Math Lesson Plan # 2 Grade 3

Common Core State Standard

CCSS. 4.OAT.5 Operations & Algebraic Thinking
-Generate a number or shape pattern that follows a given rule. Identify
apparent features of the pattern that were not explicit in the rule itself.
Data Analysis and Probability
Through the process standards students will demonstrate an understanding
of organizing, interpreting, analyzing and making predictions about data, the
benefits of multiple representations of a data set, and the basic concepts of
probability.
3-6.6 Predict based on data if events are likely, unlikely, certain, or
impossible.
3-6.7 Understand when the probability of an event is 0 or 1.
Goal
Students will find all possible combinations and employ problem-solving skills
to draw conclusions.
Background information

The lesson is aimed for grade 3 students. There are 15 average-level

students, 5 below-average students and 3 above-average students. The class
is organized in groups of 5 and one group of three. Students sit on the carpet
located in the front left corner of the class near the board for min-lessons.
Then they go back to their seats to complete their activities. In the back of
the classroom, there are 3 long rectangular shaped tables used for math
center, language center and science center. The tables have materials
needed for each subject. In the back right corner we have the class library
and the reading corner. Students are learning about data, probability and
combinations. For this lesson they will complete the outfit activity to find
possible combinations. They will work individually first then in pair to check
answers.
Material
-Outfit activity sheet (check Appendixes)
-8 Crayons for coloring per student
Introduction
To start the lesson, I will ask students to sit on the carpet by the time I count
to 10. I will introduce the term combinations and elicit from students the
formal explanation in Mathematics. Then, I will ask them to brainstorm for 5
minutes and chat to the person next to them to come up with 1 real-life type
of combinations. Once the time is up, I will clap 2 times to get their attention.

We will discuss their answers. I expect to get answers such as Ice cream
cone flavors, sandwich combinations, numeric lock combinations, outfit
combinations, etc.
Lesson
Now, I will ask the students to return to their seats by the time I count to 5
backwards. Once seated, I will introduce the hat and scarf color activity by
reading the math problem. Then, I will explain the instructions to the class.
Students will be asked to put together all the possible outfits using 4 color
hats and scarves. They cannot repeat the combination meaning the outfit
should not be the same twice. I will ask each group leader to go to the art
shelf and bring one pot of crayons to the table before the 1 minute timer
goes off. Then, each group will only use 4 colors for the hat (yellow, orange,
blue, or red) and 4 colors for the scarf (brown, black, green, or purple) for
this activity. I will ask them to predict how many color combinations they will
come up with and write the answer on the activity handout before they start
the activity. Some will predict 8 (those who add 4+4) or 16 (those who
multiply 4x4). The students will be given enough time to complete the
activity and find the answer. As students are working, I will help the lowerability students if necessary. Once 2 students finish they can compare their
answers. Early finishers should compare their answers with their predictions
and explain their logic. When all the students finish the first activity, I will
clap twice to get their attention. Then, we will discuss the findings and

explain the right answer as a class. The right answer is 16 color

combinations.
Elicit from students a quicker way they can use to solve the problem
(multiplication of # shirts by # of pants). Explain to students that this
method is called counting principle.
Differentiation
- I will increase or decrease the number of colors suggested to make the
activity easier or harder depending on student higher/lower ability.
-Use of colors makes the activity more fun for the visual learners.
- I have a shirt and skirt worksheet available if the girls prefer.
-2 different extension worksheets to tailor to different interests.
Extension
-Ice cream flavors worksheet: find the different flavor combinations.
-Colored marbles worksheet: find the different colored marble combinations.
-What happens if we increase the number to 6 hats and scarves?
Assessment
Journal entry: Ask students to define the term counting principle in their own
words or by drawing a picture.
Note: This lesson plan was inspired by:

http://mathteachingstrategies.wordpress.com/2008/11/24/probability/

Actual answer: _________

Name:

Prediction: