Unit Plan Template
Note: Type in the gray areas.
Unit Author
First and Last Name
Angie Lown
Author's E-mail Address
[email protected]
School District
Newberry
School Name
Speers Street
School Address
1121 Speers St.
School City, State, Zip
Newberry, S.C. 29108
School Phone
803-321-2670
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Unit Overview
Unit Plan Title
Probability
Curriculum-Framing Questions
Essential Question
Unit Questions
How does math apply in our lives?
What is probability?
How can knowing about probability help you in life?
Unit Summary:
Students will demonstrate their knowledge of probability in a two week long unit
by creating and sharing multimedia presentations, newsletters, and web pages.
Subject Area(s) (Click boxes of all subjects that apply)
Business Education
Drama
Other:
Engineering
Foreign Language
Other:
Home Economics
Industrial Technology
Other:
Language Arts
Math
Music
Physical Education
School to Career
Science
Social Studies
Technology
Grade Level (Click boxes of all grade levels that apply)
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K-2
3-5
6-8
9-12
ESL
Resource
Gifted and Talented
Other:
Student Objectives/Learning Outcomes
Students will be able to:
1) identify probability in fraction form
2) solve a real world probability problem, answer the question, “How can probability help you
in real life?”, and present a probability problem to the class via a multimedia presentation
3) write summaries of probability games and activities to combine in a newsletter
4) format text
5) perform simple word processing in Publisher and Power Point
6) take and insert digital pictures (in newsletter, Power Point, or web page)
7) post game directions on a web page for parents and other classes to view and try
Targeted State Frameworks/Content Standards/Benchmarks
Mathematics
VI. Probability and Statistics
A. Explore concepts of the likelihood of events including impossible, not likely, equally likely,
more likely, or certain.
The student will record data from experiments using tools, such as spinners and
colored tiles/cubes and use the data to predict which of two events is more likely to occur if
the experiment is repeated.
B. Generate questions, collect data, organize and display information, and interpret findings.
The student will construct, read, and interpret appropriate tables, charts, pictographs,
and bar graphs.
The student will generate questions, collect data using surveys, and organize data by
tallying.
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The student will find the mode of a set of data.
C. Identify and appreciate examples of probability and statistics in the world around them and
connect to other
aspects of mathematics and other disciplines.
The student will use appropriate technology
Science
1. Inquiry
A. Process Skills
1. Observe
a. Use the senses and simple tools to gather information about objects or
events such as size, shape, color, texture, sound, position, and change
(qualitative observations).
2. Classify
a. Compare, sort and group concrete objects according to observable
properties.
b. Arrange objects in sequential order.
3. Measure
a. Use standard (U.S. Customary and Metric) and nonstandard whole units
to estimate and measure mass, length, volume, and temperature
(quantitative observations).
4. Communicate
a. Use drawings, tables, graphs, written and oral language to describe
objects and explain ideas and actions.
Language Arts
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I. Reading/Literature
G. Read a variety of texts, such as stories, poems, plays, directories, newspapers,
charts, and diagrams.
IV. Writing
A. Write stories, letters, and simple explanations for specific audiences.
4. Use available technology.
B. Edit final copies for grammar, capitalization, punctuation, and spelling.
C. Publish a variety of texts, such as stories, poems, plays, directories,
newspapers, charts, and diagrams.
.
Procedures
During the first week students will play games with probability: coin toss: heads or tails, globe
toss: land or water, seasonal spinner (Halloween), and candy sort. They will learn to take
digital pictures as they photograph each of the activities. The second week students will work
in groups of threes to compile a newsletter or build a power point slide show or in groups of
five to design a web page showcasing probability games.
Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)
The unit will take approximately 2 weeks with 45 minutes lessons daily. Individual and small
group computer time will also be planned.
Prerequisite Skills
Students will need basic computer operation skills.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed.)
Camera
Laser Disk
VCR
Computer(s)
Printer
Video Camera
Digital Camera
Projection System
Video Conferencing Equip.
DVD Player
Scanner
Other:
Internet Connection
Television
Technology – Software (Click boxes of all software needed.)
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Database/Spreadsheet
Image Processing
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Multimedia
Other:
Encyclopedia on CD-ROM
Printed Materials
Supplies
Real coins or manipulative coins, 1-3 inflatable globes,
seasonal spinner, individual packets of colored candy,
contrasting construction paper
Internet Resources:
http://www.holidays.net
Others
Accommodations for Differentiated Instruction
Assign the student a more capable peer student.
Resource Student
A volunteer may assist while students use word
processing and new computer programs.
Have the student draw his project /write sentences but
not incorporate his work in slide show, newsletter, or
web page.
Gifted Student
Encourage the student to work more independently on
Power Point and Publisher after initial instruction.
Student Assessment
The newsletter, slide show, or web page project will be used
to assess understanding of probability and language arts
and technology goals. Attached rubrics will be used to
evaluate students.
Key Word Search
Probability, statistics
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