Certain, Probable, Unlikely, Impossible

 5th Grade – Math
La grande avventura 5 (libro delle discipline)- page 186
(Italian educational system)

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Materials for lesson

A4 white sheets of paper, pens, cardboard, colors, glue, scissors

Layout of the Classroom

Stage 1-2: classroom with desks divided into small groups

Stage 3. Gym

Stage 4: Classroom

Phase 1

Teacher introduces the argument by explaining how an event can be defined as certain, probable, unlikely or impossible. An event may be: Probable when it may happen (next week I may go swimming) it can be certain when it will certainly happen (after spring there is summer), unlikely when it is determined by chance and impossible when it is never going to happen. The teacher invites the students to tell about the events that occur in their everyday life and then discuss their definition regarding the subject discussed.

Phase 2

Students are divided into small groups, each group is given the indication of thinking of an event. Each group only works on a type of event (certain,  probable, unlikely, impossible). After having identified the situation, the pupils will have to try  representing it theatrically through the creation of a short script. Groups rehearse their theatrical actions trying to make them as clear as possible. The activity ends when all the groups have completed the job.

Phase 3

Teacher brings the children to the gym and invites them to divide themselves into the workgroups of phase 2. Each group may  have some time to review and review the theatrical action previously prepared. When everyone is ready, the different groups propose their action to the rest of their schoolmates who act as spectators. At the end of the performance the students will have to decide whether the event that has been represented can be defined as certain,  probable, unlikely or impossible. The activity ends when all the groups presented their work

Phase 4

Teacher resumes the activity with the students and compares them to collect their impressions. It is possible to create a subdivided chart for certain, probable, unlikely and impossible events where children’s actions are introduced in the previous phases.