# Lesson: Day 4 - Probability Vocabulary Checkpoint

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### Lesson Objective

On an assessment, students will express probability using 4 terms: likely, unlikely, certain, and impossible. Students will define each term and match to an example of that term.

### Lesson Plan

LAUNCH

·       Tell the students that today we’re going to review what we have learned so far.

·       Show slide #1 (or prepare on chart paper before hand).

·       Review/Recite definitions of probability:

o   Probability is like a prediction in Math.

o   Probability tells what will probably happen.

·       Show bag of marbles picture.

o   Ask: What am I likely to pick out of the bag of marbles?

§  What am I unlikely to pick?

EXPLORE

·       Show slide #2

o   Review/Recite 4 definitions.

o   Ask students to share examples of each.

·       Show slide #3

o   Remember yesterday we learned about an extra probability term. Show bag of marbles picture. How would you describe the probability of picking a red marble?

§  There is an even chance to pick a red or a blue marble.

·       ASK: Why is the chance an even chance?

o   (Answer) There is the same number of blue marbles as there are red.

·       Today you’re going to complete a mini quiz to see how well you know all 4 probability terms.

·       Show the response sheet.

·       Directions:

o   Cut out the terms, definitions, and sentences/examples.

o   Match the terms with the correct definition and math sentence example.

o   Glue the groups on the probability vocabulary tree.

·       Hand out the quiz and allow students to work at their tables.

CLOSURE

·       Collect the quizzes after the students finish.

·       Bring the students back to the carpet and go over the quiz together. Complete a class vocabulary tree.

·       Clear up misconceptions now. If a student says an incorrect idea ask them to tell, write, or draw a correct idea. For example: if they are still confused about likely. Have them draw a bag with 7 marbles. Tell them you are to be likely to pick a red marble and unlikely to pick a blue marble. Then have him/her color in how many red and how many blue.

·       Tell the students that they will be using all of the terms tomorrow to describe mystery probability bags.

REFLECTION

 1. What went well? 2. What would you change? 3. What needs explanation? This is a nice checkpoint early on in the unit. Successive lessons will require students to be comfortable describe probability in a variety of probability lessons. Assessing their understanding of these core concepts early on will ensure success throughout this unit. It may be a large jump to an assessment that is solely word-based. Students do not have picture support that they receive during the previous lessons and in the types of standards assessment, but because these 4 terms are the foundation for probability at this level, we want them to memorize the terms and definitions.     A modified assessment with pictures and context sentences (connected to that picture) may be helpful for students struggling with words-only. Walk them through the quiz before you hand it out. Make sure they understand that all the boxes on the bottom are mixed up and they need to put the right term with the correct definition and the correct sentence. They should read each one and connect the ones that go together. If they have one that they’re not sure about they should skip it and come back to it at the end. Only when they are sure, should they glue first the term, below that the definition and below that the sentence. Each column is for a different term.

### Lesson Resources

 D4 VocabQuiz   Assessment 1,222 D4 Prob slides sm   Other 906