Lesson Title: Introduction to Probability-Lesson One

Grade and Subject: 7th Grade Mathematics

Date: March 2016

1. LESSON PLAN LEARNING OUTCOMES AND PROCEDURE

Essential
How can you determine the likelihood that an event will occur?
Question(s) /
How do you determine a sample space?
Central Focus
What is the likeliness of an event occurring based on the probability
near 0, , or 1?
Students will be able to:
Describe whether an event is unlikely, equally likely, or likely to occur.
Differentiate between an outcome and an event for an experiment.
Understand that the probability for an event is between 0 and 1 that
can be expressed as a fraction, percent, or decimal.

CCGPS or GPS
Standard(s)

MGSE7.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.
Activating Strategy:
As students walk into the classroom, the Warm-UP/SPONGE will be posted
on the ProColor Board. The SPONGE will be two questions that spark
students thinking about probability concepts:

Instructional Strategies & Learning Tasks that Support Diverse

Student Needs

Learning
Objective(s)

Introduction to
Lesson

(15min)

1. The local weatherman predicted that there was a 40%

chance of rain tomorrow. What does this mean?
This means that there is a 60% chance of it not raining. It most
likely wont rain.
2. Rewrite Question 1 using an equivalent fraction, instead of
a percent. Explain your reasoning.
The local weatherman predicted that there was a 2/5 chance
of rain. When you convert your percentage to a fraction youll
get 40/100, when you simplify your answer you get a 2/5
chance of rain.

In their math journals, students will complete their SPONGE. Students will
have five minutes to complete the SPONGE independently before we go over
our answers as a class. During this time, students are given the opportunity
to ask questions and gain clarity on concepts they may be confused about.
As we transition into the lesson, students will be made aware of the learning
goal/objectives of the day and a brief agenda of the days activities.

Body of
Lesson
(35 min)

Closure
(10 min)

To begin the lesson, students will be asked to take out their 7th Grade
Carnegie Learning Book, and turn to page 829 (Instructional Material 1.1). As
they do this, students are also expected to title a new page in their journals
titled, Classwork with the date. Once students are on the designated page, I
will introduce the lesson and guide students eyes to the key terms that they
will learn in this lesson. I will ask a student volunteer to read the page. The
weatherman forecasts a 60% chance of rain. A new drug is reported to have
a 0.5% of causing headaches. You have a 1 out of 4 chance of guessing the
answer to a multiple-choice question with four possible answers. All of these
statements have one thing in common-they attempt to predict the future. How
else do you encounter probability in the real world? I will spur discussion
amongst my students, asking them about other times they encountered
probability in their everyday lives. Students will turn the page and the terms
experiment, outcome, sample space, event, simple event, and probability are
defined. As we define these terms, each group will receive one six-sided
foam number cube. Students will create a list of all the possible numbers that
can be shown on the top-face of a six-sided number cube. When students
finish writing the terms and listing the possible numbers, I will ask a student
to read the information and definitions aloud. Then we will complete Q1 and
Q2 as a class. I will ask questions like, How would you describe the
experiment? and What is the difference between listing all of the numbers
that can be showing on the top face of the six-sided number cube and listing
the sample space for the experiment of rolling a six-sided number cube?.
Students should explain that the experiment consists of rolling one six-sided
number cube, and the sample size and the list of possible outcomes, in this
situation, are the same thing. As we continue, students are encouraged to
write down the formula for probability PROBABILITY=number of times an
event occurs/number of possible outcomes. I will have students complete
Q3-Q6 with a partner. As students work collaboratively, I will walk around
observing students progress. During this time I am so clearing up any
misconceptions that students may have. Students will have 10 minutes to
work with their partner. After the 10 minutes, students will first share their
answers for Q# and Q4. As students share, I will ask questions like:
What does P(4) mean?
How would you describe the event?
How does the probability of rolling a 4 compare to the probability of
rolling a 6?
For Q5 and Q6 I will ask students questions like:
How did you determine which numbers were odd/even?
How many outcomes re not greater than 4?
What is the probability of rolling a 1, 2, 3, 4, 5, or 6?
During this time, I will clear up any misconceptions or confusion that students
may have.
To close the lesson for the day, I will inspire students about what they just
learned and inform them that the next lesson focuses on experimental
probability, where they will be able to predict the probability of an event using
the results from the trials of an experiment. As an exit ticket, students will
answer one of the three EQs. They are encouraged to collaborate with their
group members and constructively build upon one another. Students will

Learning
Supports:
Differentiation,
Modification(s)an
d Accommodation(s)
Formal and
Informal
Assessment

share what theyve learned, and I will clear up any misconceptions or

confusion if they still exist. Students will write their answers on a blank sheet
of paper and hand them in as they leave. Students will complete a probability
assignment on I-Ready.com for Homework.
Accommodations/modifications provided include:
Extra time for students who show misconceptions/confusion about the
concept.
Reviewed instructions who need extra guidance/scaffolding.
Personalized examples are used tremendously during the work period
to guide students who have difficulty grasping the concept.
Verbal/visual cues regarding directions and staying on task.
Formal Assessment: Students are formatively assessed at the beginning and
end of the lesson. The SPONGE helps me see what my students already
know and where some misconceptions may lie. The Exit Ticket helps the
teacher assess whether the students grasped the lesson of the day and what
steps the teacher need to take going into Lesson 2.
Informal Assessment: The teacher will formatively assess students using the
thumb-up/thumb-down/thumb-to-the-side method. After walking students
throughout the first problem. The teacher will assess their understanding of
probability by asking them to hold up their level of understanding:
Thumbs Up= I GET IT! I can help someone else.
Thumb to the Side= I kind of get it, but Im probably going need to look over
things.
Thumbs Down= HELP ME! Im lost.

2. RESOURCES
Language
Functions
Vocabulary

Students will observe and explore to seek information about the vocabulary
used in Probability to build a basic understanding about the concept.
Students will demonstrate understanding of vocabulary by writing and
speaking using these key terms:

Academic Language

Outcome
Experiment
Sample Space
Event
Simple Event
Probability
Equally likely
Unlikely
Likely

Syntax or
Discourse

A fundamental language demand throughout the segment is the use of, both,
syntax and discourse. Students will engage in syntax when they use and
understand the theoretical probability formula and the experimental
probability formula used to determine the outcome of an event. Discourse is
incorporated into the learning segment when students explain their thoughts
and the used to compare and contrast the theoretical and experimental
probabilities of an event.

Materials

Technology

7th Grade Carnegie Learning Middle School Math: Volume II

workbook.
Math Journals
Pencils
Foam Number Cubes (1cube/2 students)
Calculators
To facilitate the lesson, the teacher will use a BoxLight ProColor electronic
whiteboard integrated with Qwizdom OKTOPUS Software. The board helps
display the Carnegie Learning book electronically giving me the opportunity
to write and facilitate the lesson effectively.

Lesson Title: Toss the Cup- Lesson Two

Grade and Subject: 7th Grade Mathematics

Date: March 2016

1. LESSON PLAN LEARNING OUTCOMES AND PROCEDURE

Essential
What is experimental probability?
Question(s) /
How do you predict the experimental probability of an event using the
Central Focus
results from the trails of an experiment?
Learning
Objective(s)

Instructional Strategies & Learning Tasks that Support

Diverse Student Needs

CCGPS or GPS
Standard(s)

Introduction to
Lesson
(15 min)

Body of
Lesson
(30 min)

Students will be able to:

Define experimental probability.
Conduct trials of an experiment.
Predict the experimental probability of an event using the results from
the trials of an experiment.
MGSE7.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.
MGSE7.SP.6 Approximate the probability of a chance event by collecting
data on the chance process that produces it and observing its long-run
relative frequency. Predict the approximate relative frequency given the
probability. For example, when rolling a number cube 600 times, predict that
a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200
times.
Activating Strategy:
As students walk into the classroom, the Warm-UP/SPONGE will be posted
on the ProColor electronic whiteboard. Students are given 3 minutes to copy
down the chart and questions from Instructional Material 2.1. After students
finish copying the chart and questions, they will have 7 minutes to complete
the experiment with a partner. As a class, students will share their results.
Students will convert their fractions to percentages with the use of a
calculator. As we transition into the lesson for the day, I will informally assess
students understanding with the Thumb-up/Thumb-down/Thumb to the side
method.
As we transition in to the lesson for the day, I will inform students about the
learning goals and objective for this lesson. Students will take out their math
journals and label a clean sheet, Classwork with the date. Students will take
out the Carnegie Learning workbooks and turn to page 839 (Instructional
Material 2.2). The teacher will ask a student to read the paragraph aloud from
the page. The question Why is this thinking incorrect? is addressed. A small
discussion will take place and students are encourage to provide other
example and explain their reasoning. Students will turn the page and
Problem One- Its Time for the Cup Toss experiment will be introduced.
Before students begin their experiments, Question One and Two are
answered as a class. With a partner, students will perform their experiment.
Students re given 15 minutes to complete their experiment and summarize
their results (Question 3). After the 15 minute timer goes off, the class will
reconvene and we will discuss the definition of experimental probability.
Students will write the definition in their math journals for further reference.

Closure
(10 min)

Learning
Supports:
Differentiation,
Modification(s)
and
Accommodation(s)

Formal and
Informal
Assessment

Question 4 and 5 are discussed aloud and students are encouraged to voice
their confusion while teacher checks for misconceptions with students.
To close the lesson, the teacher will draw students attention to the exit ticket.
Students will answer Question 6 and express and confusion they still have on
a plain sheet of paper and hand it in as they leave. During this time, students
are encouraged to share what they learned today and how they feel it
benefits them in their real-lives. Students will complete a practice worksheet
(Lesson 2 Assessment 1) for homework.
Accommodations/modifications provided include:
The five students who receive RTI support will be grouped with other
students who show great understanding thus far of the content
pushing them to build upon their learning constructively.
For the students who show gaps in their mathematical understanding,
all directions will be read aloud and repeated multiple times.
During the experiment, the teacher will walk around answering
questions and clearing up any misconceptions that any student may
have, especially the twelve students who show gaps in prior
knowledge.
Formal Assessment: The teacher will formally assess the students
understanding using their Classwork page in their math journals, the Exit
Ticket, and the practice handout that students received for homework.
Informal Assessment: The teacher will informally assess students using the
thumb-up/thumb-down/thumb-to-the-side method. After walking students
throughout the first problem. The teacher will assess their understanding of
probability by asking them to hold up their level of understanding:
Thumbs Up= I GET IT! I can help someone else.
Thumb to the Side= I kind of get it, but Im probably going need to look over
things.
Thumbs Down= HELP ME! Im lost.

2. RESOURCES
Language
Students will use conduct trials of an experiment allowing them to predict the
Functions
experimental probability of an event to occur.

Academic Language

Vocabulary

Students will demonstrate understanding of vocabulary by writing and

speaking using these key terms:
Outcome
Experiment
Sample Space
Event
Simple Event
Probability
Equally Likely
Unlikely
Likely
Experimental Probability

Syntax or
Discourse

A fundamental language demand throughout the segment is the use of, both,
syntax and discourse. Students will engage in syntax when they use and

Materials

Technology

understand the theoretical probability formula and the experimental

probability formula used to determine the outcome of an event. Discourse is
incorporated into the learning segment when students explain their thoughts
and the used to compare and contrast the theoretical and experimental
probabilities of an event
Plastic cups
Coins (1coin/2 students)
Plastic/Paper Cups
7th grade Carnegie Learning workbook
Math Journals
To facilitate the lesson, the teacher will use a BoxLight ProColor electronic
whiteboard integrated with Qwizdom OKTOPUS Software. The board helps
display the Carnegie Learning book electronically giving me the opportunity
to write and facilitate the lesson effectively. Students will also use calculators,
if needed.

Lesson Title: Double Your Fun-Lesson Three

Grade and Subject: 7th Grade Mathematics

Date: March 2016

1. LESSON PLAN LEARNING OUTCOMES AND PROCEDURE

Essential
What is theoretical probability?
Question(s) /
What is the difference between theoretical and experimental
Central Focus
probability?
How are theoretical probabilities used to make predictions or
decisions?
Learning
Students will be able to:
Objective(s)
Calculate the experimental and theoretical probability of an
experiment.
Describe the difference between experimental and theoretical
probability.
Use proportional reasoning to predict probabilities of random events.

Instructional Strategies & Learning Tasks that

Support Diverse Student Needs

CCGPS or GPS
Standard(s)

Introduction to
Lesson
(10 min)

Body of
Lesson
(35 min)

MGSE7.SP.6 Approximate the probability of a chance event by collecting

data on the chance process that produces it and observing its long-run
relative frequency, and predict the approximate relative frequency given the
probability. For example, when rolling a number cube 600 times, predict that
a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200
times.
MGSE7.SP.7 Develop a probability model and use it to find probabilities of
events. Compare experimental and theoretical probabilities of events. If the
probabilities are not close, explain possible sources of the discrepancy.
Warm-Up/SPONGE
As a SPONGE, Assessment 3.1 will be displayed on the ProColor electronic
whiteboard. Students will have 5 minutes to complete the SPONGE
collaboratively with a partner or their group members. The teacher will go
over the SPONGE explaining that the table used is called a number array, a
table commonly used in theoretical probability.
To activate students thinking, students will watch The Lowdown-Your Odds
of Winning the Lottery (Instructional Material 3.1). The teacher will explain
that the lottery, is also a way that theoretical probability is seen in our
everyday lives. The teacher will explain that theoretical probability is another
form of probability that they will explore today.
The teacher ask students to take out their math journals, titling a new page
Classwork with the date. The teacher will also ask students to take out their
Carnegie Learning workbooks turning to page 851 (Instructional Material
3.2). The teacher will go over the learning objectives of the day and the
essential questions students will be able to answer at the end of the lesson.
The teacher will call on a student volunteer to read the first paragraph on
page 851. After the student reads the paragraph aloud, the teacher will ask
the following probing questions, Should you stay? Or switch? Does it
matter? The teacher will call on another student volunteer to read the
remaining passage on pg. 851. The teacher will ask students, How would
you feel? to prompt a small discussion and further explain how sometimes

probability involves taking chances not knowing what the final outcome will
be, like in game shows and lotteries. To continue, the teacher will ask
students to turn to the next page (pg. 852). The teacher will read aloud the
passage. The teacher will probe students with questions like:
Can someone remind us what the word theory means?
*Students write the definition of theoretical probability in their math journals*
What is the sample space of this six-sided number cube?
The teacher will walk students through Questions One and Two, guiding
students to understand that two number cubes produce a larger sample
space. The teacher will ask students, How many outcomes do two number
cubes have? Teacher will clear up misconceptions and direct students
attention to the list shown on page. 852 of Instructional Material 3.2. The
teacher will continue to guide students through questions 3-6. The teacher
will probe students, asking them,
What do you remember about a number array?
What does the 2 mean in the array?
What does the 7 mean in the array?
The teacher will call one student from each group to complete a row in the
number array. As students come up, the teacher probes students asking
them if they notice anything about the numbers that appear. Students will
refer to their number array to complete questions 7-13. The teacher will walk
students through 7a-b and 8a-b, leading them into their work period.
Connections between the numbers of times a sum appears and the
theoretical probability for each sum are made. Students are encouraged to
work collaboratively to complete questions 7-13. During this time, common
misconceptions are addressed.
Closure
(10 min)

Learning
Supports:
Differentiation,
Modification(s)
and
Accommodation(s)

Students will share results from the task. The teacher will read question 14
(pg. 856) aloud probing students to share their opinions. As an exit ticket,
student will answer the following questions on a blank piece of paper:
1. Rate your understanding 1-5. (5=I REALLY UNDERSTAND/1)
2. What did you learn today?
3. What do you need more help with understanding?
4. What did you enjoy about the lesson?
5. What would you change?
The teacher will call on students to share what they wrote on their exit ticket.
As students exit, the teacher will collect students tickets.
For Homework students will complete a practice handout (Assessment 3.2).
The five students who receive RTI support will be grouped with other
students who show great understanding thus far of the content
pushing the students to build constructively upon the concept. .
For the students who show gaps in their mathematical understanding,
all directions will be read aloud and repeated multiple times.
During the experiment, the teacher will walk around answering
questions and clearing up any misconceptions that any student may
have, especially the twelve students who show gaps in prior
knowledge.
Guided practice during the work period is provided for students who
have trouble grasping the concept.

Formal and
Informal
Assessment

Formal Assessment: The teacher will formally assess the students

understanding using their Classwork page in their math journals, the Exit
Ticket, and the practice handout that students received for homework. During
the lesson, the teacher will walk around and glance at the results that
students have predicted. At this time, the teacher should clear up any
misconceptions or confusion that a student(s) has.
Informal Assessment: The teacher will informally assess students using
the thumb-up/thumb-down/thumb-to-the-side method. The teacher will
assess students understanding of theoretical probability by asking them to
hold up their level of understanding at various times throughout the lesson:
Thumbs Up= I GET IT! I can help someone else.
Thumb to the Side= I kind of get it, but Im probably going need to look over
things.
Thumbs Down= HELP ME! Im lost.

Academic Language

2. RESOURCES
Language
Students will predict probabilities of random events using proportional
Functions
reasoning.
Vocabulary Students will demonstrate understanding of vocabulary by writing and
speaking using these key terms:
Outcome
Experiment
Sample Space
Event
Simple Event
Probability
Equally Likely
Unlikely
Likely
Experimental Probability
Theoretical Probability
Syntax or
Discourse

Materials

Technology

A fundamental language demand throughout the segment is the use of, both,
syntax and discourse. Students will engage in syntax when they use and
understand the theoretical probability formula and the experimental
probability formula used to determine the outcome of an event. During the
lesson, students also engage in the use of syntax when they compute the
number array outlined in Instructional Material 3.2. Discourse is incorporated
into the learning segment when students explain their thoughts and the used
to compare and contrast the theoretical and experimental probabilities of an
event.
Instruction Materials (3.1 and 3.2)
Math Journals
Foam Number Cubes (4 number cubes/1 group)
Pencils
Calculators
Assessments (3.1 and 3.2)
To facilitate and demonstrate the lesson, the teacher will use a BoxLight
ProColor electronic whiteboard integrated with Qwizdom OKTOPUS

Software. The board helps display the Carnegie Learning book electronically
giving the teacher the opportunity to write and facilitate the lesson effectively.
Students will also use calculators, if needed.

Lesson Title: Probability Stations- Lesson Four

Grade and Subject: 7th Grade Mathematics

Date: March 2016

1. LESSON PLAN LEARNING OUTCOMES AND PROCEDURE

Essential
How can I use probability to determine if a game is worth playing or to
Question(s) /
figure my chances of winning the lottery?
Central Focus
What is the difference between theoretical and experimental
probability?
Learning
Objective(s)

Instructional Strategies & Learning Tasks that

Support Diverse Student Needs

CCGPS or GPS
Standard(s)

Introduction to
Lesson
(10 min)

Body of
Lesson
(80 min)

Students will be able to:

Develop proficiency within the concept.
Compare the difference between experimental and theoretical
probability
Determine the theoretical and experimental probability of an event.
MGSE7.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.
MGSE7.SP.6 Approximate the probability of a chance event by collecting
data on the chance process that produces it and observing its long-run
relative frequency. Predict the approximate relative frequency given the
probability. For example, when rolling a number cube 600 times, predict that
a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200
times.
MGSE7.SP.7 Develop a probability model and use it to find probabilities of
events. Compare experimental and theoretical probabilities of events. If the
probabilities are not close, explain possible sources of the discrepancy.
Warm-Up/Activating Strategy
For the SPONGE, students will prepare for their station activities. The
teacher will display group assignments on the electronic whiteboard.
Students are responsible for writing down their assignments enduring a
smooth and easy transition between stations. During this time, the teacher is
reviewing stations assignments and expectations of each station. The
teacher will debrief students on the learning goals and agenda for the day.
Group A- Stations 1 & 2
Group B- Stations 2 & 1
Group C- Stations 3 & 4
Group D- Stations 4 &3
Station One: Digital/Technology
1. Students will log into one of the five classroom computers to access
the Symbaloo.com site outlined in Instructional Material 4.1 a.
2. Once student have accessed the site, they will pick 3 out the 6
websites to visit.
3. Once students finish Station One they will answer the Station One
Exit Ticket. (Assessment 4.1 )
(20 min)

Station Two: Individualized Instruction

1. The teacher will work with and guide students, clearing up any
misconceptions or concerns that still exist.
2. Using the homework from Lesson 2 (Assessment 2.1), students have
to opportunity to gain clarity and learn from their peers. Students get
to work with a partner or collaboratively, after teacher addresses
concerns/confusion.
(20 min)
Station Three: Theoretical/Experimental
1. Students will pick a partner and receive Assessment 4.2a.
2. Each duo will have 2 foam dice to complete their experiment.
3. Students will complete the task with the dice and will use a calculator,
if needed.
4. Students will complete Station Three exit ticket (Assessment 4.2b)
(20 min)
Station Four: Constructive Response
1. Students will receive Assessment 4.4.
2. Students will work independently to answer the prompt and explain
their reasoning.
(20 min)
Closure
(5 min)

Learning
Supports:
Differentiation,
Modification(s)
and
Accommodation(s)

Formal and
Informal
Assessment

Students will visit every station over a two-day span. Each day after students
have visited two stations, the teacher will prompt students to share aloud the
following questions:
1. Name one thing you learned that you didnt know yesterday.
2. One thing you can teach to a friend/classmate.
During this small discussion, the teacher makes note of what the students
are saying. Students will keep assessments 2.1, 4.1, 4.2a, 4.2b, 4.4 until the
last day of the station rotation. No homework will be assigned during this
lesson.
The five students who receive RTI support will be visit Station Two
first to address ant misconceptions or confusion they have, first.
Exceptional students or students showing a clear understanding of
the concept visit the Constructed Response Station first.
For the students who show gaps in their mathematical understanding,
all directions will be read aloud and repeated multiple times.
During the stations/activities, the teacher will walk around answering
questions and clearing up any misconceptions that any student may
have, especially the twelve students who show gaps in prior
knowledge.
Guided practice during the individualized instruction will be provided
for students who have trouble grasping the concept.
Formal Assessment: Formal assessments are found in all four stations.
Students have to opportunity to demonstrate their learning in the following
assessments: 2.1, 4.1, 4.2a, 4.2b, 4.4. Assessment 4.4 is a constructed
response and will count as a quiz grade versus a classwork grade like the
other assessments.

Informal Assessment: After working with the Individualized Instruction station,

the teacher will walk around each station to monitor the progress that
students are making. Probing questions like: Why did you choose this
website? Are you learning anything new? (Station 1) Who gets points for the
even sums? Odd sums? What element of probability are you exploring?
Experimental? Theoretical? (Station 3) will be asked.
2. RESOURCES
Language
Students will compute the experimental probability and predict the theoretical
Functions
probabilities of random events using proportional reasoning.
Vocabulary Students will demonstrate understanding of vocabulary by writing and
speaking using these key terms:

Academic Language

Outcome
Experiment
Sample Space
Event
Simple Event
Probability
Equally Likely
Unlikely
Likely
Experimental Probability
Theoretical Probability

Syntax or
Discourse

Materials

Technology

A fundamental language demand throughout the segment is the use of, both,
syntax and discourse. Students will engage in syntax when they use and
understand the theoretical probability formula and the experimental
probability formula used to determine the outcome of an event. Discourse is
incorporated into the learning segment when students explain their thoughts
and the used to compare and contrast the theoretical and experimental
probabilities of an event.
Assessments (2.1, 4.1, 4.2a/b, 4.4)
Foam Number Cubes (8 for Station 3)
Math Journals
Calculators
Computers/Laptops
Students will use Symbaloo to access key webpages to facilitate Station
One. To display the group assignments, the teacher will use a BoxLight
ProColor electronic whiteboard integrated with Qwizdom OKTOPUS
Software. The board helps display information just a whiteboard or
chalkboard would. Students will also use calculators, if needed.