Math 8

Chapter 10:
Probability
Gilbert Patterson Middle School

Scott Boomer
March 19-3 (Maybe 4th) April , 2015
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Rationale

Fluency in probability helps students make mathematical judgments both in the

classroom and in their daily lives. In grade 8, student connect and build their knowledge from

past grades as they use the sample space to determine probability of independent events and to

develop and apply a rule for calculating probability.

Student ability to represent outcome through sample space in tree diagrams and outcome

tables aids in understanding of favourable outcomes. This ensures that students have a solid

understanding of probability prior to working with formulas, encouraging them to use reasoning

rather than merely attempt to follow procedures. (Small 2)

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Unit Objective and Skills

Unit Overview

(TR = Teacher Resource for Math Focus 8: Chapter 10: Probability)

Lesson 1-
TSW explore probability through a whole class version of the game SNAKE.
SNAKE game, 2nd round (explain Sample Space, Tree Diagrams, Outcome Chart)
Lesson 2-
TSW investigate probabilities of independent events.
Marbles in bag eg, 2 box; 2 marbles, text pg 420, divide class and small group explain
tree chart and sample space, 10.1
Lesson 3-
TSW use pictures or charts to determine the probability of two independent events.
Tree diagram review, pg 423 to use spinners for outcome chart, pg424-425 ex1-2, 10.2
Lesson 4-
TSW develop and apply a rule to determine the probability of independent events.
Multiple Guess test (2 Q’s and check with multiplication), text pg 431 ex3, 10.3
Lesson 5-
TSW communicate strategies for determining and verifying probabilities.
3 min reflect on Sample Space, Tree Diagram, Outcome Chart, answer 2 Qs on 10.3,
batting average Q (pg 435), weather Q pg 436, 10.4
Lesson 6-
TSW demonstrate their knowledge of probability through review questions.
Chapter Self Test 20min, Chapter Review 10min, Students write Qs on the board and let
them mix btw review and watching me answer Qs.

Lesson 7-
TSW demonstrate their knowledge of probability through a unit test.
Administer Chapter test,
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Lesson Plans
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Date: March 18(21?), 2016 Teacher: Scott Boomer

Subject: Math Unit: Chance and Uncertainty
Grade: 8
Goal: SLO2: Solve problems involving the probability of independent events.
Materials:
Objective: TSW explore probability through a whole class version of the game SNAKE.
#1: Vocabulary
#2: Risk taking
Time
#3: Reasoning
Background information:
This is the first lesson of the unit. This is also the first lesson that I will teach for this class. I know
names and generally know the attitudes.
They generally do not know how I operate. I have not taught math before.

3 min Introduction
Attendance
Pre-Assess:
Who knows the games SNAKE or SNAKE EYES?
Ask students to get a piece of paper and a pencil.
1 min Set
Draw 6 Column Chart with SNAKE at the top (with a free column at the end).
S N A K E (Total)
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44 min Activities
~5/ #1 SNAKE/SNAKE EYES
round Explain rules:
 I roll 2 die.
 Students add dice together and add it to their scores.
If I roll a 1 or doubles, they lose all the points for that round (S,N,A,K,E)
 If I roll snake eyes, you lose all points collected thus far.
 You avoid losing points by sitting down before a roll. (Once you sit, you sit for the rest of that
round (S,N,A,K,E)
 A round ends when a 1, doubles, or Snake Eyes are rolled.
 At the start of each round, everybody stands back up and can choose to sit down.

#2 Define while playing 2nd/3rd/beyond rounds:

5-10 Sample Space
A list of all possible outcomes or results.
Examples:
 One D6 has a sample space of {1, 2, 3, 4, 5, 6}
 Two D6 have a sample space of (too many to write out; should make a table or an outcome tree
to show).
Tree Diagrams
Way of organizing probabilities when there are two sources.
<
<
<
Outcome Chart? (Check book for appropriate name)
A chart that visually represents the outcomes of 2 factors.

Enrichment:
Change the dice types. Ask what would happen if we used two D4s vs two D8s compared to the
D6s.
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2 min Closure

There are only 4 work sheets in this unit. Hopefully we can run through it pretty quick. I’ll have
a better answer next week (unless this lesson happens Monday) as to when we’ll try to finish the
unit, have the test, etc.

Evaluation - Observation
See how students are engaging and how they connect with the probability. Checks to see if
definitions make “gaming the system” easier for some students.

Follow up – Next class (unless taught Monday) we will go over the length of the unit and

Art of Teaching – First time with the class. Let’s have fun. Let’s see how they understand things
when I say them.

Let’s see how specific I can be on my instructions.

 8

**SELF-EVALUATION**

What would you do differently next time to improve this lesson?

What went well that you should build on?

 9

Date: March 18(21?), 2016 Teacher: Scott Boomer

Subject: Math Unit: Chance and Uncertainty
Grade: 8
Goal: SLO2: Solve problems involving the probability of independent events.
Materials:
Objective: TSW explore probability through a whole class version of the game SNAKE.
#1: Vocabulary
#2: Risk taking
Time
#3: Reasoning
Background information:
This is the first lesson of the unit. This is also the first lesson that I will teach for this class. I know
names and generally know the attitudes.
They generally do not know how I operate. I have not taught math before.

3 min Introduction
Attendance
Pre-Assess:
Who knows the games SNAKE or SNAKE EYES?
Ask students to get a piece of paper and a pencil.
1 min Set
Draw 6 Column Chart with SNAKE at the top (with a free column at the end).
S N A K E (Total)
 10

44 min Activities
~5/ #1 SNAKE/SNAKE EYES
round Explain rules:
 I roll 2 die.
 Students add dice together and add it to their scores.
If I roll a 1 or doubles, they lose all the points for that round (S,N,A,K,E)
 If I roll snake eyes, you lose all points collected thus far.
 You avoid losing points by sitting down before a roll. (Once you sit, you sit for the rest of that
round (S,N,A,K,E)
 A round ends when a 1, doubles, or Snake Eyes are rolled.
 At the start of each round, everybody stands back up and can choose to sit down.

#2 Define while playing 2nd/3rd/beyond rounds:

5-10 Sample Space
A list of all possible outcomes or results.
Examples:
 One D6 has a sample space of {1, 2, 3, 4, 5, 6}
 Two D6 have a sample space of (too many to write out; should make a table or an outcome tree
to show).
Tree Diagrams
Way of organizing probabilities when there are two sources.
<
<
<
Outcome Chart? (Check book for appropriate name)
A chart that visually represents the outcomes of 2 factors.

Enrichment:
Change the dice types. Ask what would happen if we used two D4s vs two D8s compared to the
D6s.
 11

2 min Closure

There are only 4 work sheets in this unit. Hopefully we can run through it pretty quick. I’ll have
a better answer next week (unless this lesson happens Monday) as to when we’ll try to finish the
unit, have the test, etc.

Evaluation - Observation
See how students are engaging and how they connect with the probability. Checks to see if
definitions make “gaming the system” easier for some students.

Follow up – Next class (unless taught Monday) we will go over the length of the unit and

Art of Teaching – First time with the class. Let’s have fun. Let’s see how they understand things
when I say them.

Let’s see how specific I can be on my instructions.

 12

**SELF-EVALUATION**

What would you do differently next time to improve this lesson?

What went well that you should build on?

 13

Date: March 22, 2016 Teacher: Scott Boomer

Subject: Math Unit: Chance and Uncertainty
Grade: 8
Goal: SLO2: Solve problems involving the probability of independent events.
-Investigate probabilities of independent events.
Materials: Spinners p.45; paper clips (2 min)
Objective: TSW use pictures or charts to determine the probability of two independent
events.
Time
#1: Thinking about probability
#2: Building Charts
#3: Building Tree Graphs
Background information:
They tried tree diagrams a little bit last class.
First class where I’m really teaching.
3 min Introduction
Attendance
Write on the board
“Goal: Use pictures or charts to determine the probability of two independent events.
5 min Set
Tree Diagram Review:
Balls in a bag:
1 red; 1 green; 1 blue; and 1 yellow (4 in the sample)
2 boxes of this (draw on the board)
Chance of getting {red in the first; THEN yellow in the second} {1 red and 1 yellow}

Ask students how to start this as a tree diagram.

10 min Activities
#1 Pg 423 in their text
Walk through the book.
Need spinners on paper. Need paper clips. Need 2 volunteers.
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5 min #2 Work with the Math (P.424-425 in their text; give option to look at the text)
Example 1
Read question
Talk/write out the table on the board
-Diamond, Heart, Club, Spade
-Face Cards
-Table: Answer the Qs
a) How many different outcomes?
b) P(2 Jacks)
5 min #3 Example 2 (If we need it)
Tree Diagram: {Coin Toss; D6}
a) P(H and Even) =
b) P(Not H and Even) [Or P(!(H and Even))
-THIS IS A TIME TO ASK FOR CLARITY!
-These are complimentary events!!
c) Outcome table to verify
15 min Closure
#2 10.2 Worksheet

Evaluation - Observation
See how students are engaging and how they connect with the probability. Checks to see if
definitions make “gaming the system” easier for some students.

Assign 10.2
Follow up – Next time they are working on using a formula to make these work. So if they are 15
getting it, through the formula in there.

Art of Teaching –Let’s have fun. Let’s see how they understand things when I say them.

Let’s see how specific I can be on my instructions. A little more stand and deliver today.

**SELF-EVALUATION**

What would you do differently next time to improve this lesson?

What went well that you should build on?

 16

Date: March 24, 2016 Teacher: Scott Boomer

Subject: Math Unit: Chance and Uncertainty
Grade: 8
Goal: SLO2: Solve problems involving the probability of independent events.
-Investigate probabilities of independent events.
Materials: 2( D4; D6; D8; D10; D12; D20)
Objective: TSW develop and apply a rule to determine the probability of independent
events.
Time

#1: Making a fraction out of a word problem

#2: Using other strategies (charts and tables) to confirm results
#3: Reducing Fractions
Background information:
We finished 10.2 last class. We need to check it today.
3 min Introduction
Attendance
Write on the board
“Focus: Formulas!”
10 min Set
True False/Multiple Guess Test
Mock Quiz: Ask student to write down there answers
1) T/F 2) A) B) C) D) E) [3) A) B) C) D) E)]
- Answer Key: T; D; (B)
Find the chances using math!
-(1/2)*(1/5) = (1/10)
Pg.429 Check with a chart.
20 min Activities
#1 Text Book pg 431 Example 3
#2 Dice, probability check
-D4 and D12 –P(roll a 4 on the D4 and roll a 7 on the D12)
-D8 and D20 – P(not rolling a 7)
-D6 and D10 – P(even on D6 and odd on the D10)
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12 min #2
-
5 min #3 10.3 Worksheet

5 min Closure
Last 5 min: Mark 10.2 worksheet

Evaluation - Observation
Observe if other people can answer besides the main few.

Assign 10.3

Follow up – Spring break is happening! They may need some refresher Qs after the break.
The next lesson is a lot more challenging as it’s word problems and backwards design answers
(P(B) = 2/5 and P(A and B) = 3/20) therefore P(A) = [?]

Art of Teaching –Let’s have fun. Concise. Wait for their attention before speaking.
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**SELF-EVALUATION**

What would you do differently next time to improve this lesson?

What went well that you should build on?

 19

Date: April 5th , 2016 Teacher: Scott Boomer

Subject: Math Unit: Probability
Grade: 8
Goal: SLO2: Solve problems involving the probability of independent events.
-Investigate probabilities of independent events.
Materials:
Objective: TSW communicate strategies for determining and verifying probabilities.
#1: Determine probability of two given independent events and verify the probability using a
Time
different strategy.
#2: Apply a rule for determining the probability of independent events.
#3: Solve a given problem that involves determining the probability of independent events.
Background information: This is the first class back after the break. We did not have a brilliant
time the last class before the break. I need to have the tone that I mean business.

5 min Introduction
Attendance
Comment on last class; behaviour

min Set
1 Unit test Thursday; Self-test tomorrow
10 Review 10.3 (1c), (3a)
min Activities
10 READ through text pg 434-435
5 READ through text pg 436 Example 1
20 10.4
(5 min in, mark 10.2(?) and 10.3)
1 min Closure
Review and self-test next class.
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Evaluation – Need to mark 10.2 and 10.3

Follow up – Next class is review. Students may have extra questions because there hasn’t been a lot
of focus from before the break. Also, there has been a break… students forget.

Art of Teaching – Working on my stern teacher approach. These kids are very energetic and if you
give an inch, they take a mile. They know that Tyler will step in and that may work to my favour, but
I need to work on keeping them in check without his intervention. I need to get through all of this so
that I can get through the integer unit. No nonsense time, Scott. (This is an example of a pump up).

**SELF-EVALUATION**

What would you do differently next time to improve this lesson?

What went well that you should build on?

 21

Date: April 5th , 2016 Teacher: Scott Boomer

Subject: Math Unit: Probability
Grade: 8
Goal: SLO2: Solve problems involving the probability of independent events.
Materials: Self-test copies.
Objective: TSW write the self-test and review the concepts
#1: Focus
#2: Terminology
Time
#3: Critical Thinking
Background information:
This class has been struggling with the content. Let them struggle through the self-test and then
work on the review.

5 min Introduction
Attendance
Pushing test to Friday.

2 min Set
Get out self-tests. (ASK TYLER IF I PRINT OUT EXTRAS FOR THOSE W/OUT TEXTS)
min Activities
10 #1 Mark 10.2-10.3
5 #2 Go over specific 10.4 Qs. (Backwards design: dividing fractions)
15 #3 Review sheet.
10? #4 (Mark 10.4?)/mark review sheet.

1 min Closure
Test next time
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Evaluation – Formative test.

Students need to see how they are doing. It is more of their questions than mine that are important.
I can judge the nerves in the room and address questions that are asked multiple times.

Follow up – Next class is the test. I can see students about this at lunch times if they have specific
questions or after school. The test needs to start really quick next time. Integers is the next unit.

Art of Teaching –
If the previous class goes well, I should consider doing a small physical warmup. 2 min

MAXIMUM!!

This is going to be about giving them time first and THEN trying to teach it.

**SELF-EVALUATION**

What would you do differently next time to improve this lesson?

What went well that you should build on?

 23

Date: April 6th , 2016 Teacher: Scott Boomer

Subject: Math Unit: Probability
Grade: 8
Goal: SLO2: Solve problems involving the probability of independent events.
Materials: Unit tests (26)
Objective: TSW write the self-test.
#1: Brief brain break.
#2: Silence/Focus
Time
#3: Time
Background information:
This has been my first math unit. This may tell me a lot about how they understand and how I need
to improve. Time/focus has also been a limiting factor.

3 min Introduction
Attendance
What’s the confidence for the test tomorrow?
3 min Set
Mark 10.3/10.4
-Tell students asap that any questions need to happen before class starts; as I walk in!
-Need answer key to speed it up.
min Activities
10 #1 Brief brain break.
-climb a ladder to roll down
-favourite dance move
-3 deep breaths
25min #2 Distribute Self-Test
-Review from text book or from the practice sheet once finished.
#3 Mark Self-Test
1 min Closure
Integers next class; (Have them read or do other homework if they finish early.
After this class, what’s the confidence for the test tomorrow?
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Evaluation – Self-Test/Marking Past Worksheets

I will mark the unit test after it has been handed in. This may be my main evening task.

Follow up – Next class is a new unit. Let’s see how they focus when I keep up the pace.

Art of Teaching – Sticking to my guns with marking.

Practicing the brain break so that they get a routine for the unit test next class.

**SELF-EVALUATION**

What would you do differently next time to improve this lesson?

What went well that you should build on?

 25

Date: April 5th , 2016 Teacher: Scott Boomer

Subject: Math Unit: Probability L8
Grade: 8
Goal: SLO2: Solve problems involving the probability of independent events.
Materials: Unit tests (26)
Objective: TSW write the unit test.
#1: Brief brain break.
#2: Silence/Focus
Time
#3: Time
Background information:
This has been my first math unit. This may tell me a lot about how they understand and how I need
to improve. Time/focus has also been a limiting factor.

3 min Introduction
Attendance

3 min Set
Brief brain break.
-climb a ladder to roll down
-favourite dance move
-3 deep breaths

min Activities
1 #1 Distribute tests
2 #2 Explain test.
-Address question by question the needs of the test.
#3 Write test.
-If done, hand in tests at the front. Students can go on devices, read, or work on other
work.
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#4 SNAKE
-Setup a game of SNAKE on the board. Students get papers out.
-Round ends on doubles or 10 rolls.
-Students lose points for round if still standing.
-Students lose ALL points thus far if SNAKE EYES.
-Ask students if they want addition or multiplication.
10 min Closure
Integers next class; (Have them read or do other homework if they finish early.)

Evaluation – Unit test

I will mark the unit test after it has been handed in. This may be my main evening task.

Follow up – Next class is a new unit. Let’s see how they focus when I keep up the pace.

Art of Teaching – Observation is key today. I want to see how the physical activity before the test
settles them. I want to see how they write tests. I want to see who’s affected by anxiety in a test. I
want to see what kinds of questions they will ask.
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**SELF-EVALUATION**

What would you do differently next time to improve this lesson?

What went well that you should build on?

 28

Materials

Math Focus 8 Textbook

Math Focus 8 Teacher Resource
Assorted Dice
School Wide Probability 8 Math Test