## Ms. Caitlyn

### Target 1​

###### Lesson Type:

New

Data Probability

:

Probability

Determine the probability of an experiment.

###### 1:

Define outcome, event, probability, and equally likely.

###### 2:

Determine the outcomes and probabilities for experiments.

###### 3:

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

###### 4:

Classify events as certain, possible, or impossible.

###### 5:

Identify the possible outcomes of an event.

5th

###### Vocabulary:

Outcome, Event, Probability, Likelihood, Certain, Possible, Impossible

Activities:

Students determined the probability of flipping heads or tails through 20 trials of a coin toss.

Students determined the probability of wins and draws by playing Rock, Paper, Scissors for 30 trials.

Students created probability trees based on 5 turns and listed all possible outcomes.    ### Home Exploration

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

### Target 2

:

###### 1:

Understand why the standard algorithm for adding is based on place-value.

###### 2:

Understand that when adding a multi-digit number, each place-value is being added individually to create the new sum (ones are added to ones, tens are added to tens, etc.)

###### 3:

Understand that when adding a multi-digit number, each place-value is being added individually to create the new sum (ones are added to ones, tens are added to tens, etc.)

###### 4:

Understand how to “regroup” based on place-value understandings (i.e., ten ones can be composed into one ten – ten tens can be composed into one hundred).

5th

###### Vocabulary:

Activities:

Students rolled six dice to generate numbers to add.    ### Home Exploration

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

:

###### 1:

Understand why the standard algorithm for subtraction is based on place-value.

###### 2:

Understand that when subtracting a multi-digit number, each place-value is being subtracted individually to create the new number (ones are subtracted from ones, tens are subtracted from tens, etc.)

###### 3:

Understand that when adding a multi-digit number, to solve start in the lowest place-value and go left.

###### 4:

Understand how to “regroup” based on place-value understandings (i.e., ten ones can be composed into one ten – ten tens can be composed into one hundred).

###### 5:

Understand that the same process is utilized to subtract three or more whole numbers that is used to subtract only two numbers.

5th

###### Vocabulary:

Subtraction, Place Value

Activities:

Students rolled six dice to generate numbers to subtract.    ### Home Exploration 