, making sure they make tally marks on their chart.

9. The teacher will chart the final data to determine the results of all the spins

10. The teacher will ask, "Were the results as expected? If not, why?"

11. The teacher will ask, "Was the rule of probability correct in this case?"

12. The teacher will explain that the rule will not always be right because it is a chance.

IV.  Practicing and Summarizing (to reinforce and extend ideas)

A.    Review:
The teacher will call on volunteers to explain why the results should indicate to a 25% probability of the spinner landing on a particular color.

B.     Guided Practice

1. The teacher will use a spinner with 8 equal parts.

2. The teacher will ask students the probability of spinning the spinner and it landing on a particular part.

3. The teacher will get 10 volunteers to spin the spinner and mark what it landed on.

4. The teacher will ask students if the results are what they predicted.

C.    Independent Practice

1. The teacher will allow the students to conduct another experiment using a
   spinner divided into 8 equal parts independently.

2. Have the students make predictions of their outcome if they spin the spinner 20 times.

3. Have the students spin and record their data 20 times.

4. The teacher will call on a volunteer to present their results.  

D.    Summarizing
The teacher will say, "Today we learned the rule of probability using spinners.  Go home, be creative, and come up with two different items that you can use to conduct your own experiment with probability.  Determine if the same rule of probability and predictability applies using different methods."
 

V.  Assessment: ( to check for attainment of objectives)

 A.  The teacher will use a checklist to assess the ability of the student to comprehend the rule of probability.  The checklist will include the listed objectives and the following: participation by the student, evaluation of the group's work, and the student's independent charts.

B.  This exercise in probability provides the foundation for application of the principle of probability.

1. Enrichment - Students will be instructed to conduct probability experiments using spinners with more than 8 parts.

2. Remediation - Students will be instructed to conduct probability experiments by using a coin to flip.  (2 possibilities)