Hands On: Possible or Impossible - · PDF fileHands On: Possible or Impossible Objective...

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Hands On: Possible or Impossible Objective Determine if an event is possible or impossible.  Materials For the teacher a bag, large red,   blue, green, and yellow bear counters Engage and Explore Discuss 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 Explore Have 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 Day Emma’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? September SUNDAY 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 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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Transcript of Hands On: Possible or Impossible - · PDF fileHands On: Possible or Impossible Objective...

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    Hands On: Possible or ImpossibleObjective Determineifaneventispossibleorimpossible.

    Materials For the teacher abag,largered,blue,green,andyellowbearcounters

    Engage and ExploreDiscussthemeaningsofcertain, possible,andimpossible.Provideexamplesandhavechildrenbrainstormcertain, pos-sible,andimpossibleevents.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?

    Placesomeblueandyellowbearcountersinabag.Ask, Is it certain, possible, or impossible to pull a blue bear from the bag? What about a red bear? Havevolunteerspullbearstocheck.

    Givegroupsabagandbearcountersofdifferentcolors.Eachchildtakesaturnplacingbearsinthebagwhileotherchil-drendecideifitispossibleorimpossibletopulleachcolor.

    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? allothercolorsAre any colors certain? no

    Elaborate and ExploreHavechildrenwatchasyouplaceredandyellowbearsinabag.Havechildrentellifitispossibleorimpossibletopulleachcolorfromthebag.

    1. green 2. yellow impossible possible

    3. red 4. bluepossible impossible

    Usinggraphicorganizers,suchastheonebelow,willhelpchildrenlearnthemeaningandusesofnewvocabularyandtoanalyzetherelationshipsbetweenandamongvocabulary.

    possible

    Problem of the DayEmmas 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

    Foracompletesolution,seethebackoftheTE.

    Calendar Activity Spiral ReviewShowchildrenthismonthscalen-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 Howcanyoutellifaneventispossibleorimpossible?

    About the Math

    Aneventisimpossibleifitcanneveroccur.Aneventispossibleifthereisachanceitmayoccur.Aneventiscertainifitwillalwaysoccur.

    Helpchildrenrelateprobabilitytotheireverydaylivesbyencouragingthemtoplaygameswithnumbercubesorspinners.Pointoutthatthechanceofrollinganyonenumberonacubelabeled16is1outof6.Thechanceoflandingononecolorona4-colorspinner(equalsections)is1outof4.

    1015 minutes

    Daily Routine

    NCTM Standards Data Analysis and Probability Developandevaluateinferencesandpredictionsthatarebasedondata.

    MXENL09ATE12_U3C09L3NT_193A-193B2 2 8/9/07 6:27:56 PM

  • Common G

    Objective Modelpossibleandimpossibleevents.

    Materials For each group6indexcards,3labeledpossible,3labeledimpossible;crayons;red,blue,andgreenconnectingcubes

    Somechildrenmaymixuppossibleandimpossible.

    Reviewthemeaningsofpossibleandimpossible.Emphasizethatimpossiblemeansnotpossible.

    Havechildrendrawared,blue,orgreencubeonanimpossibleandpossibleindexcard.

    Askchildrentotaketurnsusingconnectingcubestomodeleachcardfortheirgroup.Forexample,forthecard[bluecube]impossible,theymaymakeapilewithonlygreenandredcubes.

    Formorehelp,use Intervention,StrategicSkillsS15,S16.Forpractice,returntopage194.

    Lesson 9.3 193B

    Math LanguageLS56

    Name

    1.

    2.

    3.

    4.

    CommonT

    Differentiated Instruction

    1015 minutesLearn Math Vocabulary

    Check Prior Knowledge: Assesschildrensunderstandingofthingsthatarepossibleorimpossible.Askthefollowingquestions.Havechildrenraiseahandifaneventispossible:

    1. Afishcanswim. possible 2. Asnowmancanmelt. possible3. Adinosaurcansing.impossible 4. Acatcanfly.impossible

    Comprehension: Tellchildrenthatifsomethingcanhappen,thenitispossible,andthatifsomethingissuretohappen,thenitiscertain.Explainthatthedifferencebetweenpossibleandcertainisthatwhensomethingispossible,itmayhappenbutitisntsuretohappen.Ifsomethingiscertain,itissuretohappen.Ifsomethingisimpossible,itissurenottohappen.Havechildrenraise a hand if the following things are certain to happen. Have children sayimpossiblealoudiftheeventissurenottohappen.

    1. Thesunwillriseinthemorning. 2. Thebellwillringattheendofthe schoolday. 3. Pigscanfly.impossible 4. Icecreamwillnevermeltintheheat.

    impossible

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

    1015 minutes

    Visual, Kinesthetic

    Objective Modelandidentifypossibleandimpossibleeventswithnumbersandfiguresonspinners.

    Materials For partnersSpinners(seeTeacherResourceBook)

    Havepartnersidentifypossibleandimpossibleeventsonvariousspinners.Partnerslabela3sectionspinner1,2,and3.Thenchildrenwritetwosentencesdescribingnumbersthatarepossibleandimpossibletolandon.(Forexample,It is possible to land on 2; it is impossible to land on 4.)

    Havechildrendrawarectangle,circle,triangle,andasquareona4sectionspinnerandwritesentencesdescribingpossibleandimpossibleevents.Challengeeachchildtomakehisorherownspinnerandtellpossibleandimpossibleeventstoapartner.

    1015 minutes

    Visual, Kinesthetic

    ELL Math LanguagE 9.3

    MXENL09ATE12_U3C09L3NT_193A-193B3 3 8/9/07 6:29:03 PM

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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.

    NLT

    NLT

    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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    A

    MXENL09ASE1X_U3C09L03.indd 193 6/18/07 5:06:59 PMDF

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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.

    MXENL08AWK1X_RT_CH09_L3.indd 1 6/8/07 3:50:18 PM

    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 childrens work. Check childrens work.

    Check childrens work. Check childrens work.

    CommonT

    SeeInvestigate the Lesson Concept,p.193A.SeeELL Language Support,p.193B.

    Quick Review Writehowmany.

    1. 0triangles

    2. 2circles

    Explore Usethesequestionstobuildunderstanding.

    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? agreenbearandaredbearcounter

    How could you show a classmate what impossible means? Possibleanswer:Showabagwithonlypaperclipsinitandtellhimorherthatitisimpossibletopullacrayonfromthebag.

    Connect Discuss Exercises 12.

    Check for Understanding UseExercises3and4asevery-childresponse.

    Lesson 9.3

    Lesson OrganizerVocabulary Power, p.193Apossible,impossible

    Materials For each childcrayonsLesson Resources ELL KitTeacherGuide

    Reteach 9.3 PRactice/hOmewORk 9.3

    Summarize UseTalk MathtofocusonchildrensunderstandingoftheEssentialQuestion.

    Interventionachildmisses 3and 4

    Intervene with

    ReteachActivity,TEp.193BReteach9.3 Intervention,On-LevelSkillL40

    193 Chapter 9

    MXENL09ATE12_U3C09L3W_193-194.in2 2 8/9/07 6:30:16 PM

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    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 childrens work. Children must not color any of the crayons purple.

    Check childrens drawings. Children must color at least 1 ball orange and color no balls blue.

    Check childrens work. Pictures will vary.

    MXENL08AWK1X_EN_C09_L03.indd Page 56 5/6/07 7:12:20 PM anil /Volumes/ju107/HCSC026/Enrich_G1_indd%0/Book_pages/Workbook_pages/National/MX...

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