Common  G

Hands On: Possible or ImpossibleObjective  Determine if an event is possible or impossible. 

Materials  For the teacher a bag, large red,  blue, green, and yellow bear counters

Engage and ExploreDiscuss the meanings of certain, possible, and impossible. Provide examples and have children brainstorm certain, pos-sible, and impossible events. Ask, Is it certain to be dark out-side at night? Is it possible for a 6 year old to have a fifth birthday next year? Is it possible to rain tomorrow?

Place some blue and yellow bear counters in a bag. Ask, Is it certain, possible, or impossible to pull a blue bear from the bag? What about a red bear? Have volunteers pull bears to check.

Give groups a bag and bear counters of different colors. Each child takes a turn placing bears in the bag while other chil-dren decide if it is possible or impossible to pull each color.

Explain• If a bag has blue, yellow, and green bears in it, what colors

are possible to pull from the bag? blue, yellow, green What colors are impossible? all other colors Are any colors certain? no

Elaborate and ExploreHave children watch as you place red and yellow bears in a bag. Have children tell if it is possible or impossible to pull each color from the bag.

1.  green  2.  yellow   impossible    possible

3.   red  4.  blue possible    impossible

Using graphic organizers, such as the one below, will help children learn the meaning and uses of new vocabulary and to analyze the relationships between and among vocabulary. 

possible

Problem of the DayEmma’s family goes for a hike in the forest. Emma puts 2 oranges and 1 juice box in her backpack for a snack. Is it possible or impossible for her to pull an orange from her backpack? possible

For a complete solution, see the back of the TE.

Calendar Activity • Spiral Review Show children this month’s calen-dar. Ask, If you close your eyes and point to a date, is it pos-sible or impossible to choose number 1? 31? 41?

SeptemberSunday Monday TueSday WedneSday ThurSday Friday SaTurday

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30

193A Chapter 9

CommonT

Lesson Planning

9.3

Essential Question  How can you tell if an event is possible or impossible?

About the Math

•  An event is impossible if it can never occur. An event is possible if there is a chance it may occur. An event is  certain if it will always occur.

•  Help children relate probability to their everyday lives by encouraging them to play games with number cubes or spinners. Point out that the chance of rolling any  one number on a cube labeled 1–6 is 1 out of 6. The chance of landing on one color on a 4-color spinner (equal sections) is 1 out of 4.

10–15 minutes

Daily Routine

NCTM Standards  Data Analysis and Probability Develop and evaluate inferences and predictions that are based on data.

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Common  G

Objective  Model possible and  impossible events.

Materials  For each group  6 index cards, 3 labeled “possible,” 3 labeled  “impossible”; crayons; red, blue, and green  connecting cubes

Some children may mix up possible and impossible.

•   Review the meanings of possible and impossible. Emphasize that impossible means “not possible.”

•   Have children draw a red, blue, or green cube on an “impossible” and “possible” index card.

•   Ask children to take turns using connecting cubes to model each card for their group. For example, for the card “[blue cube] impossible,” they may make a pile with only green and red cubes.

For more help, use   Intervention, Strategic Skills S15, S16. For practice, return to page 194.

Lesson 9.3 193B

Math LanguageLS56

Name

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2.

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4.

CommonT

Differentiated Instruction

10–15 minutesLearn Math Vocabulary

Check Prior Knowledge:  Assess children’s understanding of things  that are possible or impossible. Ask the following questions. Have children  raise a hand if an event is possible:

1.  A fish can swim.   possible  2. A snowman can melt.   possible  3. A dinosaur can sing. impossible  4. A cat can fly. impossible

Comprehension:  Tell children that if something can happen, then it is  possible, and that if something is sure to happen, then it is certain. Explain that the difference between possible and certain is that when something is possible, it may happen but it isn’t sure to happen. If something is certain, it is sure to happen. If something is impossible, it is sure not to happen. Have children raise a hand if the following things are certain to happen. Have children say impossible aloud if the event is sure not to happen. 

1.  The sun will rise in the morning.    2.  The bell will ring at the end of the        school day.   3.  Pigs can fly. impossible  4.   Ice cream will never melt in the heat. 

impossible

For Beginning, Intermediate, and Advanced activities, see the ELL Kit.

10–15 minutes

Visual, Kinesthetic

Objective  Model and identify  possible and impossible events with  numbers and figures on spinners.

Materials  For partners Spinners  (see Teacher Resource Book)

•   Have partners identify possible and impossible events on various spinners. Partners label a 3–section spinner 1, 2, and 3. Then children write two sentences describing numbers that are possible and impossible to land on. (For example,  It is possible to land on 2; it is impossible to land on 4.)

•   Have children draw a rectangle, circle, triangle, and a square on a 4–section spinner and write sentences describing possible and impossible events. Challenge each child to make his or her own spinner and tell possible and impossible events to a partner.

10–15 minutes

Visual, Kinesthetic

ELL Math LanguagE 9.3

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Look at Exercise 4. Explain how to make it certain to pull a from the .

Is it possible or impossible to pull a from the ? Circle the answer.1.

possible

impossible

2.

possible

impossible

3.

possible

impossible

4.

possible

impossible

Name

Possible or ImpossibleOBJECTIVE • Determine if an event is possible or impossible.

You can tell if an event is possible or impossible.

Vocabularypossibleimpossible

It is possible to pull a blue

bear.

It is impossible to pull a green

bear.

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one hundred ninety-three 193Chapter 9• Lesson 3

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Take the red bear out of the bag before letting someone pull a bear out.

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© Harcourt • Grade 1ReteachRW56

Possible or Impossible

It is impossible to pull a cube.

Circle things that are possible. Mark an X on things that are impossible.Use to act it out if you need to.

1. Wade could pull 1 bear from the bag.

2. Wade could pull 1 penny from the bag.

3. Wade could pull 1 cube from the bag.

4. Wade could pull 1 marble from the bag.

You can tell if an event is possible or impossible. It is possible to pull a bear.

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PW56 Practice

Name Lesson 9.3

Problem Solving

5. Circle the bowl where pulling a is impossible. Draw an X on bowl where pulling a is certain.

Possible or Impossible

Color the cubes to make each sentence true.

1. It is possible to pull a blue cube.

2. It is impossible to pull a red cube.

3. It is possible to pull a yellow cube.

4. It is impossible to pull a blue cube or a green cube.

© Harcourt • Grade 3

Check children’s work. Check children’s work.

Check children’s work. Check children’s work.

CommonT

See Investigate the Lesson Concept, p. 193A. See ELL Language Support, p. 193B.

Quick Review  Write how many.

1.    0   triangles 

2.    2   circles 

Explore  Use these questions to build understanding.

Math Conversation Reasoning

• Have children use a paper bag and bear counters to solve and check each exercise.

• Ask, What would you put in a bag so that it is possible to pull a green or red bear counter? a green bear and a red bear counter

• How could you show a classmate what impossible means? Possible answer: Show a bag with only paper clips in it and tell him or her that  it is impossible to pull a crayon from the bag.

Connect Discuss Exercises 1–2.

Check for Understanding • Use Exercises 3 and 4 as every-child response.

Lesson 9.3

Lesson OrganizerVocabulary Power,  p. 193A possible, impossible

Materials  For each child crayons

Lesson Resources  ELL Kit Teacher Guide

Reteach 9.3 PRactice/hOmewORk 9.3

Summarize  Use Talk Math to focus on children’s understanding of the Essential Question.

Interventiona child misses  3 and  4

…Intervene with

• Reteach Activity, TE p. 193B• Reteach 9.3•   Intervention, On-Level Skill L40

193 Chapter 9

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Common  G

Name

EnrichEW56© Harcourt • Grade 1

Lesson 9.3

Possible or Impossible

Read the story. Circle possible or impossible.

1. Jake pulled 9 from the bag.

possible impossible

2. It is impossible to pull a purple crayon.

3. Draw 6 . Color them

so that is it possible to

pull an orange but

impossible to pull a

blue .

Color the crayons to make the story true.

Draw and color to solve.

Stretch Your Thinking Draw a bag with 6 marbles in it. Then write your own problem like Exercise 3.

Check children’s work. Children must not color any of the crayons purple.

Check children’s drawings. Children must color at least 1 ball orange and color no balls blue.

Check children’s work. Pictures will vary.

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Color the cubes to make each sentence true.1. It is possible

to pull a redcube.

2. It is impossibleto pull a yellowcube.

3. It is impossibleto pull a bluecube.

4. It is possibleto pull a greencube or ared cube.

5. Circle the bag where pulling is impossible.Draw an X on the bag where pulling a is certain.

TAKE HOME ACTIVITY • Let your child place three forks and two spoons in a paper bag. Ask your child to tell if it is possible or impossible to pull a spoon from the bag and to explain his or her answer. Ask the same question about forks. Repeat the entire activity with five spoons in the bag, and then with only forks, and other combinations of forks and spoons.

From which bags is it possible to pull a ? Explain.

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194 one hundred ninety-four

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Possible answer: The first, second, and fourth bags. Each of those bags has a blue bear in it so it is possible to pull it.

The coloring must include at least 1 red cube.

Check children’s work.

The coloring must not include yellow cubes.

The coloring must not include blue cubes.

The coloring must include at least 1 green and 1 red cube.

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A

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Nora’s Crayons

Problem SolvingPS56© Harcourt • Grade 1

Lesson 9.3

Possible or Impossible

Nora is handing out crayons. It is impossible to pull a red crayon.It is possible to pull a green crayon.

How can you color the crayons in Nora’s box?

1. Will you color any crayons red? Circle. yes no

2. Will you color any crayons green? Circle. yes no

3. Color the crayons in Nora’s box.

4. Paul is eating grapes from a bowl.It is possible to pull a green grape. It is also possible to pull a purple grape.Color Paul’s grapes.

5. Challenge Look at the picture below. Cross out fruit to make it impossible to get a banana. Draw fruit to make it possible to get an orange.

3. N

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ns s

houl

d b

e re

d.

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sho

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Grapes should be colored green and purple.

Children should draw at least 1 new orange.

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REMEMBER!

CommonT

enRich 9.3 PRObLem SOLving 9.3

9.3

worksheet on page 193B Practice Workbook

p. SR14

Practice  Point out that if it is possible to pull a certain color cube from a bag, then at least one cube in the bag must be that color. If it is impossible, then no cubes can be that color (that color will never be pulled). If all the cubes in the bag are the same color, that color will always  be pulled.

Problem Solving Reasoning

Review the definitions of certain and impossible with children before they solve the problem.

For the advanced learner, see Advanced Learners activity, p. 193B.

Closure Today we learned how to tell if an event is possible or impossible.

Assess Explain why it is possible or impossible to pull a green cube from a bowl of red and green cubes. Is it possible or impossible to pull a blue cube from the bowl? impossible

Mixed Review and Test Prep

Write the number.

1.  fourteen   14     2.  four   4   

3.  eleven   11     4.  twenty   20   

5.   There are 3 seagulls on the beach. 3 more seagulls join them. How many seagulls are on the beach in all?

A 0 seagulls C 5 seagulls

B 3 seagulls D 6 seagulls

9.3

Lesson 9.3 194

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