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K–12 teaching and learning · from the UNC School of Education

Teaching Mathematics Through Literature

This lesson is a collaborative pair learning activity which uses the book JUMANJI to teach Probability.

A lesson plan for grade 5 English Language Arts and Mathematics

By Brenda Davis

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Learning outcomes

The student will be able to use pairs of dice to find the probability for specific data.

Teacher planning

Time required for lesson

1 Hours

Materials/resources

  • Copy of the book, JUMANJI by Chris Van Allsburg
  • Roll Two Dice activity sheet (one per student)(See attachment)
  • Sets of dice (one set for each two students)
  • Overhead Projector
  • Roll Two Dice Transparency (See Attachment)
  • Chart Paper
  • Markers

Technology resources

Overhead Projector
Computer(Power Point)optional
Television to project from computer

Pre-activities

The students are told that the story they will read involves two children(Peter and Judy) playing a board game called “Jumanji.” Brainstorm how a board game is played. Explain to the students that in the story JUMANJI, the children play a jungle-adventure board game. The students write short lists of words that describe what they would see, hear, or do in a jungle. Develop webs from their word list about the dangers people might face on a jungle adventure regarding wild animals, geography, weather, etc. Set a purpose for reading; for example, “I am going to read to find out what happens when the children play the game.”

Activities

Pass out copies of the book, JUMANJI. Students will read up to the point where Peter says, “If you roll a 12, you can get out of the jungle.” The students are asked, “Do you think Judy is likely to roll a 12?” Explain your response. Finish reading the book. Go back to where Judy is hoping to roll a 12. Ask the students what sum they think a person is most likely to roll. They will explain their responses. Next, tell them they are going to do an activity to determine which sums, if any, are more likely to be rolled than others.

Have the students get in their collaborative pairs and give each group a pair of dice and a “Roll Two Dice” activity sheet for recording their findings. Ask why a 1 and 13 are not on the dice pair roll (Guide them toward the idea that 1 and anything above 12 are not sums that can be rolled). Students then roll their dice and locate on the recording sheet the sum that was rolled. When they find that sum, they will write a number sentence in the first space below the sum to show what was rolled. For example, if a 4 and 5 are rolled, they write 4+5 in the space under 9. They continue to roll their dice and record their addition sentences until the squares below one sum get to the finish line.

EXTENSION: This activity can lead to a discussion of the word MODE. The collaborative pairs complete a class chart on chart paper or on an overhead transparency where a tally mark is entered for each time a particular sum is rolled. After the pair findings are recorded, tally marks can be totaled for the whole class.

Assessment

Students will consult with another collaborative group(s)to compare their findings.
From this activity, they can graph their results on the computer using PowerPoint.
Writing opportunities abound from this activity. Just be imaginative!
This lesson also lends itself to total integration of the curriculum.

Supplemental information

Source of Activity: Bresser, R.(1995). Math and Literature Grades 4-6. New York: Math Solutions Publications.

Farr, Roger C. and Dorothy S. Strickland(1996). Emerald Forest. New York: Harcourt Brace.

Perry, Leslie Anne and Betty B. Long(1998). Appalachian State University. Boone, NC.

See Attachment for copy of “Roll Two Dice” Activity Sheet.

Related websites

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Comments

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North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 5

  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
      • analyzing word choice and content.
      • examining reasons for a character's actions, taking into account the situation and basic motivation of the character.
      • creating and presenting a product that effectively demonstrates a personal response to a selection or experience.
      • examining alternative perspectives.
      • evaluating the differences among genres.
      • examining relationships among characters.
      • making and evaluating inferences and conclusions about characters, events and themes.

Mathematics (2004)

Grade 5

  • Goal 4: Data Analysis and Probability - The learner will understand and use graphs and data analysis.
    • Objective 4.01: Collect, organize, analyze, and display data (including stem-and-leaf plots) to solve problems.
    • Objective 4.03: Solve problems with data from a single set or multiple sets of data using median, range, and mode.