Lisa Hitmar
Second Grade
Data and Probability Unit
OVERVIEW: The students will explore the concept of probability. Students will do a variety of activities that involve making predictions, collecting data, using the data to make decisions, and learning that some outcomes are more likely than others. The unit
Correlates with the Ohio's state standard data analysis and probability.
Student outcomes:
Students will:
*Explore probability, practice addition, develop number sense and use probability terms as they play a game with teddy bear counters.
*Create, read and interpret a pictograph and bar graph on the computer.
*Record data on a pictograph where each symbol represents more that one unit.
*Predict and draw conclusions by conducting a probability investigation.
*Use probability vocabulary during the investigation.
Materials and Resources:
Lesson One
Teddy bear counters
Small bowls
Web Site NCES.ED with virtual dice
Book: Probably Pistachio by Stuart J. Murphy
Plastic baggies
Lesson Two
Teddy Graham Crackers (3 flavors)
Bowl
Masking tape
Pencils
Math journals
Lesson Three
Teddy bear counters
Brown paper bags
Pencils
Connecting cubes (blue, yellow, red)
Development/Procedures
Lesson One: "Rolls to empty the bowl"
Read the book Probably Pistachio as a way to introduce and/or review the concept of probability. Discuss the probability vocabulary used in the story. Write these words and definitions on the Smart Board. Explain to the students that they are going to play a probability game today and after they play a few times they will investigate what is likely or probable to happen.
Teacher Facilitation
Divide the students into pairs. Each student needs paper and a pencil for recording. To play the game, students will roll the die , note the number that comes up and take out that many teddy bears. While one student rolls to see how many times it takes to empty the bowl, the other student will record each roll. They will continue with one rolling and the other recording until the bowl is empty. Whatever the student rolls the recorder will use tally marks to record it. Explain that it is not necessary to have the exact number on the last roll. If the number is larger that the amount remaining in the bowl it is okay. Play an example round with one of the students to demonstrate the game. Before you let the student roll the die, ask the student to predict how many rolls it will take to empty the bowl.
Student Application
The students will work in pairs. Each pair will play this game 3 times. After each game, have the pair record the number of rolls it took to empty the bowl.
Extension
Have children remain in pairs and play the 'What are Your Chances' game on the computer at the web site www.nces.edu
Lesson Two: "Teddy Graham Taste Test"
Show the web site www.internetschoolhouse.edu to the class on the Smart Board. Have the area titled Graphing Lost Teeth up on the screen. Explain and discuss the pictograph of teeth. Ask the students questions to determine their level of understanding of the pictograph.
Launch
Teacher displays the three different bags of Teddy Grahams. Ask students if they have ever had Teddy Grahams. Pose the question 'What is your favorite flavor?'
Teacher Facilitation
Add the word 'survey' to the probability word chart. Discuss the definition. Explain that the students that they are going to take survey to see which kind of Teddy Graham
The class likes the best. Write the word survey on the probability word chart and discuss the meaning. Allow the students to taste the three different flavors before voting. After students have tasted the different kinds of Teddy Grahams, have them select their favorite
Flavor from the bag and tape it up on the large pictograph on the wall. Explain that Teddy Grahams are going to make a pictograph. Review meaning of a pictograph. Children will count the number of bears beside each flavor to determine which flavor is the most popular. Allow the children to give the pictograph a name.
Student Application
After the pictograph is completed, explain to the students that we will interpret and analyze the data by answering these questions:
1. How many children voted in all?
2. Which flavor got the most votes?
3. Which flavor got the least votes?
4. Did any flavors get the same amount of votes?
5. How many more children liked chocolate than cinnamon?
6. How many more children liked cinnamon than honey?
Lesson Three "A Beary Good Guess"
Launch
Have a paper bag of 10 teddy bear counters. For example, 6 blue, 3 yellow, 1 red. Pass the sealed bag around the room. Students are allowed to shake and to smell the bag. They are not allowed to look inside. Ask the students to predict what is in the bag. Record their responses on the board. After all have had a turn guessing the contents of the bag. Tell the children that there are colored teddy bear counters in the bag.
Teacher Facilitation
Have students work in cooperative groups of no more than four per group. Each group will have sealed paper bag with colored teddy bear counters inside. The colors will differ in each group. Students pick one bear from the bag without looking and record the color with tally marks on a sheet of paper. They will repeat this 30 times. Then they have to make prediction on the number of colored bears in their bag. After making their prediction, they will empty the bag and make an actual count of how many bears and their color.
Student Application
Each group will have a recorder, reporter, materials gatherer, and task captain. After the students have recorded their findings, the reporter will report their findings to the class.
Extension:
Discuss chance and where else you find things having to do with chance. Have each child work on a computer. Find virtual spinners on www.illuminations.nctm.edu. Have children make a prediction of which color the spinner will land on. Continue to spin spinner 20 times recording with tally marks each time the color landed on. Have children examine and compare results.
Have each child then click back to the home page. Click to Bobbie Bear. Have children play the game to help bear find different outfit possibilities. Record each outfit by making a tally graph.