JamisonLD2

Materials: For each group:
 * Pencil
 * Paper clip
 * Spinner
 * Recording sheet

For the teacher:
 * //Probably Pistachio//
 * Overheads and markers
 * Definitions of terms
 * penny

Instructional activities Before we start the lesson, I will pass out an affective assessment. I will ask the students to check off what they already know about probability, and what they still want to learn. This will help me to better understand where the students stand on this level.
 * Opening:**


 * As a class, we will read //Probably Pistachio// and gather the meaning for the different words that are used when we investigate probability. Words such as: **probability, likely, unlikely, chance, equally likely, certain, uncertain, probable, possible, impossible, possibility, sample and data.** If there see to be more words that the students come up with we will discuss what they mean and if they should go onto our vocabulary list.[[file:Probability vocab.doc]]
 * While we are reading the book //Probably Pistachio// I will ask the students what they think the likelihood of things to happen are. For example, when he wants to pick the pop corn out, there is a picture of more pretzels and chips and only three bags of popcorn. We will discuss that there is more of a chance he will pick the chips, then the pretzels then the popcorn.
 * After we read the book, we will define all of the words so the students are able to use them while they are investigating.
 * After we read the book, I will use a penny and ask them to make predictions of how many times the penny will land on heads, and tails. I will ensure they notice there is an equal chance for it to land on heads and tails, or that it is 50% chance it will land on heads and 50% chance it will land on tails.
 * Then, I will flip a penny 10 times and record what I found on the over head.
 * Next, I will show them a sample of the spinner and ask for their predictions. What do you think is more likely to happen? What number is the least likely to happen? How did you come up with these numbers? What made you think that?
 * After we make the predictions I will explain that we are going to experiment with the spinners. We will investigate why certain numbers reoccur more often then others. We will record what numbers occur on our data sheet.
 * Then, I will distribute the materials that are needed for the spinner. I will explain that we will spread the paper clip out, and use that as the spinner. We will then put the pencil in the middle of the rounded part of the paper clip to hold it in place.
 * After they are finished putting together the spinner, I will ask them to work in groups of 2 or 3 and spin the spinner together. I will have them record their findings on their data chart. They will record their findings for 10 minutes, or until one number reaches the end of the chart.


 * Closing:**
 * After the group is finished, I will ask them to organize their data into a different type of graph, a pie chart or a bar graph.
 * After all of the groups are finished, I will use an overhead slide to record what they have found. I will make a graph on the overhead and I will ask groups as they are finishing what their totals were. This will be a visual for the students to see that hopefully 3 happened ½ of the time, and if we put 1 and 2 together that happened about the same as the 3.

I will make sure that the groups are evenly distributed. It is important for every student to be involved in the lesson therefore by grouping students that are of a higher math level with students that are of a lower math level would be beneficial. Most students have an easier time when information is re-explained by their peers.
 * Learner Factors**:

Every student has to be able to flick the spinner in order to participate in the activity. I will make sure that a member in each group is able to flick the spinner. I will also be careful that each student is able to hear the story that is being read.
 * Environmental Factors**:

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