IntrotoProbability

3/28/2016

TableofContents

TableofContents

Overview

LearningObjectivesandAssessments

Standards

PrerequisiteKnowledge

MathSkills

Vocabulary

Differentiation

IntegrationofOtherContentAreas

InstructionalStrategiestoDifferentiateInstruction

Modifications/Accommodations/Extensions

Materials,Resources,andTechnology

RequiredItems

TechnologyIntegration

SourcesforLessonPlanandResources

TeachingandLearningSequence

Agenda

Sequence

CommonCoreTeachingStandardsandRationales

Reflection

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Overview

TeachersName:NicholasLacasseDateofLesson:
GradeLevelorAges:Topic:
EssentialQuestions:(optional)

LearningObjectivesandAssessments
(asmanyasneeded,usuallynomorethanthree)

Objective:
Studentswillunderstandthebasicprobabilityformula(#desiredoutcomes/#total
outcomes).
Assessment:
Formativeassessmentexitticket.Oneproblemwilladdressthisobjective.
PreAssessment()Formative(X)Summative()

Objective:
Studentswillunderstandhowtoreadandcreateprobabilitydistributiontables.
Assessment:
Formativeassessmentexitticket.Oneproblemwilladdressthisobjective.
PreAssessment()Formative(X)Summative()

Standards
CommonCoreStateStandards
CCSS.MATH.CONTENT.HSS.CP.A.1
Describeeventsassubsetsofasamplespace(thesetofoutcomes)usingcharacteristics(or
categories)oftheoutcomes,orasunions,intersections,orcomplementsofotherevents("or,"
"and,""not").

Rationale:thisstandardisappropriatebecausestudentswillbegintolearnwhatasamplespace
is,andwhattheindividualelementsofthesamplespacearecalled.

PrerequisiteKnowledge

MathSkills
Convertingbetweenfractions,decimals,andpercentages.

Vocabulary

SampleSpace
(source:dictionary.com)
1.

Mathematics.
thecollectionofallpossibleresults(outcomes)ofanexperiment.

Outcome
(source:wikipedia)
1.

Mathematics.
Apossibleresultofanexperiment.

Differentiation

IntegrationofOtherContentAreas
(Makecrossdisciplinaryconnections.Considerart,chemistry,biology,spacescience,music,
english,socialstudies.)
English:
Studentswillbecommunicatingwitheachother,andreadingmaterials.

InstructionalStrategiestoDifferentiateInstruction

Content
1. GeometricProbability
2. IntroductiontoCombinatorics

Process
MultipleIntelligences:
Verbal:Warmupthinkpairshare.2dicegroupactivity.
Logical:Graphicorganizerfor2diceactivity.Samplespacetreediagram.
Visual/Spatial:Samplespacetreediagram.
Interpersonal:2dicegroupactivity.
Musical:
Naturalistic:
Kinesthetic:
Intrapersonal:Toolkit,ThinkPairShare

Product
N/A

Modifications/Accommodations/Extensions

FromIEPs(IndividualEducationPlan),504s,ELLIDEP(EnglishLanguageLearning
InstructionalDeliveryEducationPlan)
IwillreviewstudentsIEP,504orELLIDEPand
makeappropriatemodificationsandaccommodations.

PlanforStudentswhoareMissingPrerequisiteSkills:
Prerequisiteskillsforthislessonwillbeaddressedafterthepreassessmentinthepreviousclass.

Extensions
1. GeometricProbability
2. IntroductiontoCombinatorics
4

PlanforAccommodatingAbsentStudents
AbsentstudentscanfindmeintheiracademicsupportblockorworkwiththestaffinThe
Center.TheycanalsoseeIftheseaccommodationsareinsufficient,furtherarrangementswillbe
made.

Materials,Resources,andTechnology

RequiredItems
16sideddie
1Coin(biggercoinsareeasiertosee)

Handouts
TwoDiceActivity
UnitDesignedToolkit

Technology

Other

TechnologyIntegration
Technology:
SAMRLevel:
Rationale:

SourcesforLessonPlanandResources
(Addlinkstosourcesandresources)

TeachingandLearningSequence

Agenda
(theagendatobewrittenonthewhiteboardforthestudents)
1. UnitIntro(15min)
2. Intuition(5min)
3. StructureandVocab(5min)
4. Dice!(25min)
5. Trees.
6. Tables.(15min)
7. ToolkitandSummary(10min)
8. Homework(5min)

Goal:
Discoverbasicprobabilityformula.Learnorganizeasamplespacewithatreediagram.
Learnhowtomakeaprobabilitydistributiontable.

Sequence
SequenceLength:
~65Minutes
1. LessonObjectives:
a. Downloadacoupleapps.
b. Bookmarktheclasswebsite.
c. BasicProbabilityFormula
d. Vocab:SampleSpace,Outcome
e. ChartOrganizer
f. TreeDiagrams
g. ProbabilityDistributionTables
2. IntrotoUnit
(15minutes)
(Nowarmup,timeisneededtoexplainrubric,website,etc.)
a. Werestartingaunitonprobability.
b. Therubricispostedonthewallandonline.HCwillneedtodo2extensions.
c. Classwebsite
http://shoutkey.com/
black.Thewebsitehasagenda,assignments,
skillresources,andextensions.
d. AddlinktowebsitetoiPadapps.(Sharebutton.AddtoHomeScreen.Rename
ittoClassWebsite.ClickAdd)
e. OpenRemind,signupasastudent.JoinaClassentereithermath1bluor
math1sil(forblue/silverdayrespectively)
f. Handout
toolkit
.
3. Discoverbasicprobabilityformulawithcoinsanddice.Outcomesonly,noeventsyet.
(5
minutes)
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4.

5.

6.

7.

8.
9.

a. IfIflipacoin,askstudents,whatstheprobabilityitsheads.Theyllsay50/50=
50%chance.
b. IfIrolla6sideddie,whatstheprobabilitywerolla5?Theyllsay.
c. FullStop
:
BasicProbabilityFormula.AddtotoolkitunderFacts:3
d. Deliverthebasicformulafromthe6sideddieexample.Pointattentiontothe1
andthe6.So,thebasicformulais(#ofdesiredoutcomes/#oftotaloutcomes).
e. Whatstheprobabilityofrollinga2ora5?
f. Tellthemtheyalreadyhavesomeintuitionaboutprobability,butourintuitioncan
failus.
g. Tohelpguideusthroughmorecomplicatedscenarios,weneedtocreatehelping
structure.
SampleSpacesandOutcomes
(5minutes)
a. Verbalizewhatthetwothingare.Thengivetheexampleswiththecoin.andthe
dicerolling.
b. Fullstop.VocabonToolkit:SampleSpaceandOutcome.
i.
Outcome:asinglepossibleresultofanexperiment.
ii.
SampleSpace:thecollectionofallpossibleoutcomesofanexperiment.
2DiceActivity
(10minutes)
a. Experiment:Rolltwosixsideddice.
b. Identifythesamplespace.
i.
Provideagraphicorganizer
forthis.
TreeDiagram
(10minutes)
a. Theygetpersonalwhiteboardsnow.
b. Giveexampleflippingacointwice,andshowthematreediagram.
c. Askthemtoconsidertheexperimentofflippingacoin3times.Whatisthe
samplespace?Identifyoneoftheoutcomes.
AddanswertoToolkit.
ProbabilityDistributionTable
(5minutes)
a. Createtheprobabilitydistributiontableforthenumberofheads.
b.
FilloutExample1

inToolkit
.
c.
FilloutExample2inToolkit
.Tellstudentstheymaywanttorefertothetree
diagramyoumadein5.b.
ToolkitandSummary
(10Minutes)
HWAssign
(2minutes)
a. Page534,#4,#5a

CommonCoreTeachingStandardsandRationales

LearnerDevelopment
Standard#1LearnerDevelopment
Theteacherunderstandshowstudentslearnanddevelop,recognizingthatpatternsoflearning
anddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,
andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenging
learningexperiences.
Rationale:
Mystudentsdifferinregardstocontentmastery.ForthisreasonIhaveadded
differentiationforcontent.Thereareseveralextensionsavailableforthislessonthatstudentswill
haveaccesstoandtheywillhavechoiceinwhichextensionismoreinterestingtothem.

Standard#2LearningDifferences
Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunities
toensureinclusivelearningenvironmentsthatalloweachlearnertoreachhisorherfull
potential.
Rationale:
Ihaveintegratedothercontentareastoassistinthelearningprocessaswellas
motivationforparticipation.Multiplemethodsofprocess,suchasgroupdiscussion,and
individualreflectionshowsanunderstandingoflearnerdifferencesaimedatfosteringstudent
learning.

Standard#3LearningEnvironments
Theteacherworkswithlearnerstocreateenvironmentsthatsupportindividualandcollaborative
learning,encouragingpositivesocialinteraction,activeengagementinlearning,andself
motivation.
Rationale:
Ihaveincludedactivitiesthatplacestudentsinindividual,paired,andgroup
activitiestoencouragecollaborationandpeersupport.

Content
Standard#4ContentKnowledge
Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)
heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthediscipline
accessibleandmeaningfulforlearners.
Rationale:
Understandingthecontenthasallowedmetoidentifyprerequisiteskills,scaffold
content,andidentifymisconceptionssotheycanbetargetedbeforetheybecomeaningrained
misunderstanding.Aparticularmisconceptionidentifiedinthislessonisstudentsmisinterpreting
howtocountthenumberofdesiredresults,inparticularwhenfindingtheprobabilityofanevent
usingan
or
statement.Thisleadsnicelyintothesecondlessonontheadditionrule.

Standard#5InnovativeApplicationsofContent
Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengage
learnersincritical/creativethinking,andcollaborativeproblemsolvingrelatedtoauthenticlocal
andglobalissues.

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InstructionalPractice
Standard#6Assessment
Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirown
growth,todocumentlearnerprogress,andtoguidetheteachersongoingplanningand
instruction.
Rationale:
ThediceactivityservedasaformativeassessmentsoIcouldgaugehowwell
studentslearnedthebasicformulaforprobabilityandalsogaugepotentialmisunderstandingof
nextclassstopic:theadditionrule.

Standard#7PlanningforInstruction
Theteacherdrawsuponknowledgeofcontentareas,crossdisciplinaryskills,learners,the
communityandpedagogytoplaninstructionthatsupportseverystudentinmeetingrigorous
learninggoals.
Rationale:
Theimplementationofdifferentiationintermsofprocessandcontentis
demonstrationofcompetencyinplanningforinstruction.

Standard#8InstructionalStrategies
Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnersto
developdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoaccess
andappropriatelyapplyinformation.
Rationale:
Thislessonwillimplementavarietyofstrategies:teacherled,studentindividual,
studentpairs,studentgroups,classdiscussion,thesocraticmethod,aswellasstrategiesthatare
notimplementedintheplanningphasebutarepresentintheclassroomsuchascoldcalling,and
thenooptoutstrategyasdescribedin
TeachLikeaChampion2.0
.

ProfessionalResponsibility
Standard#9ReflectionandContinuousGrowth
Theteacherisareflectivepractitionerwhousesevidencetocontinuallyevaluatehis/herpractice,
particularlytheeffectsofhis/herchoicesandactionsonothers(students,families,andother
professionalsinthelearningcommunity),andadaptspracticetomeettheneedsofeachlearner.
Rationale:
Theformativeassessmentattheendofthelessoninformmeontheeffectivenessof
thelesson.Anoverallreflectivecomponentofthelessonisalsointegratedintothelesson
planningdocument.Thisassistsmeinanalyzingwhatwentwellandwhatdidnot.

Standard#10Collaboration
Theteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudent
learning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,and
communitymemberstoensurelearnergrowth,andtoadvancetheprofession.
Rationale:
Thislessonplanistheresultofcollaborationbetweenprofessionals,directlyand
indirectly.Indirectly,ourcollaborationhasmademeamoreawareeducator,andhasresultsina
significantincreaseinstudentunderstanding.Directly,thecollaborationinvolvedrevisingmy
originallessonplantobettermeettheneedsofstudents.

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Technology
Standard#11TechnologyStandardsforTeachers(NETST)
EffectiveteachersmodelandapplytheNationalEducationalTechnologyStandardsforStudents
(NETSS)astheydesign,implement,andassesslearningexperiencestoengagestudentsand
improvelearningenrichprofessionalpracticeandprovidepositivemodelsforstudents,
colleagues,andthecommunity.Allteacherswillmeetthe
NETSTstandardsandperformance
indicators.
Rationale:
Thislessondemonstratesanunderstandingoftechnologythroughtheorganizational
setupoftheclass.Inthislessonstudentsbecameacquaintedwiththeclasswebsite,and
downloadedthe
Remind
and
Educreations
app.Theremindappwasasuccess,withonestudent
contactingmethroughitthefirstnightofitsuse.

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Reflection

DBlock
TheclasswentreallywellinDblock.Wegotthroughallofthecontentwhichwas
somewhereinbetweensurprisingandexpected.Ihadminorconcernsthatfittingeverythingin
wouldmakeitseemrushed.Theyseemedtogetagoodhandleonitatthepacewemoved.I
wasconcernedwiththeamountofsetuptimetherewas,withmegettingallthestudentsinto
the
Remind
app.However,ImgladthatIdid.IfIhadnt,Idoubthowmanyofthemwouldhave
beenabletogetintotheclass.Wedidntrunintotechnicalissuesbutunlessgivenspecific
classtime,Idontthinkitwouldhavehappened(formoststudents).
Thingsthatwentwell:
Imaintainedahighenergy.
Iinsistedthatstudentsmindtherulesandlistentotheonepersontalkingduring
wholeclasssituations.
Wetransitioned
mostly
smoothlyfromonetopictothenext.
Igotthroughallofmyobjectives.
Thingsthatdidntgowell:
Ididnttellstudentsthecoreobjectivesfromthebeginning.NextclassIshould
shouldsummarizethemasfollows:
Understandtheclasswebsiteandsetupacoupleofapps.
Learnabouthowtodeterminethe
probability
ofthings,whichdescribe
howlikely
thingsaretohappen.
Figureoutsomegoodwaystoorganizeallthedifferentpossibleresultsof
anexperiment.
Igotacoupleofmytransitionsoff.Forinstance,Ihandedoutthegraphic
organizerofrollingtwodicewithouttellingthemwithoutcomeandsamplespace
were.
IdidntaddresstheP(event)notation.
NextclassIshouldbrieflygooverthathandoutwiththemtomakesure
everybodyisclear.Ishouldpointoutthat(2,3)isdifferentfrom(3,2).

HBlock
Hblockwillbefollowingthislessonplanaswell.Despitecreatinganalternativeplanthat
smashestwodaysworthofcontentintoasingleclass,wewillinsteadmovetheproblemsolving
reportclassto
after
aprilbreak.Theproblemsolvingreportwillnotevenbeaboutprobabilityso
itdoesntreallydisturbtheflowofclasstomoveittoafterbreak.
Hblockwentsurprisinglywell.Normallythereisasmallclassroommanagementissue
butthroughcarefulinsistencethatwefollowtheclassroomrulesImanagedtokeepthemwith
methewholetime.Everyonewhowaspresentdemonstratedsomelevelofunderstandingfor
thelessonobjectivemakingthedayasuccess.Theywillcontinuetohavemoreandmore
practicewiththeseideasinfutureclasses.
Thingsthatwentwell:
StudentswereeasilyabletojoinRemind.
Wehadtimetofiteverythinginwithoutitfeelingrushed.
Imaintainedahighenergywithoutgettingthemtooenergeticthemselves.
Thingsthatdidntgowell:
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T.P.wasbored.Shefinishedquicklywhileothersneededmoretime.Idirectedhertothe
extensionsandhopeinfutureclassessheseizesthatopportunity.
InthefutureIshouldfollowuponthoseextensionssheshouldreallydosome
ofthose.Fornow,Ithinktheinsistenceshouldbeontheextensions.

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