This lesson plan is primarily centered on probability designed for 9th and 10th

graders. Weinstein stated, Effective organization and management require an

understanding of the unique features of the classroom (Weinstein, 2006). Following on

his words, I believe that it is integral for a classroom atmosphere to be student-oriented.

Knowing your students and their special needs should be the foundation to all lesson

plans. Teachers always play the roles as the organizers, the guides, and the participants of

the classroom. By teachers constantly asking students why and how, students become the

center of the class and therefore "classroom of teaching" becomes "classroom of learning.

The design of this lesson has focused on the integration of the teaching materials and the

construction of a complete knowledge structure. In order to better achieve the goal of the

lessons, instructors must keep in mind that students have varying rates in absorbing the

materials. It is important to note that teachers must adjust the teaching materials and

methods depending on the students recent progression. Increasing the depth of

teaching and developing students abilities are conducive to their mastery of knowledge.

In order to achieve the goal, teachers must implement new materials in the curriculum

and achieve the multi-dimensional goals.

Vasyl Sukhomlynsky once said, "Pupils and teachers must pay attention to the

inner spiritual state of the people who surround you and to support people in times of

need." (Riabokon, 2008) In a classroom setting, when students are truly motivated and

focused, their enthusiasm for learning is bolstered and creativity is improved. Textbooks

are written based on students' understanding of frequency and probability. Putting

forward the particular learning task of this lesson: understand the fairness of the game

and can according to the requirements of different subject designed eligible game;
however, this is just an explicit teaching goal or a small goal. I learned this idea from

Tomlinson and McTighes Integrating Understanding by Design. According to the

authors, (UbDs) primary goal is delineating and guiding application of sound principles

of curriculum design. (Tomlison, McTighe, 2006) Mathematics teaching consists of a

series of interconnected and gradual progress into the classroom. The particular

classroom instruction should also be satisfied with the long-term goal of the math

education. Or rather, long-term goals of mathematics teaching should connect to the

specific classroom teaching tasks substantiality. This particular class content is

categorized under an important subdivision in mathematics: "statistics and probability."

Its important to keep in mind the long-term goal when teaching probability. Students

will develop awareness of probability and random events by data collection, sorting,

analyzing and inference. At the same time, teachers should also build emotional

connections with their students gradually. Therefore, the teaching aims of my lesson are:

1. Knowledge and Skills: by team cooperation, communication, experiments, and

understanding of the fairness of the game, students can design applicable probability

games according to the requirements of different questions;

2. Process and Methods: students will develop decision-making, cooperation and

communication skills via data collection, observation and analysis, and groups activities;

3. Emotion and Attitude: experience objective reality of test data, feel the close ties

between mathematics and real life, enhance the student's mathematics application

consciousness and the preliminary training of students to use scientific evidence to

analyze and solve problems.

Direct instruction, cooperative learning, peer tutoring, individualized instruction and

lecture discussion are all considered examples of teaching pedagogy. However, these are

the basic teaching characteristics for teachers to apply to their classrooms. (Haberman,

1991) To learn from prior experience, I designed my class according to the cognitive law

of students:

1. Exploratory Discovery Method

Changes the process of teaching students to students who discover and solves problems.

The class creates situations to induce students to think independently, and explore

actively. This positive class environment also produces group discussion, the class show,

ongoing construction, and completes the internalization of knowledge.

2. Direct-viewing Teaching Method

Combining intuitive demonstration methods and multimedia display, this method guides

students in a relaxed and happy environment to learn mathematics, and actively guide

students to observe, operate, think, and reflect on the idea that mathematics originates

from life, and encourage students to utilize their knowledge in real life applications.

To ensure that the students are enthused and motivated enough to think critically

on their own, I took the following learning methods:

1. The inquiry-based Learning Method

Students will observe and experience the process of constructing knowledge as the

practitioners. Students will also figure out and mobilize their initiative and enthusiasm of

study.

2. Cooperative Learning Method

Cooperative learning facilitates and friendship among and promotes empathy (Good

& Brophy, 2008; Weinsrein & Novodvorsky, 2006) Guiding the students to explore and

communicate in-group discussions. Inspiring students to describe the strategy of solving

the problem and improve the level of thinking. Let students address the problems by

themselves, training the student to discover problems by merely providing them the

appropriate tools to solve and analyze the problems. By completing the task, solving the

problem through their own operation, students will experience the surging feel of

accomplishment and thus build up confidence. This method teaches students not only

knowledge and skills but also teaches students how to acquire knowledge on their own.

At the same time, in the process of students' hands-on practice, students exchange

discussions, and cooperate with each other so that students can learn from one another.

Teamwork can help students learn to identify, analyze, and solve problems given to them.

These are lifelong educational benefits to students.

For example, students are asked to design their color spinner (day 5 activity). This

activity requires a flexible application of knowledge and cultivates students' reverse

thinking ability so students can better grasp the content of the lesson. The new curriculum

notes, "Hands-on practice, the independent exploration, and cooperative communication

are important ways to learn mathematics," so that students can participate in the operation,

which can increase students' interests in learning. Through group communication, the

class display can provide students with the opportunity to perform, and highlight the

students' role in the teaching activities. Cultivating students' reverse thinking ability can

help students better grasp the content of this lesson. The mastery of knowledge, the

formation of skills, and the creation of a good study technique must be realized through a
certain amount of practice. Students should be taught to apply what they have learned to

solve simple, practical problems. Therefore, practice is an essential part of the student

learning process. Practice through the design of the game can make it easy for students to

consolidate the knowledge, inspire the students' interest in learning deeply and also

provide a suitable condition for teachers to assess the students' ability to study efficiently.

"Intelligent students are justified in their aversion to mathematics if not given ample

opportunity to convince themselves by their own experience that the language of

mathematical symbols assists the mind. To help them to such an experience is one of the

most important tasks of the teachers (Booker, Bond, Sparrow & Swan)," said George

Polya, a mathematician. Learning knowledge is to be able to apply the knowledge. After

the students explore the way to solve the problem in textbooks, let students solve

practical problems and feel a sense of accomplishment.

1. Use creative teaching material

There are many classic exercise problems provided in the textbooks. Textbooks provide

problems in varying difficulties that may challenge the students. However, textbooks

only provide the necessary teaching materials for teachers, and teachers can make

appropriate adjustments according to the actual situation of students. In the form of the

problem, I will gradually summarize and utilize the use of teaching materials. Educators

should use textbooks in a flexible manner to control the learning materials, and to

conform to the actual students abilities. This will aid them in learning. The teaching

process will focus on understanding the meaning of probability in a particular situation,

calculating probability of simple events, solving practical problems, and let students
experience the application of probability in real life. Students will be able develop adept

skills to make smarter and more profitable decisions in life.

2. Trust students and provide students with abundant opportunities to express themselves

I agree with Dwecks idea of mindsets. He said A growth mindset doesnt imply that

everyone is the same or that anyone could be Einstein, but it does imply that everyones

intellectual ability can grow and that even Einstein wasnt Einstein before he put in years

of passionate, relentless effort. (Dweck, 2010). Offering students the opportunity to

display their talents by class activities can more conducively help teachers to discover

students unique insights to use as reference for future teaching guides. Teachers should

always positively stimulate the students to form a learning-friendly atmosphere. In the

teaching process I try to break the idea of only focusing on teaching knowledge and skills.

I focused more on the process of using teaching methods that utilize the implementation

of emotional attitude and values. This type of teaching reflects the interaction between

the instructor and the students. Educator and students, together, explore and create a

harmonious learning environment. Through the communication process, we seek

cooperative development and thus form a better learning community. Educator and

students jointly explore and create a harmonious learning environment.

3. Teaching effectively while guiding students ideas with attention to time consumption

The content of the section is a random way of thinking and students dialectical thinking

is usually not matured enough. There may be students whose understandings do not reach

their desired goal. Before the group discussion, students should have time to think

independently. Let students share their questions and ideas. I should give appropriate

guidance to group discussions to make the cooperative learning experience more efficient.
Guidance can include knowledge inspirations, answering student problems and

challenging students to extend their goals.

Student assessment is a crucial component in lesson planning. In all the parts of

the schemes that are drafted, there must be the inclusion of a plan that would be used in

attaining the confirmation of the viability of the lessons taught. The lesson plan would be

considered successful owing to the approach included for the potential determination of

the intended value (Anderson, 2015). A detailed account on how and why the assessment

of students would be conducted communicates the intended value to be generated.

The primary reason for the assessment of students is to gauge the suitability of the

intended plan. The success in the lesson is founded on the response given by the students

relative to the expectations that had been initially drawn out. The type of responses given

in the course of assessments would be indicative of the suitability of the lesson (Artzt,

Armour-Thomas, Curcio, & Gurl, 2015). With the assessments comes the practicality of

confirming the viability of the models of classroom instruction. It would also be

informative of the need for a revamp on some of the modalities employed in the course of

delivering the intended material.

The model of assessment would be to recount on the basic concepts taught to

determine the capacity of the retention of the learners. For lesson one, it would be ideal to

ask the students to respond to the concepts taught. A reminder of the classroom goals

would reiterate the fundamental knowledge acquired (Arends, 2014). It would also be

significant to test the mastery of the concept of probability and determine the capacity of

knowledge on the possible applications.

 In conclusion, assessing the students would be tantamount to a justification of the

value of the teaching approach. The responses given during assessments reflect the

potential lessons that have been learned. There would be a possibility that the weaknesses

identified would be realigned.

 References

Anderson, J. (2015). Affordance, learning opportunities, and the lesson plan pro
forma. English Language Teaching, 69(3), 228-238.

Arends, R. (2014). Learning to teach. New York NY: McGraw-Hill Higher Education.

Artzt, A. F., Armour-Thomas, E., Curcio, F. R., & Gurl, T. J. (2015). Becoming a
reflective mathematics teacher: A guide for observations and self-assessment.
New York NY: Routledge.

Booker, G., Bond, D., Sparrow, L., & Swan, P. (2014). Teaching primary mathematics.
Frenchs Forest, N.S.W.: Pearson Australia.

Dweck, Carol. S. (2010). Mind-Sets and Equitable Education. Principal Leasership. Vol.
10, Iss. 5, p. 26-29 (4pp.)

Haberman, M. (1991). Phi Delta Kappan, Pedagogy of poverty versus good teaching, 73,
290-294

Riabokon, L. (2008, September 30). Lessons of thought and morality: Vasyl

Sukhomlynsky.
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sukhomlynsky

Tomlinson, C. A., & McTighe, J. (2013). Integrating Differentiated Instruction and

Understanding by Design Connecting Content and Kids. Pearson College Div.

Weinstein S. Carol. (2006). Characteristics and Contradictions of the Middle and High
School Classroom. Middle and Secondary Classroom Management. Chapter 1

Weinstein S. Carol. (2006). Designing the Physical Environment. Middle and Secondary
Classroom Management. Chapter 2