LESSON PLAN TEMPLATE

Name: Desiree Torres

Date:

Grade Level/Subject: 3
rd
grade/ Math (whole group)

Prerequisite Knowledge: Students understand what a few basic fractions look like.

Approximate Time: 12:15PM-1:00PM

Student Objectives/Student Outcomes:
Decide if an event is certain, likely, unlikely, or impossible

Content Standards:
C.C.S.S. 3.NF.A.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
C.C.S.S. 3.NF.A.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about
their size.

Materials/Resources/Technology:
Twister
construction paper or markers
unifix cubes
non-transparent bags
large paper
tape
whiteboard and marker
worksheets from Houghton Mifflin book

Implementation:

Time
Opening of lesson: (Objectives, hook, behavior expectations)
Tell a made up story to introduce the vocabulary of the chapter. Discuss what each vocabulary
word means and why they are important to understand when working with probability.

Procedures: Include critical thinking questions and accommodations for individual needs
Discuss the word event and what that looks like in math. (What is an event? What is the
event that is occurring in this problem?) After discussion, show a few quick
examples to the class by using altered Twister mat and spinner, allowing students to guess the
probability of landing on a certain color, using vocabulary words (likely, unlikely, certain,
impossible). Then discuss what this looks like with fractions. (How could we figure out
probability using fractions? How many red dots are there? This is the numerator. How many
dots are there in total? This is the denominator. Is it likely, unlikely, certain, or impossible that I
will spin red?) Show a few quick examples using the Twister game again, having
students give the probability of landing on a certain color using fractions. Explain how this same
probability works with picking objects out of a bag.
Split the class into small even groups and give them a non-transparent bag filled with unifix cubes,
marbles, etc. Have each group write the probability of pulling out a cube from each color from
the bag.
Summary/Closing:
Help students wrap up their group work and bring the class together into a
whole group. Review the answers of the group and go over why certain answers are correct or
not. Pass out worksheet Practice 7.1 for students to do individually.
Student Assessment:
Observation of groups during activity
Houghton Mifflin worksheets: Practice 7.1 and Homework 7.1