Longview ISD Page 3

4th Grade Unit 5 / Probability / Suggested Time Frame: / 5 days
TAKS Objectives: / 5, 6 / TEKS: / 4.13A
Unit Overview
Student will experiment with games of chance to discover concepts of probability.
Enduring Understandings
·  Outcomes are predictable
·  Probability of an event may be classified as certain, impossible, or anywhere between those extremes. / Essential Questions
·  How can data be used to make predictions?
·  How are possible outcomes of a situations and fractions related?
·  What variables affect the probability of an event?
·  How are events determined to be likely or unlikely? / Mathematics Skills/Process – ALWAYS DO!
4.14 Underlying processes and mathematical tools. The student applies mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
Include for 4.14A, 4.14B, 4.14C:
·  Explore problems using concrete manipulatives
·  Draw a picture (pictorial)
·  Share thoughts with peers
·  Journal thoughts
·  Justify answer
4.14A identify the mathematics in everyday situations
4.14B solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
Include:
·  Create questions
·  Record or communicate with words/pictures/numbers
4.14C select or develop an appropriate problem solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
Include:
·  Record or communicate with words/pictures/numbers
4.14D use tools such as real objects, manipulatives, and technology to solve problems
Include:
·  Numerical representation
·  Work with and make connections among the different representations: concrete/pictorial/abstract
·  Use calculators
4.15 Underlying processes and mathematical tools. The student communicates about mathematics using informal language. The student is expected to:
4.15A explain and record observations using objects, words, pictures, numbers, and technology
Include:
·  Describe the process in words (written and/or orally)
·  Journal writing/drawing is imperative
·  Oral explanation is a must
·  Calculators
4.15B relate informal language to mathematical language and symbols
Include:
·  Students write and understand words, numbers, and symbols
·  Journal writing is imperative
·  Oral explanation is a must (students should talk to other students, the teacher, and to the class)
4.16 Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to:
4.16A make generalizations from patterns or sets of examples and non examples
Include:
·  Identify attributes of examples
·  Identify examples false to statement given
·  Examples may have nonsense words
4.16B justify why an answer is reasonable and explain the solution process
Include:
·  Students justify and prove their solutions in written/spoken words, pictures, concrete objects, and/or numbers
·  Journal writing (may include process or explanation, etc.)
·  Peer explanations
·  Classroom discussions
Facts
·  Probability is a way of describing how likely it is that a particular outcome will occur.
·  Probability of an event can be expressed as a ratio.
·  Probability is a measure of quantity. / Relationships and/or Connections that should emerge
·  Fractions and probability are closely related.
Suggested products students will develop
Language of Instruction
equal parts / partes iguales
equivalent / equivalente
fraction / fracción
numerator / numerador
Probability
Tree diagram
Equally likely
Least likely
Most likely
Outcome
Certain
Impossible
Possible
Ratio
Chance
random
Tools / Mathematical Connections to Literature
Sam Johnson and the Blue Ribbon Quilt
By Lisa Campbell Ernst
Fraction Action
By Loreen Leedy
Little House in the Big Woods (Chapter 10)
By Laura Ingalls Wilder
Spaghetti and Meatballs for All By Marilyn Burns
Jumanji
By Chris Van Allsburg
Each Orange Had 8 Slices
By Paul Giganti
4th Grade Unit 5 / Probability / Suggested Time Frame: / 5 days
TAKS Objectives: / 5, 6 / TEKS: / 4.13A
Unit Overview
Student will experiment with games of chance to discover concepts of probability.
Text Resources
INVESTIGATIONS
Three Out of Four Like Spaghetti
MATH LEARNING CENTER
Teacher Reference Manual
Volume 1 – Contact
Volume 1 – Insight
Volume 2 – Contact
Volume 3
TEXTEAMS
Count On It
Vocabulary Adventure
Measuring Up
Super Source
Math Essentials
Problem Solver
Enrichment Centers (i.e., AIMS) / Technology & Electronic Resources
·  http://www.kidsolr.com/math/fractions.html
·  http://www.visualfractions.com/identify.htm
·  http://www.murrieta.k12.ca.us/alta/games/fractions.html
·  http://www.math.com/homeworkhelp/HotSubjects_fractions.html
·  http://teacher.scholastic.com/maven/virtual/index.htm
·  www.cdli.ca/CITE/math_problems.htm (Excellent problem solving)
·  www.unitedstreaming.com/index.cfm
Other (i.e., Speakers, Field Trips)
·  TEXTEAMS / Method(s) of Assessment
Observation
A Observation evaluated by peers
B Students engaged in learning activities
C Direct questioning
D Observation of performance or process
Constructed Response
I.  TEKS Check
Assessment Sourcebook: End-Of Unit
II.  Open-ended
III. Essay
IV. Research Paper
V.  Log / Journal
VI. Story / Play / Poem
VII.  Model / Map / Video
VIII.  Oral / Visual / Multimedia Presentation
Selected Response
1  Fill-in-the-blank test
2  Matching test
3  Multiple choice test
4  True/False test
Collaborative Student Explorations
A44.2A3E1
Oaks Elementary School is having a candy sale to raise money for playground equipment. Some boxes have 10 bars of candy in them, and others have 12 bars of candy in them. If Class A has sold 6 bars from a box of 12, how many would Class B have to sell out of their box of ten to be able to say that each class has sold the same fractional amount of candy? Explain your process.
Answer: 5
A44.2A3S1 / A44.2B3E1
Sam’s class is going on a field trip to the zoo. His mom made two pans of brownies for his classmates to share at the zoo. Each pan of brownies was cut into 10 equal sections. When the class got ready to eat, Sam discovered that ants had gotten on all but six of the brownies. Shade in the amount of brownies that the ants were on. Write a fraction for this amount. Explain your process.
Answer:
A44.2B3S1 / See Instructional Resources Unit 10
A44.13A3E1
A44.13A3S1

Fourth Grade Mathematics Unit 5 Overview

In this brief summary, the dates will fluctuate according to your students, calendar, and special events.

Unit Five: Probability

Suggested 5 days

·  Use concrete objects or pictures to determine all possible outcomes.

·  Conduct probability experiments to make distinctions between possible (total) outcomes and favorable outcomes.

·  Interpret and make generalizations relating to probability data.

·  Introduce the following problem solving strategy “Make an Organized List”

8/27/2007 DRAFT 3