Blended Learning Lesson Plan Lesson Title: M&M Probability Objectives

Blended Learning Lesson Plan
Lesson Title: M&M Probability
Objectives:
Students will be able to estimate how many of each color are in the bag.
Students will be able to construct a bar graph bases on their findings.
State Standards:
Context: Why are you teaching this particular lesson? What comes before this lesson in the
larger unit? What previous knowledge will students be bringing into the lesson? What comes
after this lesson in the larger unit? What are you teaching in order to prepare students for the
next lesson topic? I am teaching their lesson to put a spin on probability and make it a little
more fun for the students to learn. Students will have prior knowledge about basic fractions and
the chances you have when picking 5 colors from a bag. This lesson is just a step on estimating
basic probability, I will be teaching them whenever there’s only 5 colors in the bag and only 10
in each bag you have to guess how many of each color is in the bag. This will help them for
future lessons by starting their knowledge with probability.
Data: How will students be grouped in this lesson? What hypothetical data will these groupings
be based on? How will data be collected in this lesson for future groupings and teaching?
Students will be grouped by their knowledge of basic fractions and probability. Data will be
based on a quiz the students took two days prior to this lesson. The data collected in this lesson
will help me group students based on how well they understood and comprehend this lesson.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
Napkins, M&Ms, pencils, paper/worksheet, computers, and Microsoft excel.
Detailed paragraphs from here on down.

Procedures:
Introduction (5minutes): Students will put up their items from the previous and clear their
desks off. One student will pass out napkins here and one student will pass out the worksheets.
Teacher Directed (20 minutes): I will make sure the students do not open their M&Ms when they
are passed out. Here I will give the instructions and go over the worksheet. I will then walk
around and give each student a pack on their own M&Ms. This is where students will understand
the lesson and be put into their groups. Once they are in their groups I will play the probability
video.
Collaborative (15minutes): Students will start by predicting their colors in their bags and filling
out their worksheet with their personal predictions. Then I will ask the students to open their
bags and see if they were close to their predictions. Students will fill out their worksheet with the
actual numbers and then come together with their group to put how many of each color the group
had. At the bottom of their worksheet they will write theater their prediction was correct or close
to being correct.
Independent Digital (20minutes): This is where students will open their computers and open up
excel. This is where they will create their bar graphs. They will be making two. One for their
own colors and one for the groups colors. Everyone must create their own graphs but then can
check with the others in the group to make sure everyone has the same answers as everyone in
the group.
Closure (10minutes): I am going to allow the students to eat their M&Ms here. After everyone is
finished we will begin cleanup.
Rationale:
(Multimedia 1= App or website): Why this piece of multimedia? How does it support
student learning and your standards and objectives? How do you know it is of high-
quality? Refer to the 8 bullet points in the Evaluating Multimedia PowerPoint to support
your rationale. How does this multimedia choice differentiate instruction for all learners
(consider differentiation and assistive technologies)?
Microsoft Excel:
Execl is useful to students because there is many different techniques for the students to
use. This supports this lesson because students will enter their data into excel and then
create a bar graph with it. With technology growing students are becoming more tech
savvy at a very young age. Students now receive their own computers/laptops in any
grade now. As long as they save their excels they will be able to access them at any time
and reuse them or refer back to them. This is also a very good web tool to know how to
use for the future of many jobs students could potentially have. It is very easy to give
feedback in excel by creating comments on students personal excels. Excel is easy to
navigate and can offer help to all learners because you can just put the numbers in or
visual learners can create graphs.
(Multimedia 2= App, website, video, educational game, song, podcast, etc.): Why this
piece of multimedia? How does it support student learning and your standards and
objectives? How do you know it is of high-quality? Refer to the 8 bullet points in the
Evaluating Multimedia PowerPoint to support your rationale. How does this multimedia
choice differentiate instruction for all learners (consider differentiation and assistive
technologies)?
Probability video:
This video is very educational and is a great way to introduce the activity. It explains
probability as likely, unlikely, or equal. It shows students predicting what color pencil
they could possibly choose from the backpack and is similar to my M&M activity.
Students can go back and rewatch it need be or reference it when thinking about their
own color choices. It is based on the same content. Videos are great for all learners and
could assist the ones who are visual.

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Lesson Title: M&M Probability

Detailed paragraphs from here on down.

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