Keuka College Instructional Planning Process

Name Matt Kealy

Date Lesson 1
Subject Mathematics
Targeted Grade level 7th
Title of Unit Probability
Title of Lesson Probability of Simple Events
PRE-INSTRUCTIONAL PLANNING
I.
Common Core Standard(s) addressed:
1) 7.SP.5- Understand that the probability of a chance event is a number between 0 and 1 that
expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood.
A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event
that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
2) 7.SP.7- Develop a probability model and use it to find probabilities of events. Compare
probabilities from a model to observed frequencies; if the agreement is not good, explain
possible sources of the discrepancy.
3) 7.SP.7a- Develop a uniform probability model by assigning equal probability to all outcomes,
and use the model to determine probabilities of events.
II.

III.

IV.

Unit Goals:
Have students understand and calculate different probabilities, be able to model different
probabilities, and relate probability to real life situations.
Lesson Objectives
Learning Objective
How will objective be assessed? Level of Thinking
(stated behaviorally)
(Summative)
(Blooms Taxonomy)
Given a list of vocabulary
A vocabulary matching activity
Interpret, Comprehend
words, SWBAT define all of
using SMART Board technology.
the vocabulary in the lesson
with 100% accuracy.
SWBAT calculate the
Each station will have a different Apply, Analyze
probability of simple events
probability problem which the
and complementary events
students will solve. The teacher
at different stations in groups will go over each of the problems
of five with 85% accuracy.
in class.
Given parameters set by the
While the students are
Apply, Analyze, Synthesis
teacher, SWBAT create their
completing this activity, the
own simple event or
teacher will walk around the
complementary event
room, helping and assisting the
problem and a partner will
students as needed.
check the problem and then
solve it with 90% accuracy.
Essential Question(s)
How can you use simple and complementary events and probability to predict the outcome of
future events?

V.

Cross-curricular Applications
English Language Arts

VI.

List Academic Vocabulary

Unit and Lesson Specific:
Probability
Outcome
Simple Event
Random
Complementary Events

Discipline and Content Area Specific:

Numerator
Denominator
Likely
Unlikely
Impossible
Certain

VII.

Learning modalities/Multiple Intelligences/ Learning Styles utilized

Interpersonal, Intrapersonal, Logical/Mathematical, Verbal/Linguistic, Bodily Kinesthetic, SelfExpression, Mastery, Understanding

VIII.

Differentiation for diverse learners

Specific adaptation required for individual students and student levels (at least 3)
Level 1: Make sure directions are clear and concise. Have aid help student with cerebral palsy
and provide guided notes. Give student with autism flash cards with vocabulary terms and
important formulas. Give students learning disabled in math a calculator for computations and
make sure those learning disabled in reading understand the directions and assist them in any
way possible.
Level 2: Teacher will be attentive to these students needs, assisting them in any way possible
Level 3: Split these students up during group work so they can assist the level 1 and 2 students
when the teacher cannot.

Differentiation for English Language Learners

Pre-Emergent
Provide these students with a translated version of
the notes and worksheets and have translator go
over any questions they may have.
Intermediate
Go over any words the students do not
understand.

Emergent
Provide list of translated vocabulary words. Go
over these words with the students while others
are doing the vocab activity.
Advanced
Go over any words the students do not
understand.

IX.

Materials
Provided worksheets, pencils
INSTRUCTIONAL PROCEDURES
Procedure
Anticipation/ Introduction/ Lesson Opening [Engage, Explore]
Vocabulary Activity using SMART Board technology.

Time
7 min

 Pre-assessment (Formative)
Students will be called upon to come up to the SMART Board and decide which
vocabulary terms match up to the correct definition. Students will use their best
judgment in deciding the definition of the vocabulary terms.
Teacher Actions
Student Engagement in the Learning
Teacher will lead the activity. Any hints
Students will be actively participating in
can be given to the correct answer, but a the activity, using any background
direct answer is to be avoided if possible. knowledge they have to decide what the
Students should attempt to arrive at the
definition of the vocab terms are.
correct answer on their own. If time is
short, the teacher can take over and
finish the definitions.
Tapping Background Knowledge
Students will need to know the definition of a fraction (denominator and numerator)
and the idea of an impossible, unlikely, likely, and certain event. They can use this
knowledge in the vocab activity and in making decisions in problem solving
throughout the lesson.
Teacher Actions
Student Engagement in the Learning
Ask students if they understand these
If students have any uncertainty of these
terms in a mathematical sense. If they do terms, they need to ask because they are
not understand these words, review
essential to understand to progress with
them in class
the unit
Bridge
Now that you have a solid understanding of these vocabulary terms, lets go over
how to find the probability of simple and complementary events.
Rationale/ Statement of Purpose to the Learners
The purpose of this vocab activity was to give you understanding of the terms and
give you knowledge to compute different probabilities.

2 min tops

INSTRUCTIONAL PROCEDURES
Procedure
Building Knowledge/ Learning/ Development of Concepts & Skills [Explain,
Elaborate]
Describe to the students the process of solving problems involving simple and
complementary event using notes via SMART Board technology.
Explanation/Modeling
The teacher will begin by relating the vocab from the previous activity to a real
problem such as What is the probability that a three will be rolled on a six-sided
die? Use an actual die as a visual. The teacher will go through the step by step
process of solving this problem. The teacher will then go over other examples that
will reinforce this process. Then go over complementary events problems like What
is the probability that a three will not be rolled on a six sided die. Students will be
told that they should write their answers in fractional, decimal, and percentile form.
This will be true throughout the unit.

Time
28 min

Teacher Actions
Lead the class in discussion and note
taking, answering any questions students
have and accommodating their needs.

Student Engagement in the Learning

Students will take notes and actively
participate in any discussion during this
process. They will also ask questions if
they are unsure of anything.
Check for Understanding & Questions (Formative)
Give students a sample problem that they work on independently.
Teacher Actions
Student Engagement in the Learning
Make sure students are following the
Complete the problem given to them by
process correctly, correcting them and
the teacher. Ask questions if needed.
assisting them if need be.
Guided Practice (Formative)
Students will be split up into groups of five. Each group will be placed at one of four
stations, each station having a different problem. Each station will last about 2
minutes. Students will rotate through the stations quickly and effectively, cooperating
with their group members. Encourage the students to talk about the problems with
the members of their group. The answers will be given at the conclusion of the
activity.
Teacher Actions
Student Engagement in the Learning
Make sure students are cooperating and
Students will be working conscientiously
working effectively. Assist students when with their peers, solving each of the
necessary.
problems in their group. They should only
ask questions when absolutely necessary.
Independent Practice (Formative)
Students will pair up and each will create a problem that is either a simple or
complementary event. The only restriction is that students cannot use an example
that the teacher used in class. The other partner will then check over the problem
their partner created and solve it.
Teacher Actions
Student Engagement in the Learning
The teacher will take a minimal role here, Students will use their imagination to
making sure that students are working
create a problem for their partner to
and only assisting students if absolutely
solve. Assistance from the teacher should
necessary.
only be requested if the students
absolutely require it.
INSTRUCTIONAL PROCEDURES
Procedure
Consolidation/ Wrap-up [Evaluate]
Closure/Student Summary of learning (Summative Refer to Objectives)
Students will take a few minutes to write down at least two things that they learned
in the lesson in their Math Journal in the form of a standard paragraph. Then assign
homework which will consist of simple and complementary event problems.
Homework will be graded as a class the next day.
Teacher Actions
Student Engagement in the Learning
The teacher will give directions and make The students will reflect upon the lesson
sure students are completing the activity and write a paragraph on two things that
they learned in the lesson.

Time
5 min

Autism Adaptation (Flash Cards)

(Front)Probability

(Front) Random

(Back) The chance that some event

will occur

(Back) Having no specific pattern,

purpose, or objective

(Front) Outcome

(Front) Complementary Event

(Back) A possible result in a

probability experiment

(Back) Two events in which either one

or the other must happen, but they
cannot happen at the same time

(Front) Simple Event

(Back)One outcome or a selection of
outcomes

(Front) The probability of an event is

a ratio that compares the number of
desired outcomes to the number of
possible outcomes
(Back)
=

Cerebral Palsy Adaptation (Guided Notes)

Probability- The chance that some event will occur
Outcome- A possible result in a probability experiment
Simple Event- One outcome or a selection of outcomes
Random- Having no specific pattern, purpose, or objective
Complementary Event- Two events in which either one or the other must happen, but they
cannot happen at the same time
Probability can be thought of as a number line between 0 and 1.

Simple Events
The probability of an event is a ratio that compares the number of desired outcomes to the
number of possible outcomes
=
What is the probability that a three will be rolled on a six sided die?

You draw a marble out of a bag which has 7 red marbles, 8 blue marbles and 10 green marbles.
What is the probability of picking a green marble? What is the probability of picking a red and a
blue marble?

Your Turn!
A coin is tossed. Find the probability of the coin landing on heads

This spinner is spun. What is the probability of spinning an odd number or a 2?

Complementary Events
What is the probability that you do not roll a five on a six sided die?

ELL Adaptation (Translated Voacb)

Vocabulary/ Vocabulario

Probability- The chance that some event will occur

o

Outcome- A possible result in a probability experiment

o

Evento Simple- un resultado o una seleccin de los resultados

Random- Having no specific pattern, purpose, or objective

o

Resultado - Un resultado posible en un experimento de probabilidad

Simple Event- One outcome or a selection of outcomes

o

Probabilidad-la posibilidad de que se producir un evento

Random-no tener ningn patrn especfico, objetivo o propsito

Complementary Event- Two events in which either one or the other must happen, but they
cannot happen at the same time
o

Complementarios evento - dos eventos en que debe suceder una cosa o la otra, pero
no pueden ocurrir al mismo tiemp