Lesson Plan Template

Name:

Shannon Cowan

Grade: 7th

Lesson Class Frequencies

Date: March 11
Title:
CCGPS Standard(s): MCC7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams,
and simulation.
MCC7.SP.8a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes
in the sample space for which the compound event occurs.

MCC7.SP.8b Represent sample spaces for compound events using methods such as organized lists,
tables and tree diagrams. For an event described in everyday language (e.g.,rolling double sixes),
identify the outcomes in the sample space which compose the event.
MCC7.SP.8c Design and use a simulation to generate frequencies for compound events.
Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):

Learning - Focus
Essential
Question(s)
1-3 BIG ideas!
How can these
questions be used
to guide your
instruction?

Strategies
1. How do we find the experimental probability of our two events as a class
whole?
2. What happens to the experimental probability of the two events when
comparing our partner results to the class results? Why?

Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

Students will be able to solve for the experimental probability of an event using
data from simulations in an organized list.

Academic
Language
What is the key
language demand?
What Academic
Language will you
teach or develop?
What is the key
vocabulary and/or
symbols? What
opportunities will
you provide for
students to
practice content

Academic Language Demand (Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more
or less scaffolding (support) depending on the needs of the students.) )
Writing

Students will be able to explain that experimental probability of an event will

reach theoretical probability when increasing the frequency of trials.

Language Functions (Identify the purpose for which the language is being
used, with attention to goal and audience- the one verb from the standard; ex.
demonstrate.)
Students will be writing to find the experimental probability of an event by
generating a frequency list of the entire classs data and to represent
sample spaces.
Language Vocabulary (Identify key words specific to the content area derived
from the standard- ex. Drama, prose, structural elements, verse, rhythm, meter,
characters, settings, descriptions, dialogue, stage directions.)
Probability- the likelihood of something happening

language/vocabula
ry and develop
fluency?

Simulation- a way to model random events

Event: Any possible outcome of an experiment in probability. Any
collection of outcomes of an experiment. Formally, an event is any subset
of the sample space
Compound Event: Any event which consists of more than one outcome.
Sample space: All possible outcomes of a given experiment
Relative Frequency of Outcomes: Also, Experimental Probability
Experimental Probability:
The ratio of the number of times an outcome occurs to the total amount of
trials performed.
The number of times an event occurs
The total number of trials

Remember to pay particular attention to when planning:

Language Discourse (structures of written or oral language; how participants of
the content area speak, write, and participate.) and Language Syntax (set of
conventions for organizing symbols, words, phrases into structures.)
Tree Diagrams
Frequency Lists
Assessment/
Evaluation
Every standard
listed above must
be assessed and
included.
Formative and
summative
assessments
should be
considered while
planning.
Questions to
consider while
planning:
How will students
exhibit an
understanding of
the lessons
objectives? How
will you observe
and/or provide
feedback? What
evidence will you
collect to
demonstrate
students
understanding/mas
tery of the lessons

Informal assessment will take place through introduction and body of lesson.
Questioning strategies and observation and a check list will be used to assess
students based on the standards. The checklist will comprise of the lessons
objectives.
Ticket Out the Door Questions will be a formal assessment (quiz).
Student work will be collected for assessment as well. Will be assessed for
understanding of the material and participation, not necessarily accuracy.

objective(s)?
Materials
What resources
can be used to
engage students?

Work sheets, smart board, index cards, paper, writing utensil

Introduction to
Lesson/
Activating
Thinking
How will you
introduce the
lesson? What is
the hook for the
lesson to tap into
prior knowledge
and develop
students interests?
This should tie
directly into the
lessons objective
and standard.
***Use knowledge
of students
academic, social,
and cultural
characteristics.

Do Now Assignment 7 minutes

Probability Videos- 8 minutes

Body of Lesson/
Teaching
Strategies
What will you have
the students do
after you introduce
the lesson to learn
the standards?

Determine Class Frequency for Experiments- 10 minutes

Student Activity- 20 minutes

Do Now Assignment is 4 short math questions from GOFAR (Georgia Online

Formative Assessment Resources). Students will be given 4 minutes to go
complete on own, and 2 minutes to review answers.
Probability video is from Holt McDougal publishing company, explaining
probability concepts.

Using the experimental probability of students trials from the past two lessons, a
class frequency chart will be made for each.
Using the class frequency chart, students are then to compute the experimental
probability for the class, and compare it to the theoretical probability. Students
will also be asked to represent the sample space of each experiment.
Guiding Questions- What is happening to the experimental probability for the
class compared to partners results? How many different ways can we
represent a sample space? Which color counter was chosen the most? Which
color counter was chosen the least? Which sum rolled the most? Which sum
rolled the least? According to the experimental probability of the partner or
class frequency, which sum has the greatest chance of occurring? In our class
experimental probability, why did it become closer to its theoretical probability?

Closure/
Summarizing
Strategies:
How will the
students prove
they know and
understand the

Review of previous Ticket Out the Door- 5 minutes

Ticket Out The Door- 5 minutes
The previous days ticket out the door will be handed back to students with
feedback on it. A review of the correct answers will be done. Teacher will
randomly call students to explain answers. Then students will complete this

standard(s)? How
will you review the
standards and
close the lesson?

Modifications/
Differentiations
for Students
Individual Needs
How will you
modify or
differentiate the
experiences in
your lesson to
meet students
individual needs?

lessons ticket out the door.

Questions- 1. What is experimental probability a ratio of?
2. How is it different than theoretical probability?
3. How did having a larger frequency set change the experimental probability?
Possible Answers- 1. # of times an event occurs / (divided) total # of trials
2. In experimental, we are collecting data through simulation or experimentation.
Theoretical probability is how many times an event should happen.
3. The experimental probability of the class came closer to the theoretical
probability.
Differentiation Category: Why does the student need
modifications/accommodations?
Gifted Learners- A student can chose a probability pack if finished with
classwork. It is a manipulative, some kind of probability game within a jar.
Students must write sample space, and theoretical probability of out all comes.

Modification(s)/Accommodation(s):

Rationale: Why is this modification/accommodation appropriate?

***Credit for this template belongs to Tennessee State University and Columbus State University.