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Type of Product
- Lesson Plans
Language Skills Developed
Transferable/Scientific Skills Developed
Student will develop self-motivation, analytical skills, problem-solving skills
General aims: To give an introduction to probability through the example of flipping a quarter and rolling a die.
Student will be able to determine the probability of an event using the results of an experiment, give an example of mutually exclusive events. Student will be able to solve basic mathematical problems connected with probability which can be used in the real life, like the example of flipping a quarter and rolling a die. Student will know the language and patterns associated with probability. Student will develop positive learning habits such as organisational and problem-solving skills.
- to read and listen English with ease
- to understand content
- to communicate experiences
- to learn from written texts
- to master tools for gathering information
- to express understanding and experiences
- to enable students to understand topic correctly
- to develop academic language
- to translate words connected with probability in English into the mother tongue using one’s own words.
Subject specific aims:
- to familiarise students with the ways in which we talk about uncertainty
- to engage students in activities which will give them contact with the ideas of probability
- student is able to determine the probability of an event using the results of an experiment
-student is able to understand the idea of likelihood
-student is able to manipulate the mathematical formulas for probability and relative frequency.
Target group age:
Students from primary school (Upper Elementary) before using the resource they need to know how to do basic operation with fractions and percentages. What is more, this series of lessons can be used by anyone who wants to do extend one’s knowledge about probability and English. Also, by grade teachers who wants to teach probability using English. This resource was created to meet the needs of talented pupils for extension beyond the curriculum with the greatest ease of use for the teacher.
Level of competence in English (CEFR)
Time required to use the resource with the students:
the teacher can use the resource with the students for four lessons.
How to use it
The teacher should gather materials: penny, dice, pen or pencil.
The educator should read through lesson plan and print it, preferably in color.
The Assessment Key the teacher should keep for one’s own use.
The series of lessons may be given to the pupils for individual self-guided work. They can be also presented in a classroom or a home-school setting. Assessment strategies and rubrics are presented at the end of each section. The rubrics often have a column for "scholar points, which enocurage students to extend their efforts beyond that which is required, incorporating creativity or higher level technical skills.
Before using the resource during one’s classes, the students should be able to do basic operation with fractions and percentages.
The teacher asks questions in English and develops some problems presented in the resource.
The students give the answers with the examples. The teacher should give them a feedback and show students more examples on the black table. The teacher highlights some new words for students in English and students should find the translation these words into the mother tongue and write down the new words in English in the notebook with the right translation in their own words.
As a homework students can create their own exercises and determine the probability of an event using the results of the experiment.
Possible difficulties for the students
Student who has poor knowledge of English can have problems with understanding the content. Student who has problems doing basic operations with fractions can face difficulties in solving math problems with probability.
The resource provides interesting self-directed learning, it can be used by teachers as a model to help them give their own students an introduction to probability. The strength of the resource is a rich content, visuals, clarity of explanation. It presents an easy way to remember the steps for solving probability problems and uncluttered, understandable strategies which are easy for students to remember and for teachers to teach. What is more, learners of all ages can have unlimited access to free educational content they can master at their own pace. The lessons engage students to gain mastery over material at their own pace and empowers the teachers that support them. The lessons can be used inside and outside the classroom. The lessons explore some fundamentals of probability and its application in the "real" world. In my opinion this resource is scientifically reliable and can be recommended to students and teachers, it is intuitive and usable. The resource is focused on ease of use, and ease of understanding. Consistent design allows the user to focus on the message. The resource could provide a wider range of different types of exercises.
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