Whitman Elementary - Tulsa Public Schools

Grade / Instructional Focus: 5th Grade Mathematics
Groups: _X_ Regular; _X_ IEP; _X_ ELL; _X_ Econ. Disadvantaged; _X_ Race; X_ Gender
Goal: All fifth grade students will demonstrate mathematics proficiency at grade level or
above grade level on the Oklahoma Core Curriculum Test.
Achievement Objective / Benchmark (median scores or assessment nomenclature):
Standard Objective PASS Current %
or
assessment
nomenclature
Data Analysis
& Probability
9/20%
Probability
4 test items
@ least half
will score __
as %
or assessment
nomenclature
Years as
Issue
5.2 50% 75% 07-08,
08-09
Interventions / Strategies:
The following research-based strategies have been chosen specifically to meet the needs of
students of each gender and race as well as those who are Special Needs or economically
challenged. Female students benefit from verbal interaction, descriptive narration, and
expressing emotional connections/experiences to the information. Male students benefit from
simple, analytic explanation, kinesthetic movement, and visual images to aid in retention of
information. According to Ruby Payne, economically challenged students, need to know the
“why” and “how” of a topic, before they can learn it. With those needs in mind, the following
interventions/strategies have been chosen:
5.2
Fifth grade teachers will use Marzano’s Strategy of Cooperative Learning to explore the
concept of probability. Step 1 -- The teacher will divide the students into groups of four, and
then give each group two paper sacks (labeled “A” and “B”) containing varying amounts of
two colored tiles. Step 2 -- Tell all of the students that they are not to look into their bags.
Step 3 –Give each group a piece of paper describing what their bags contain. For example:
one group might be given two bags and this information: One bag has 2 green tiles and 18
red tiles. The other bag has 12 green tiles and 8 red tiles. (See following page) Step 4 --
Have the students calculate the mathematical probability for each color and each bag’s
description. Remind the students that they need to write the probability as a fraction and a
decimal. Step 5 -- Tell the students, “You are going to conduct a probability experiment.
Probability helps with making predictions. Meteorologist use probability to find patterns and
make predictions about the weather. Today, you will use probability to make a prediction
about the contents of your paper sack without looking into them.” Step 6 - Instruct the groups
that they will need to choose two students to be recorders (one for sack “A” and one for “B”)
and two students to draw out the tiles. The student that draws out the tile will show the
recorder and then put the tile back into the bag. He/she will repeat that process 30 times.
The recorder will tally the results of the draws on a T-chart. After the students have
completed the 30 draws and recorded the results on the T-chart for both sacks “A” and “B”,
they will determine the probability of each color on both T-charts. Step 7 -- The students
Walt Whitman SIPlan 0910.1 - Page 62