## Ms. AJ

### Target 1​

###### Lesson Type:

New

Data Probability

:

Interpreting Data

Construct and read simple graphs from given information to solve problems.

###### 1:

Understand that a graph is a visual representation of data.

###### 2:

Become familiar with the vocabulary associated with graphs: unit, scale, title and labels.

###### 3:

Construct and read a simple line graph.

###### 4:

Construct and read a scaled bar graph.

###### 5:

Understand how to use the scale to accurately read a bar graph.

4th

###### Vocabulary:

Graph, Bar Graph, Data, Scaling, Labels, Compare

Activities:

Students completed the pop-up bar graphs they started the previous week, complete with scaling and labels. Students understood that this form of data representation can make the data easier to compare and contrast.    ### Home Exploration

###### Guiding Questions: ## Absent Students:

Coco

### Target 2

:

###### 1:

Understand that the likelihood of an event occurring can be described numerically and used to make predictions.

###### 2:

Classify events as certain, possible, or impossible.

###### 3:

Recognize that not all events occur with the same likelihood.

###### 4:

Define fair vs. unfair.

###### 5:

Identify the possible outcomes of an event.

5th

###### Vocabulary:

Probability, Chance, Random, Likely, Unlikely, Fair, Unfair

Activities:

Students were introduced to probability, and learned vocabulary related to the concept such as "fair" vs. "unfair", "random", "outcome", and "how likely".

Students played a game tossing a six-sided color dice, describing the game as "fair", as each color outcome would have the same likelihood.

Students played a version of "four corners" where they guessed what number would be rolled, or whether there would be odd or even rolled, from a set of six-sided dice. for incentive, we gave them play money each time they guessed correctly, and even more if the what they guessed was Monday both dice.

Students drew color cubes from a bag at random. The colors had different amounts, therefore different likelihoods. Students learn to represent these in a form similar to fractions, with the number of a certain color cube on the top, over the total number of cubes. They point out that the chances of drawing certain colors were greater than the chances of drawing others.    ### Home Exploration

###### Guiding Questions: ### Target 3

:

###### Vocabulary:

Activities:    ### Home Exploration 