Indicators in bold are specific to edTPA
NAME: Jenny Spiller LESSON: Probability GRADE: First
Common Core Standards CCSS.MATH: Extend the counting sequence- 1.NBT.1
IEP Goal [if applicable] N/A
Primary learning target N/A
Primary Lesson Objective When prompted students will roll a dice, to discover what probability is with 100% accuracy.
Student-friendly learning What: Learn probability.
target Why: It is the 100th day of school.
How: I will role a dice 100 times.
Pre-assessment/baseline data N/A
Primary Learning Target
Formative Assessment: Thumbs up or down
How will you monitor Walking around
students progress on
lesson objective?
Summative Evaluation: Students will write down the probability of rolling a number on the dice by counting how
How will the student be many times they rolled it out of 100.
evaluated?
Content Analysis: 1. Guess what number will roll the most.
2. Roll the dice 100 times.
3. Count how many rolls you have for each number on the dice.
4. Write which number was rolled most.
Considerations: Dice
Resources: Vocabulary chart
Materials: Dice work sheet
Accommodation Example
Modifications
Technology:
Opening/Motivation: What the teacher does What the student
does
Indicators in bold are specific to edTPA
NAME: Jenny Spiller LESSON: Probability GRADE: First
Signal for attention 1. Behavior expectations Repeat out loud
Engagement and activate A. Say: Class we are going to review our give me five Make alligator
interest expectations. chomps
Connection to prior I. Review each expectation by having the Show me what
learning students show you what they look like give me five
Review previous lesson 2. Signal for attention looks like
Student-friendly learning A. Say: Class we are going to use my alligator signal Count to one
target today. That means when I say alligator you say chomp hundred with
Communicate behavior chomp chomp decade
expectations I. When students go chomp chomp chomp they numbers
Vocabulary should move their arms like an alligator mouth Thumbs up or
3. Review and vocabulary down
A. Say: today is the one-hundredth day of school and we
have been doing things with the number one hundred
all day. So now we are going to learn about probability
by rolling a dice 100 times.
B. Say: now youre probably wondering what probability
means. Probability is the likelihood of something
happening. For example it is the chances of me picking
a red gummy bear instead of a green gummy bear. I
want everybody to say that probability is the chances
of something happening. What is it class? (class
repeats out loud). Thumbs up if probability is the
chance of something, and thumbs down if it is not.
Good job class it is thumbs up it means the chances of
something happening.
C. Say: we are also going to make a guess. Now we have
done this before on Valentines Day when we tried to
guess the number of hearts in our boxes. This time we
will make a guess of what number we will roll the
Indicators in bold are specific to edTPA
NAME: Jenny Spiller LESSON: Probability GRADE: First
most. It is important to know that your guess does not
have to be right and it usually is not. Thumbs up if
your guess can be wrong. Right it is thumbs up, it is
not normally right or has low probability of being the
same as the actual.
4. Target and activate interest
A. Say: So we will be practicing probability today
because it is the one-hundredth day of school, what
day is it class? Lets all count to 100 hundred with our
decade numbers, 10, 20, 30, 40, 50, 60, 70, 80, 90,
100!
B. We will do this by rolling a dice 100 hundred times. So
I want all of you to say this with me, I will roll a dice
100 hundred times.
OUTLINE of Learning sequence: Demonstration
Presentation of 1. Make a guess
information A. Say: the first step today will to be make a guess you
Model and demonstrate can see here that I have guessed that I will roll the
the new skill, strategy, or number 3 the most (show paper with guess), you can
concept guess 1, 2, 3, 4, 5, or 6 to be rolled the most.
Active engagement 2. Roll dice
A. Say: the next step will be to roll the dice 100 times
with your elbow partner. When I roll the dice I will
right down what number I get on this form (show the
form).
B. Roll the dice a few times under the document camera
and write the numbers down
C. Say: class what will you do after you roll the dice?
(Wait for response)
3. Count rolls
Indicators in bold are specific to edTPA
NAME: Jenny Spiller LESSON: Probability GRADE: First
A. Say: class after you have finished rolling your dice 100
times you will count how many rolls you got for each
number. So on my paper I rolled the dice 100 times at
home and now I will count how many times I rolled
the number one.
B. Count the number of ones you rolled and make tally
marks on the worksheet. Have the class follow along.
C. Once you have finished counting have the class
together count all of the tally marks to find the total.
D. Say: Now that I have counted all of my ones I would
now go through and count how many 2s, 3s, 4s, 5s,
and 6s I rolled.
4. Number rolled most
A. Say: class the last step is to see which number is the
winner. The number that was rolled the most will be
the winner. So I went through and counted all of my
numbers so I got (number) ones, (number) twos,
(number) threes, (number) fours, (number) fives, and
(number) sixes.
B. Say: class I need your help figuring out which number
is the most up here. Make a 1, 2, 3, 4, 5, or 6 with your
fingers to show me which number is the biggest up
here.
C. Say: good job class it is (number).
I. Write the winning number on the worksheet
OUTLINE of Supervised Practice/Feedback:
Sequence of activities 1. Pass out materials
Opportunities to practice 2. Instruct class to start
Check for understanding A. Tell them to turn towards their elbow partner
Check for readiness to B. Say: have the person with the longest hair roll first
Indicators in bold are specific to edTPA
NAME: Jenny Spiller LESSON: Probability GRADE: First
work independently (have everyone roll the dice) then when your done
Provide specific rolling and writing the number on the paper put your
feedback pencil in the air when your done.
Opportunities to C. Say: now have the other partner roll and write your
correct/revise their number than put your pencil in the air.
work D. Say: now class finish rolling the dice 100 times.
E. Walk around checking work
3. Count rolls
A. Once students are getting close to finishing rolling the
dice 100 times remind them of the next step
B. Say: Class I know you are not all finished but I am
going to let you know what to do next. Lets all read
step number three together, Count how many rolls
you have for each number on the dice.
C. Say: That means you will count each number, 1, 2, 3, 4,
5, and 6, to see how many times you rolled each of
them, just like I showed you earlier.
D. Continue walking around checking work
4. Find the winner
A. When most students are close to finishing step three
instruct them on step four.
B. Say: Class now I will remind you how to do the last
step. Lets read step number four together, Write
which number was rolled most.
C. Say: class you will compare the number of rolls for
each number to find which one was rolled the most or
which one has the biggest number
D. Say: then you will write down the number that was
counted the most as the winner at the bottom of your
page.
Indicators in bold are specific to edTPA
NAME: Jenny Spiller LESSON: Probability GRADE: First
E. Continue walking around checking work and looking
for those who finish.
OUTLINE of Independent Practice:
Allow students to N/A
evaluate their work
Application
Closure: 1. Target
Revisit student-friendly A. Say: class today we learned about probability because it is the 100th day of
target school. We did this by rolling a dice 100 times.
Review key content 2. Review
Checks for understanding A. Say: probability is the chance of something happening. Class what is
Transition probability? (Wait for response)
B. Say: we also learned about making guesses, which are not normally the same
as the true number. It is just a guess and does not have to be right. Can you
give me a thumb up if a guess can be wrong?
3. Transition
A. Say: alright class it is now time for recess and P.E.
I. Dismiss them by table groups
Back-up plan or additional 1. For those who finish early
practice: A. Can draw a picture for the 100th day of school
Plan for those who finish 2. For those who need help
early A. Refer them to the step-by-step procedure and help them accomplish the first
How will you re-teach step and then move to the next instead of looking at the big picture.
strategy for those who B. If they dont understand probability I will have more examples that use
need help? probability. For example using an example between two factors and not six
like on the dice.
Strategies for generalization,
maintenance or next steps:
How will students
evaluate their own work?
Indicators in bold are specific to edTPA
NAME: Jenny Spiller LESSON: Probability GRADE: First
Expressive and Receptive
Communication [How will
students articulate their
learning?]
What functions are
necessary for this lesson,
i.e. write, sign, listen,
read, etc?
In what form will the
students produce their
work to demonstrate
their understanding of
the objective(s)?
