Gemma

Holdman Lesson Plan Assignment #1 ESE 6345-0398 Subject: Mathematics Probability Grade: 7th Grade Class Length: 50 minutes NGSSS Benchmark: MA.7.P.7.1 Determine the outcome of an experiment and predict which events are likely or unlikely, and if the experiment is fair or unfair. Objectives: The students will: Define experiment, outcome, event, and equally likely Determine the outcomes and probabilities of experiments Distinguish between likely and unlikely events Recognize whether experiments are fair or unfair Explain the formula for finding the probability of an event Apply probability concepts to solve problems *NOTE: in my two-day lesson plan detailed below I have bold the strategies I incorporated. Additionally, I have highlighted what I will say to my students in blue. Day One Plan: 1. Bell Ringer: Good morning everyone, please take your seats and begin the bell ringer on the projector. a. The bell ringer poses the following question to students: The weatherman states that there is a 30% chance of thunderstorms today, is this an example of probability? Please come up with your own example of probability. b. Could I please have a couple volunteers to share your response with the rest of the class? Great job! Thank you. 2. Lecturing: For the next two days I am going to introduce the concept of probability. We will be learning several related concepts along with the formulas for solving them. a. Guided notes: I will provide students with the choice of 3 different levels of notes in which they are to complete during my lecture. Please select a set of notes from one of the three sets. You will fill in these notes as we go through the lecture today. i. Video clip: To start off our lesson I am going to play a 2-minute clip from an episode of Bill Nye the Science Guy. He provides us with a nice example of probability in the real world. Please make sure you pay attention and fill in your notes. Lets watch! ii. For the remaining portion of the lecture, I will use a PowerPoint Presentation containing all of the key concepts, terms, and formulas. Throughout I will use questioning to assess the classes understanding of the material presented. 1. Examples of questions I will ask students: a. An outcome is the result of a single trial of an experiment. Of the following, which classifies as an outcome? A) Rolling a pair of dice. B) Choosing 2 marbles from a jar. C) Landing on

Gemma Holdman Lesson Plan Assignment #1 ESE 6345-0398 red. D) Flipping a coin 10 times. Please explain your reasoning. b. Events can be likely, unlikely, equally likely or impossible. Using your understanding of the word impossible, could someone please share their prediction of an impossible event? 3. Guided Practice: Now that we have learned the main definitions and formulas, lets practice some examples. I included a variety of examples at the end of the notes so the class will have a good set of examples to refer to once we solve them together. a. Board problems: Could <insert 6 students names here> please come up to the board and solve the problems Ive set up. I will select the students by pulling names randomly out of a cup. These problems should take no more than one minute. i. Examples of problems: 1. A spinner has 4 equal sectors colored yellow, blue, green and red. What is the probability of landing on blue after spinning the spinner? What is the probability of landing on red? 2. A jar contains 20 marbles 8 red, 5 yellow, 3 blue, and 4 green. What are the possible outcomes if we were to randomly select one marble? Are these outcomes equally likely? ii. Thank you for solving these problems! For each example: Class, do you agree with the answer? Please use thumb up for yes, thumb down for no, and thumb sideways for not sure. Using quick scan will allow me to assess students predictions/understanding of the problems. iii. I will evaluate the examples on the board and will correct any miscalculated problems. Does anyone have any questions? b. Heads and Tails Game: After successful completion of the examples, students will play the Heads and Tails game with their neighbor. Lets play a game to demonstrate probability and fairness. i. I allowed students to sit wherever they liked today. ii. In your pairs, decide who will be heads and who will be tails. Set your marker on the star in the middle of the snake. When I say so, take turns flipping the coin provided. If the coin lands on heads, the heads partner will move his or her marker one space closer to the head. If the coin lands on tails, the tails partner will move his or her marker one space closer to the tail. Whoever reaches either the head or tail first, wins. The winner of the pair will make a mark here on the board. iii. The game will take about 10 minutes. As a class, we will make a tally chart of the winners (either heads or tails) and discuss the data to determine whether or not the game is fair. Now lets examine the results from game. Is this game fair or unfair? Please explain. 4. Homework: Students will have the choice of two different homework assignments. Tonight you have two different assignment options a worksheet or flashcards. Both of these assignments with review the definitions and formulas we learned today in class. Please bring either the completed worksheet or flashcards for a homework check tomorrow.

Gemma Holdman Lesson Plan Assignment #1 ESE 6345-0398 a. Crossword Puzzle: Containing problems with the important probability jargon and formulas from the lecture. b. Flashcards: Create flashcards containing all the vocabulary and formulas from the section in the textbook.

Day Two Plan: 1. Bell Ringer: Good morning class, please take out your homework assignments and study with a partner for the next five minutes. I will make my way around each set of desks and check for completed homework assignments and attendance while students quiz one another. 2. After the bell ringer, we will briefly review the major concepts and formulas discussed from the previous day by playing Loop of Fury. We are going to review the major concepts learned yesterday by playing a game. Please take a piece of paper from the cup and pass it along. Does everyone have a piece? When I say go, <insert students name here> will read their question aloud to the class. Someone else will have the answer, will state it aloud and then will read their question. We will go around the class until everyone has participated. This is a timed event and we will complete three rounds, so after each round we will switch up the questions/answers and will start again. Is everyone ready? OkGO! a. I will tell the class how much time they took each round and then praise their effort. b. Before moving on, does anyone have any questions regarding the information formulas or concepts we covered yesterday and reviewed today in class? 3. Team Challenge: Now we are going to have a little competition to practice examples. Could one person from each group please come and get a buzzer. a. This will test students ability to not only work in groups but also will assess their speed and efficiency when solving probability problems. b. I will arrange the students in groups to have a variety of personalities and levels. c. Examples of problems: i. What is the probability of getting a 8 when rolling a die numbered 1 to 6? ii. What is the probability of choosing the letter o from the word school? iii. There are 5 male puppies in a playpen. If you wanted to pick one up, what is the probability that the puppy you choose will be male? d. All teams did a good job, however, there is only one winner today. The winner of todays challenge is team <insert team #>. Way to go! Members in team <insert team #> can select one item from the goodie bucket. Great work everyone. 4. Independent Practice: For the remainder of the class period I want you to work independently. You have two options to choose from: a worksheet and an interactive computer game. I will be circulating the classroom to assist and answer any questions you may have. If you choose to play the computer game, please make sure you print your results at the end. For those of you who do the worksheet, Ill be collecting it at the end of the period. a. Worksheet i. Example of problems: You are playing with a standard 52-card deck. What is the probability that you will draw a red? Black? Pick a card 6 or lower? Choose a face card? b. Interactive Computer Game i. Students play as a cartoon character going to a theme park. They will participate in 4 activities riding a rollercoaster, visiting a souvenir store, riding a thrill ride, and buying sweets at the candy shop. In each activity

Gemma Holdman Lesson Plan Assignment #1 ESE 6345-0398 they will be asked questions related to finding the probability. For each question, the student will have three opportunities to answer the question correctly. If all three are used up, the solution will be given. Once the student has completed the simulation they are given the option to print their results. 5. Homework: Tonight you are to complete the following problems in the textbook. #1-8 all, 18-40 even, 44, 45, and 52. Please bring your work into class tomorrow, as I will be collecting it. Any questions? I will assign an appropriate number of problems from the class textbook that highlights the essential topics discussed over the lesson. This will assess my students understanding of the overall lesson. a. Examples of questions in assignment: i. Define probability, outcome and event. Provide an example of each. ii. Please compare and contrast the following terms: likely, unlikely, equally likely and impossible. iii. A bag contains 30 bouncy balls 3 red, 7 blue, 6 green, 9 yellow and 5 multi- colored. What are the possible outcomes if you select one bouncy ball? What is the probability of selecting a red or yellow bouncy ball? What is the probability that you will not select a multi-colored ball? Further Summative Assessment: I will include concepts of probability on a unit test at a later date. I will make this clear to my students through the syllabus as well as at the beginning of the lesson. Students with Special Needs: I may have students with learning disabilities (LD) or students with limited English proficiency (LEP), so the hands-on activities enables group participation and social interaction with peers. If students have difficulties understanding concepts by purely listening or reading these activities provide them with multiple avenues of understanding. Materials Needed/Prior Preparations: Buzzers 7 Board/Projector Day 1 Computers set up with game Desk arrangement (see floor plans to right) Flashcards $ P Goodie basket N Guided notes 3 levels V Q PowerPoint with concepts/formulas U F PowerPoint with competition problems/solutions S Projector and projector screen T Markers for Heads and Tails Game 35 Names in a cup Board/Projector Quarters 20 Day 2 Questions/Answers for Loop of Fury Seating chart for day 2 $ o Post-its taped to desks to notify students P where they will sit N V Snake sheets for Heads and Tails Game - 15 Q U Video clip Bill Nye the Science Guy Probability F Episode S
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Gemma Holdman Lesson Plan Assignment #1 ESE 6345-0398

Resources: Heads and Tails Game. Terry Kawas. 2010. http://www.mathwire.com/games/datagames.html Question examples. Mrs. Glossers Math Goodies. 2012. http://www.mathgoodies.com/worksheets/probability_wks.html

Worksheets o Homework o Independent Practice