Step 1 Lesson Plan



Author (s): Monica Funk & Jerry Sakumura

Team Members: Monica Funk and Jerry Sakumura

|Title of Lesson: Introduction to Probability

Lesson Source: Monica Funk and Jerry Sakumura | |

|Lesson #: 1 |Mentor’s Name: Mrs. Yates |

|Date lesson will be taught: 2-28-14 |Mentor’s School: West Middle School |

| |Subject/Grade level: 7th Math |

|Concepts/Main Idea – In paragraph form, tell the concepts and vocabulary of this activity. (For science lessons, see NGSS Disciplinary Core Ideas): |

|In this lesson, we will be teaching the students about probability. Specifically the difference between experimental probability and theoretical probability. Students will learn how to calculate theoretical |

|probability of an event, and how we can use these calculations in better predicting events in our daily lives. The concept of different sets of events and how those compare to other sets of events will be |

|discussed. The idea that repeating an experiment over and over gets more concrete, reliable data, therefore, theoretical probability is ideal for predicting an event. |

|Objective/s- Write objectives in SWBAT form… |Evaluation Based on your objectives, draft the content of the questions you will ask on your pre- and |

|The Students Will Be Able To: |post-tests; at least 1 question for each objective. Questions do not have to be multiple choice. The your |

| |actual pre- and post-tests should be copied at the end of this lesson plan. |

| | |

|-Gather and interpret data to showcase experimental probability |How do you form experimental probability? What did we do to perform experimental probability today? |

|- Define the difference between theoretical and experimental probability | |

|- Predict the chances of an event occurring. |How would you find the theoretical probability of an even number being rolled on a six sided dice? |

| | |

| |If I had a 12 sided dice, what is the chance that the number rolled is less than or equal to 8? |

| |A. 1/2 B. 2/3 C. ¾ |

| | |

NGSS and Common Core Standards

Math Lessons:

1. Must include a minimum of one Common Core Math Practice Standard (number and name of standard)

2. Must include a minimum of one Common Core Math Content Standard (domain, cluster, standard)

3. A minimum of one NGSS Science and Engineering Practice (number and name of practice)

4. A minimum of one Common Core ELA (English Language Arts) Practice Standard (number and name of standard)

1. M8- Look for and express regularity in repeated reasoning

2. 7.SP.5 Investigate chance processes and develop, use and evaluate probability methods.

3. S4. Analyze and interpret data

4. E3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose.

|Materials list (BE SPECIFIC about quantities) |Accommodations: Include a general statement and any specific student needs |

|for Whole Class: 6 die, 1 twister board, 22 data table worksheets | |

| |-Students will be working in groups and help each other understand if they have a |

|per Group: 1 dice, 3-4 data tables based on how many in each group |reading/math disability |

|per Student: data table worksheet, pencil | |

| |-Students with a language barrier will be benefitted with the mainly numerical |

|Advance preparation: |lesson. |

|none | |

|Include handouts at the end of this lesson plan document (blank page provided to paste a copy of your document). List |-Have students come up with common list procedure to write on the board for |

|handouts in your materials list. |ADD/ADHD students to stay focused on. |

| |Safety: Include a general statement and any specific safety concerns |

| | |

| | |

| |Make sure they don’t swallow the die, or throw the die at someone. |

|Engagement: Estimated Time: _____7 mins_____ |

|What the teacher does AND how will the teacher direct students: (Directions) |Probing Questions: Critical questions that will connect|Expected Student Responses AND Misconceptions - think like a student|

| |prior knowledge and create a “Need to know” |to consider student responses INCLUDING misconceptions: |

|-Bring up the topic of how I’m sure everyone has spun in a chair before. Teacher |-which wall do you think the teacher will end up facing|-right, left, back, front, varied |

|sits in a spinning chair. Ask probing questions about the probability of the |once the chair has stopped spinning? | |

|teacher ending up facing a certain wall in the room. Evaluate guesses by a show |-What made you choose the wall that you chose? | |

|of hands. | |-end up back in the same place, depends on how hard you push the |

| | |chair, that’s my favorite wall. |

|-spin around |-How many of you think he will end up on the same wall?| |

|-Say you are going to spin again, but this time you have to choose between |How about a different wall? | |

|landing on the same wall, or landing on any of the other 3 walls. |- Why do you think he will end up on the same wall? |-Its more likely for him to end up on a different wall. |

| |-Why do you think he will end up on a different wall? |-he already landed on one wall, he’ll probably end up doing it |

| | |again, based on experience. |

|Exploration: Estimated Time: ___3-5 mins_______ |

|What the teacher does AND what the teacher will direct students to do: |Probing Questions: Critical questions that will guide |Expected Student Responses AND Misconceptions - think like a student|

|(Directions) |students to a “Common set of Experiences” |to consider student responses INCLUDING misconceptions: |

|-Explain that we are going to see how we can be more confident in our predictions.| | |

|But now we are going to work with dice. Ask questions about dice that will get |-How many sides are on a dice? |-6 |

|them to understand how to predict a number occurring on the dice. |-How often does the number 5 show up on a dice? |-1 |

|-Write 6 on the board once they have answered the question. Write 1 above it once |-So if I rolled the dice 6 times how many times would | |

|they have answered the second question. Put a fraction bar between them and |we expect the number 5 to show up? |-once |

|explain that this is what we should get when we are gathering data | | |

| | | |

|-Hand out dice, and data table worksheets | | |

|-Explain direction: As a group, roll the dice and write what number it lands on |-Ask what each group got for their fractions as to how | |

|for each trial. And answer the first two questions on the worksheet. |many times 5 showed up in their data. (Write on the | |

|-Walk around and ask them how their data is turning out. |board) |-Unique to our group. |

| | | |

| | | |

|Explanation: Estimated Time: ___10 mins_______ |

|What the teacher does AND what the teacher will direct students to do: |Clarifying Questions: Critical questions that will help|Expected Student Responses AND Misconceptions - think like a student|

|(Directions) |students “clarify their understanding” and introduce |to consider student responses INCLUDING misconceptions: |

| |information related to the lesson concepts & vocabulary| |

|-Ask student probing questions about the experiment, about their data compared to |-Why are your numbers different from our prediction we |-Because we rolled it 12 times instead of 6 times |

|the prediction we made before collecting data. |made of 1/6? | |

| |-But even if we rolled it twelve times, wouldn’t 5 show|-That was just a general prediction, it can’t always be right. |

|-Explain the concept of variables that could attribute it to not matching up. |up twice, so it would reduce to 1/6? | |

| |-If you rolled the dice 5,000 more times would you be |-no, we could still get different fractions; it might even out |

| |as confident in our prediction? Do the more trials we | |

| |get change the numbers that you guys came up with? |-the more you do it, it will get closer to 1/6 |

| |-This theoretical fraction can be used in any | |

|-Explain that the fractions they came up with are called experimental probability |situation. How did we find 1/6? |-the total number of sides on the bottom and the number of times 5 |

|and the 1/6th we came up with is called theoretical probability. |-How did we determine what numbers to put on the |showed up on the top. |

| |numerator and denominator? |- |

| |-When we were spinning the chair, how many walls were | |

|-Formalize that the bottom is the total choices possible, and the top is an event |there to choose from? What number should we put in the | |

|we wanted to happen. |numerator, on the top? |-4 |

|-Tie it back into the engage and ask them to calculate him landing on the same |-What number should we put on the top for landing on a | |

|wall or a different wall. Write on board what they are saying. |different wall? How many walls are there in landing on |-1 |

| |a different wall is something we want to happen | |

| |-So which is more likely? That he will land on the same|-3 |

|-Write the general rule on the board: |wall? Or that he will land on a different wall? | |

|What we want to happen |-Because? | |

| | | |

|Total choices possible | | |

| | |-Landing on a different wall is more likely |

| | | |

| | | |

| | |-the fraction for landing on a different wall is larger |

|Elaboration: Estimated Time: ___10_______ |

|What the teacher does AND what the teacher will direct students to do: |Probing Questions: Critical questions that will help |Expected Student Responses AND Misconceptions - think like a student|

|(Directions) |students “extend or apply” their newly acquired |to consider student responses INCLUDING misconceptions: |

| |concepts/skills in new situations | |

|-Explore sets of events (“what we want to happen”s) that involve more than one |-What if we want to find the probability of more than | |

|number on a dice. |one number, or a group of numbers with a certain | |

| |characteristic? | |

|-Write on the board which groups they come up with, and the numbers that are in |-How can we make groups out of the numbers on the dice?| |

|that group |(list out the numbers in each of the groups they come |-Odd, even, less than 4, prime numbers, multiples of 3, 2. |

|-write down the probabilities they tell you are for each group. |up with) | |

| |-Call on students to tell you the probability of each | |

| |group. | |

| |-So which one of these groups of numbers are you most | |

| |likely to roll? |-depends on which groups they came up with. |

|Evaluation: Estimated Time: __________ |

|Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives. |

|Formative Assessment(s): In addition to the pre- and post-test, how will you determine students’ learning within this lesson: (observations, student responses/elaborations, white boards, student questions, |

|etc.)? |

|We will be asking students questions throughout the lesson, and we will make sure to ask from a variety of them. |

|Summative Assessment: Provide a student copy of the multiple choice quiz (a blank page provided at the end of this document for you to paste your quiz). |

Name:

Trial # Outcome

(what # did it land on?)

|1 | |

|2 | |

|3 | |

|4 | |

|5 | |

|6 | |

|7 | |

|8 | |

|9 | |

|10 | |

|11 | |

|12 | |

How many times did you roll a 5?

How would you write this as a fraction out of 12 trials?

Does this match our prediction of 1/6?

Name:

1. How do you form experimental probability? What did we do to today perform experimental probability?

2. How would you find the theoretical probability of an even number being rolled on a six sided dice?

3. If I had a 12 sided dice, what is the chance that the number rolled is less than or equal to 8?

A. 1/2

B. 2/3

C. 3/4

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download