Inquiry (5E) Lesson Plan Template 

Teachers: Subject:
Rebekah Overmyer 7th Grade Mathematics
Common Core State Standards: (​these are all the standards for the 10 day session, the ones for this first day are
in bold)
● AZ Math Standards:
o 7.SP.C.6​ Approximate the probability of a chance event by collecting data on the chance process that
produces it and observing its long-run relative frequency, and predict the approximate relative
frequency given the probability.
o 7.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities
from a model to observed frequencies. If the agreement is not good, explain possible sources of the
discrepancy.
▪ b. Develop a probability model (which may not be uniform) by observing frequencies in data
generated from a chance process.
● ISTE Standards:
o 6a​. Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.
o 5b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent
data in various ways to facilitate problem-solving and decision-making.
o 7b.​ Students use collaborative technologies to work with others, including peers, experts or community
members, to examine issues and problems from multiple viewpoints.
o 7c.​ Students contribute constructively to project teams, assuming various roles and responsibilities to
work effectively toward a common goal.
● Workplace Employability Skills/Standards:
o 2A.​ Commits to achieving collective goals
o 2C.​ Optimizes technology to collaborate with others.

Objective (Explicit):
● The students will identify a real world subject that is often influenced by probability and statistics and research
at least one online source about the background of this subject within a group with a 100% completion rate.

● Driving Question: How do we predict what is going to happen?

Evidence of Mastery (Measurable):

◻ Include a copy of the lesson assessment.
◻ Provide exemplar student responses with the level of detail you expect to see.
◻ Assign value to each portion of the response.

Each group will turn in an online document that identifies their chosen subject and a link to an article about the
subject along with a paragraph summarizing the article.

Sub-objectives, SWBAT (Sequenced from basic to complex):

◻ How will you review past learning and make connections to previous lessons?
◻ What skills and content are needed to ultimately master this lesson objective?
◻ How is this objective relevant to students, their lives, and/or the real world?

Students will practice research skills by searching for and locating an online article.
Students will connect real world situations to mathematical concepts by identifying an area where probability is
used outside of the classroom.
Key vocabulary: ​probability, data, graphing, research Materials: ​computers, dice, pen/pencil

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Engage
◻ How will you activate student interest?
◻ How will you hook student attention?
◻ What questions will you pose, based on your objective, that students will seek to answer in Explore?

Teacher Will: Student Will:

● Teacher will have students pair up with each ● Students will pair up and determine which
other into a pair of 2 and give each pair a die. partner is A and which is B
● Teacher will have students roll the dice 10 times ● Students will roll the die and record their results
with even numbers meaning A wins and odd on a paper.
numbers meaning B wins. ● Students will discuss before the second round
● Teacher will ask each pair which student won, A who they think will win.
or B. The results should be close to equal. ● Students will discuss whether they were right on
● Teacher will ask students to roll the dice their prediction.
another 10 times, but this time A wins if it rolls
to 1-5 and B wins if it rolls 6.
● Teacher will ask pairs who won (should mostly
be A’s) and then ask why A’s were more likely
to win
● Teacher will ask students where they can guess
future events in the real world.
Explore
◻ How will model your performance expectations? Remember, you are not modeling what you want students to discover but
need to model expected behavior or required procedures.
◻ How will students take the lead and actively use materials to discover information that will help them answer the question
posed in Engage?
◻ What questions or prompts will you be prepared to use with students while they are “exploring”?

Teacher Will: Student Will:

● Teacher will quickly review research skills with ● Students will work in groups to come up with
students and introduce them to Stormboard so answers to the questions
they may collaborate with group members. ● Each group of students will find an area in the
● Teacher will then pose the following questions real world where probability is used and find at
to students: least one source related to this area.
○ When can predictions be useful in the ● Students will work together to write a paragraph
real world? summarizing their article choice.
○ How do we make educated predictions ● Students will create a Stormboard account for
about what is happening? their group and post any resources found on
○ How can we use math to make a better Stormboard.
prediction about future events?
● Teacher will assign students to groups of four
and review proper group procedures. Teacher
will then have groups brainstorm answers to
these questions and begin research
● As groups work, the teacher will walk around
and monitor progress, giving input if needed.
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?
◻ In classes with a co-teacher, the co-teacher will assist in walking around the room and monitoring progress.
Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?

◻ Some students will need extra online resources to be provided to them. Students with low reading levels may even need help
reading articles by having them read aloud.

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 ◻ Students needing an additional challenge will be assigned as group leaders and may search for extra resources and aid in
organizing work on Stormboard.

Explain
◻ How will all students have an opportunity to share what they discovered?
◻ How will you connect student discoveries to correct content terms/explanations?
◻ How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question
from Engage before moving on?

Teacher Will: Student Will:

● Teacher will stop group work when groups ● Students will summarize with their groups what
seem to be finishing up their paragraphs. real world application they chose
● Teacher will call on each group and have them ● Students will discuss how math can aid in
quickly summarize their real-world example. predictions
● Teacher will then call on a few groups to ● Students will brainstorm how probability is used
answer the third question from Engage (“How and may refer back to their real-world examples
can we use math to make a better prediction
about future events?”)
● Teacher will introduce the vocabulary word
probability as a way to use math to predict
events, then ask students to guess a way
probability is used.
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?

◻ A co-teacher may walk around the room to make sure students are staying on task during this whole group discussion.

Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?

◻ Some students with social barriers may not be asked to answer questions aloud, but might write them instead. They might
need more targeted and specific questions to answer (leading questions).

Elaborate
◻ How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect
of this learning at a deep level?
◻ How will students use higher order thinking at this stage? (e.g. A common practice in this section is to pose a “what If
question”)
◻ How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Student Will:

● For the last 10 minutes of class, the teacher will ● Students will brainstorm with their groups how
ask students to brainstorm “how do we use probability is used in school and community.
probability in our school and community?” They may connect this to their real-world
● Teacher will walk around and monitor student examples.
progress and discussion, prompting them with ● Students may begin to brainstorm how they can
more questions if needed determine this probability themselves.
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?

◻ Students will get input from two different teachers which means two groups can be engaging with the teacher at a time.

Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?

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 ◻ Some students may need less vague questions and some examples of situations where probability is used in school to help
brainstorm their own ideas.

Evaluate
◻ How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the Elaborate content)?
◻ How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: Student Will:

● Teacher will monitor group discussion ● Students will demonstrate their understanding
throughout the lesson and periodically ask through group discussion and by being able to
group members to explain their line of thinking apply the idea of probability to a
school/community application.
Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?

◻ A co-teacher will allow for more facilitation of group discussion and more ease in monitoring student understanding.

Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?

◻ Some students may need to have individual discussions with the teacher to monitor understanding and give further teaching,
rather than just having them discuss with the group