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| Teacher Designed Activities |
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If . . . Then Probably
Category: English/Language Arts
Grades: 2 to 2
How It Works:
Students develop critical thinking skills by using probability to make predictions based on data they have obtained, recorded and studied, and then they expand the idea of probability to their own personal lives by creating, illustrating and writing (or dictating) an "if . . . then probably" statement. Once or twice a week, beginning in October, students use the probability box (a shoebox covered with contact paper with a hole cut in the top and a sock with the foot cut off attached to the hole). Items of like shape but different colors such as unifix cubes or candy hearts are placed in the box. Each student goes to the probability box, takes on item out and looks at it, records it on a two inch square of paper, and places it on the designated graph. When all students have graphed their selections, we discuss the graph using more, less, equal, etc., terminology. At this point I tell students how many items are in the probability box and they predict what the configuration is. An additional math skill is practiced here as students must be sure their predictions are the correct addends. For example, if there are six candy hearts in the probability box, then the correct addends could be two red, three pink and one white. As students guess, I illustrate their predictions so all students can see. We keep referring back to the graph for information. For example, if the graph shows more red hearts than white hearts, the student predictions should show the same. After all possible configurations are recorded, students vote on which configuration they think is in the box. The box is then opened, and the students get to see what the actual configuration is. A discussion follows on predicting outcomes of everday experiences. For example, "If the school bell rings, then probably______." Students are instructed to make up their own probability statements, illustrate and dictate them for compilation into a class book. I believe children increase their problem-solving skill by using this probability activity, and that this encompasses all areas of the curriculum. The success of this program is measured when students can apply this skill to predictions and logical conclusions in literature, science and social behavior. For example, "IF I don't come in when the bell rings, THEN PROBABLY, I will miss snack time." I became interested in developing probability and logical ideas for kindergarten after I listened to a speaker at the California Math Conference. This particular activity introduces probability to very young children in an easy, manipulative-based setting which will provide great background experience for future, higher-level probability lessons. State Framework: This procedure is adaptable at all levels through high school because probability is an important strand in the Mathematics Framework. The Students: This procedure works particularly well in my classroom because it is so visual that the ESL children can easily participate and learn the process. In a classroom of 29 children, four are ESL students, and one is a child from the Hearing Impaired class on our campus.
The Staff:
I have taught kindergarten for six years, but previously taught grades 1-4. I am a Central Coast Math Project fellow.
What You Need:
Facilities and Materials: This activity can be done in a regular classroom with materials that are readily available in the classroom or grocery store. Outside Resources: None needed.
More Info:
Janet Shiers
La Canada School
P.O. Box 8000, 620 West North Avenue
Lompoc, CA 93438-8000
(805)737-1136
Dr. Juan Necochea, Principal
Lompoc Unified School District
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