Lesson Plan: Mathematics - Information Handling (First Level)

Topic: Probability and Likelihood

Desired Outcome: I can use appropriate vocabulary to describe the likelihood of events occurring, using the knowledge and experiences of myself and others to guide me.

Focus: Toplama İşlemi (Addition Operation)

Curriculum Links: - Mathematics: Number, Money, and Measure (First Level) - Information Handling: Collecting, Recording, and Representing Data (First Level)

Prior Knowledge: - Students should have a basic understanding of addition operation (toplama işlemi) and be able to perform simple addition calculations. - Students should be familiar with basic vocabulary related to probability and likelihood, such as “likely,” “unlikely,” “certain,” “impossible,” etc.

Resources: - Whiteboard or blackboard - Markers or chalk - Worksheets with addition problems - Dice - Counters or small objects for counting

Introduction (10 minutes): 1. Begin the lesson by asking students if they know what probability means. Discuss their responses and clarify any misconceptions. 2. Introduce the concept of likelihood and explain that it is a measure of how probable or likely an event is to occur. 3. Provide examples of everyday situations and ask students to express the likelihood of each event occurring (e.g., “What is the likelihood of it raining today?” “What is the likelihood of winning a lottery?”). Encourage students to use appropriate vocabulary to describe the likelihood.

Development (20 minutes): 1. Review the addition operation (toplama işlemi) with the students. Solve a few simple addition problems together on the board. 2. Distribute worksheets with addition problems to each student. Instruct them to solve the problems independently. 3. Once the students have completed the worksheets, ask them to pair up and compare their answers. Encourage them to discuss any differences and help each other if needed. 4. Bring the class back together and discuss the answers as a group. Use this opportunity to introduce the concept of likelihood in the context of addition. For example, “What is the likelihood of rolling a sum of 12 on two dice?” or “What is the likelihood of getting an answer greater than 10 when adding two numbers between 1 and 5?”

Application (20 minutes): 1. Divide the students into small groups and provide each group with a dice and a set of counters or small objects for counting. 2. Instruct the groups to take turns rolling the dice and adding the numbers that come up. They should record the sum on a piece of paper. 3. After each roll, ask the groups to discuss the likelihood of getting a certain sum. Encourage them to use appropriate vocabulary to describe the likelihood (e.g., “It is likely to get a sum of 7 because there are many combinations that can add up to 7”). 4. Rotate the dice and counters among the groups, allowing each group to have multiple turns. 5. Bring the class back together and have a discussion about the likelihood of different sums. Ask students to share their observations and reasoning.

Conclusion (10 minutes): 1. Recap the lesson by asking students to share what they have learned about probability and likelihood in the context of addition. 2. Review the vocabulary related to likelihood and probability. 3. Assign a homework task that involves solving addition problems and describing the likelihood of certain sums. 4. Provide feedback and praise for students’ participation and understanding throughout the lesson.

Note: This lesson plan is designed for a First Level class in Scotland, focusing on the topic of Information Handling and the addition operation (toplama işlemi). The lesson incorporates opportunities for students to use appropriate vocabulary to describe the likelihood of events occurring.