Michael Reeves Topic (Day) Introduction to Probability (Day 1)

Probability Unit Outline Materials: All out on the table near the entrance Paper Clips Possibility line events Spinner Worksheet Homework Worksheet Objectives: I can determine the likelihood of an event. I can express probability as a number between 0 and 1. Focus: Probability of an event is between 0 and 1 Lesson: Possibility Line (0-1) (15 min) Different Likelihoods posted around the room. What does it mean to be likely? Unlikely? Etc. Students picked up different events. Students should go to the likelihood they think it is. Why do you think this event is (whatever they chose)? Helicopter Flight (35 min) Directions will be on a worksheet Paper-clip and pencil will be used as spinner Demonstrated in front of the class to begin Students will work in pairs chosen from their groups of 4 Discussion: Why would you want each spinner? Key words used by students (likely, etc.) and spinners. Homework Probability Spinners (5 min) Use document camera to project spinners for homework on evens or all the homework. (Spin the spinner that the students choose to decide homework on all the problems or only the even problems). Ask the students: Which spinner do you want to spin? Why? Which spinner is likely? Unlikely? Can you find the probability? Homework (15 min) Worksheet on probability and likelihood

Spring 2013 CCSS & Vocab CCSS.7.SP.C.5

Vocab: None

Michael Reeves

Probability Unit

Spring 2013

Theoretical (Simple) Probability (Day 2)

Materials: sheet on possible outcomes Die Bag of Marbles Objectives: I can determine the possible outcomes of an event. I can find the theoretical probability of an event. Focus: Finding Possible outcomes versus the probability of an outcome Lesson: Warm up (WU): Fraction work (10 min) White Board practice Possible Outcomes (15 min) Flipping Coins (modeling), dice, spinner (5 min) Marbles out of a bag (10 min) Theoretical Probability (30 min) ( ) Flipping Coins (modeling) (5 min) Wardrobe Choices (10 min) Marbles out of a bag (5 min) Spinners (10 min)

CCSS.7.SP.C.7a

Vocab: event, probability, favorable outcomes, possible outcomes, theoretical probability

Homework (15 min) The first part of the homework is on outcomes. The second part is on theoretical probability. Read directions. Pg 388 # 2-6, 13-18 Pg. 394 # 3-10

Michael Reeves

Probability Unit

Spring 2013

Experimental Probability (Day 3)

Materials: All out on the table near the entrance sheet for tallies Dice Objectives: I can determine the experimental probability of an event. I can explain the difference between experimental probability and theoretical probability. Focus: Theoretical is different than experimental. Experimental does not always match theoretical perfectly. Lesson: WU: Dice Theoretical Probability (10 min) (Probability of a 1, 2, etc. Also Probability of an even number or an odd number) Experimental Probability (15 min)
( )

CCSS.7.SP.C.7b CCSS.7.SP.C.6 Vocab: experiment, experimental probability, Fair experiment

Rainy Days in April (modeling) (5 min) Bar Graph Example (5 min) Fair experiment if all possible outcomes are equally likely. Dice Experiment (15 min) Found the theoretical during warm up Roll dice alone (30 rolls) What did you notice about the dice rolls? Did you match exactly the theoretical probability? Rock Paper Scissors Game (15 min) Students will be in self-selected groups 3 same (Player 1 wins) 2, 1 (Player 2 wins) 3 different (Player 3 wins) If not a number divisible by 3, then groups of four may be necessary. Homework (15 min) Pg. 402 # 2, 3, 5, 7-12, 14, 17, 19-22

Michael Reeves

Probability Unit Materials: Small sets of cards Marble Bag Objectives: I can determine if events are independent or dependent. I can find the probability of independent and dependent events. Focus: Independent does not matter what the first outcome is, dependent depends on the first outcome Lesson: WU: Dice (totals from entire class) (10 min) Is this closer to the theoretical than the smaller samples? Independent Events (14 min) Flipping Coins (Example 2 in book) (7 min) Taking Marbles out of the bag (replacing) (7 min) Dependent Events (14 min) Taking Marbles from bag (not replacing) (7 min) Choosing Cards (7 min)

Spring 2013

Independent/ Dependent Events (Day 4)

CCSS.7.SP.C.8 Vocab: independent event, dependent event

Student Activity (15 min) Students will work in their groups of 4. Picking cards out of a deck Replacing and not replacing Figuring out the theoretical and experimental probability

Homework (15 min) Pg. 409 # 5-9; 11-23 odd

Michael Reeves

Probability Unit

Spring 2013

Review/Quiz (Day 5)

WU: Probability line, Picking Marbles, etc. (10 min) Review (15 min) Quiz (20 min) Correct Quiz (5 min) Introduction to project (5 min) Homework (15 min) Correct the Quiz

Final Assessment
The final assessment for this unit is not a quiz. The assessment is a persuasive essay on carnival games that are not fair for those who play them. The students will be guided through the rules of games, have to play the games, and then write an essay to the carnival owner about why a game is unfair, how it can be made fair, and why it should be made fair. This is more authentic than a summative test on the students understanding of the topics.

Michael Reeves

Probability Unit

Spring 2013

Differentiation
The homework for all sections can be altered in quantity for all of the lessons, or given more time if necessary. The class time dedicated to homework is to allow the teacher to gain insight into student understanding and to help students who may need one-on-one instruction to fully understand the topics. All parts of lessons can be written or read for students who have trouble with hearing and reading. Lesson 1: For the Possibility Line portion, students can be read their situations, given easier situations or asked to describe where they would go in the room. For the Helicopter portion, students can be read the directions, have the rules altered (instead of starting over upon crashing, they could begin at their last spot). If students finish quickly, they can play the game again, but with one change: they have to choose and only use one spinner. Lesson 2: The warm up can consist of a fraction that all students should be able to solve, with an extension (more difficult fraction) that students should attempt to solve. The lesson has many different parts that focus on active learning, listening, and visualization. Many of the examples will have manipulatives associated with them and all will have visualizations to help students gain understanding. The students will have been given a notes sheet to guide their note taking on the possible outcomes. Lesson 3: The warm-up will allow students to work in groups or alone if they desire. It can also be shortened for those who do not work as quickly as most of the students. The dice activity can be completed in groups (if completely necessary). For the rock-paper-scissors game, the game will be altered to account for groups of 4. In a group of 4, one person could be designated as the recorded and would keep track of all the data they create. Lesson 4: For the examples used in this lesson, the students will have manipulatives to see and move to better understand the concepts. The groups of students can be given specific roles in the activities if that helps them to best learn. Other students would benefit from the social interactions of deciding the roles within the groups. Lesson 5: The review will allow students to ask questions about concepts on which they need clarification. It can be whole-class or one-on-one depending on whether or not the whole class could benefit. The quiz time can be altered depending on student needs. Correcting in class will not be trading papers, only students with a colored pen and their own quiz. Students can only receive credit for corrections if the correct answers are not written in colored pen on their quizzes.