Step 1 Lesson Plan



Author (s): Monica Funk

Team Members: Jerry Sakumura Monica Funk

|Title of Lesson: Compound Events in Probability

Lesson Source: Original Lesson | |

|Lesson #: 2 |Mentor’s Name: Amy Yates |

|Date lesson will be taught: 4-11 |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): |

|Students are going to take real life situations to understand how the probability of events can change based on if you want one or several events to occur, and if it is an “and” statement or “or” statement |

|problem. Calculating these probabilities and analyzing the outcomes will be key in understanding these. |

|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. |

| | |

|-explain the difference in calculating “and” and “or” events |The difference in calculating “and” and “or” events |

|-calculate the probability of two events occurring either “and” events or “or” events | |

|-predict the likelihood of a compound event |Actually calculating these events with scenarios different than discussed in class. |

NGSS and Common Core Standards

Science Lessons:

1. At least one NGSS Science and Engineering Practice (number and name of practice)

2. At least one NGSS Disciplinary Core Idea

3. A minimum of one Common Core Math Practice Standard (number and name of standard)

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

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. 6: Attend to Precision

2. Statistics and Probability, Investigate chance processes and develop, use, and evaluate probability models, 8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

3. S5. Use mathematics and computational thinking

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: | |

|13-14 verizon tablets |-ADD students will have a group to keep them on task, and a list of questions to |

|Spiral notebook for scratch work/notes |follow. |

| |-ELL students can converse with other students, and look at the twister board |

|per Group: (2-3 students per group) |imagery to conclude the numbers to analyze |

|1 verizon tablet | |

|2-3 pencils | |

|2-3 pieces of paper (which they should have in a spiral notebook for notes) | |

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|per Student: pencil | |

|paper | |

|(sharing tablet) | |

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|Advance preparation: Fill bag with 6 pink, 3 yellow, 4 orange, and 7 red starburst wrappers. Make sure all tablets have the| |

|twister app downloaded onto them. | |

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|Include handouts at the end of this lesson plan document (blank page provided to paste a copy of your document). List | |

|handouts in your materials list. | |

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

| | |

| |Be careful with the tablets |

|Engagement: Estimated Time: _5-7 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: |

|-Ask what method we used for calculating probability |-Thinking back to the last time we were here, how did |-With a fraction |

| |we calculate the probability of an event, something |-total on the bottom |

| |happening? |-what we want on the top |

| |-What is the total number of wrappers in the bag? | |

|-Here in this bag I have 6 pink, 3 yellow, 4 orange, and 7 red starburst |-What is the probability of drawing a red? Turn to your|-20 |

|wrappers. Write out how many of each is in the bag |partner and tell them what the probability of drawing | |

|-instruct students to get out spiral or piece of paper for notes |the rest of the colors. Write them down in your notes |-9/20 for red |

| |- What if we drew a red wrapper and then an orange |-6/20 for pink |

| |wrapper? |-4/20 for yellow |

| |-Now we have two events that we “want to happen.” Would|-1/20 for orange |

| |the probability change? Would the probability be higher| |

| |or lower? |-that will be harder |

| |-How would we combine these two events? (the | |

| |probability of pulling the red wrapper with the | |

| |probability of pulling the yellow wrapper?) |-It will be more difficult to predict and actually get a red and |

| | |then a orange, than just predicting and actually getting just a red.|

| | |-add the fractions, multiply the fractions, divide the fractions. |

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|Exploration: Estimated Time: ___15_______ |

|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: |

|-hand out tablets to students and instruct them to open the twister spinner app | | |

|-instruct them to get out a spiral/piece of paper out for notes | | |

|-Students will get to play around with the app for about a minute | | |

|-After the initial “play” time, instruct them to write down a couple of the | | |

|results they get from spinning. | | |

| | |-there are two things we want to happen |

| |-How would calculating the probability of the results |-there are colors and then there are hands and feet |

|-While asking questions use the doc cam to write out what they are suggesting, and|you spun be like pulling two wrappers out of the bag? |-there would be two fractions |

|the steps they use to find each probability |-*Ask one student what they spun* |-“right-hand-yellow” |

| |-So what two things do we need to multiply together to | |

| |find the theoretical probability of landing on | |

| |*whatever the student spun*? | |

| |-Work with the people at your table to find the | |

| |probability of one of your results that you got | |

| |earlier. | |

| |-Work one of the student’s out on the doc cam, asking | |

| |them which probability they found and how they got it. |-4/16*1/4 |

| |-What other two events can we find the probability of? | |

| |We want one event and then another event to happen. Any| |

| |more ideas? (hint at landing on the same thing two |-Two greens in a row, two left feet in a row, two feet in row, two |

| |times in a row if they aren’t coming up with it) |right-hand yellow’s in a row |

| |- What if we don’t care if both of them happen? What if| |

| |we don’t really care if we get right hand green, but | |

| |we’d be fine with either right hand or green. Would | |

| |calculating the probability be different? | |

| |-Would the probability be bigger or smaller than the |-I don’t think it will change |

| |other probabilities we just found? Talk amongst your |-we could still multiply them, or we could add them. |

| |groups. | |

| |-What operation could we put in between these two | |

| |fractions to find the probability of right hand or | |

| |green? |-it would be smaller |

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| | |-add |

|Explanation: Estimated Time: __7__ |

|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 | |

| |So how can we predict when we want two things (one event|Multiply fractions |

| |and a second event to happen? | |

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| |How do we predict when want one thing or another thing | |

| |to happen? |Add fractions |

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|To check for understanding, set up the scenario of two girls that have the same |What are the chances of Girl A and Girl B 1) wearing a | |

|outfit. Pick two girls out of the class. Suppose that Girl A has 3 yellow shirts,|yellow shirt on the same day? |(3/10)*(4/12) |

|and 7 green shirts. and Girl B has 4 yellow shirts and 8 pink. Girl A has 3 |2)wearing a pair of blue pants on the same day? |(3/5)*(4/9) |

|pairs of blue pants and 2 pairs of black pants. Girl B has 4 pairs of blue pants |3)Wearing a yellow shirt or blue pants on the same day? |((3/10)*(4/12)+(3/5)*(4/9)) |

|and 5 pairs of black pants. |4)wearing a green shirt and black pants on the same day?|(7/10)*(0/12)*(2/5)*(5/9) |

|-use doc cam to write out what they are saying. | | |

|Elaboration: Estimated Time: __5-6_ mins______ |

|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 | |

|Apply to “almost real life situation” of the lottery. |-Who wants to win the lottery in here? |-everyone raises their hand |

|-pick one of the students that raised their hand |-What do you think the probability is of X student |-one in a million/billion |

| |winning the lottery? | |

|-Go to the internet and google search the changes of one person winning the |-So what goes in the numerator? If we just want X |-one on top |

|lottery. Ask for some guesses, then write down the fraction of winning the lottery|student to win? | |

|once using the doc cam |-What goes in the denominator? |-a billion on the bottom |

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| |-So we want X student to become very wealthy so that | |

| |they can share their second winnings with the rest of |-not as good as winning the first time. The same |

| |the class. What is the probability of X student winning|-multiply the probability of |

|-Write down the steps they give you on the doc cam |both times? How would we calculate this? | |

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| |-based on what we found earlier, would it be more | |

| |likely for X student to win the both times, or either | |

| |one or the other times? | |

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|Evaluation: Estimated Time: __5-7 mins________ |

|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.)? |

|Summative Assessment: Provide a student copy of the exit questions or post-test(a blank page provided at the end of this document for you to paste your quiz). |

Post-Questions

Name:

1. What is the difference between calculating the probability of “and” events and “or” events?

2. When rolling a dice twice, what is the probability of rolling greater than 4 AND then less than 2.

3. You are going to eat lunch.

Here are your sandwich options: Ham, turkey, bologna

Here are your fruit options: apple, banana

What is the probability you will pick either a turkey sandwich OR an apple

Pre-questions:

1. When rolling a 6 sided dice, is the probability different when rolling a 6 AND 5, as opposed to rolling a 6 OR a 5?

2. What is the probability of rolling a 5 AND then a 6?

3. What is the probability of rolling a 4 OR a 2?

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