Lesson Plan Title: Introdcution to Probability

Day __ of ____

Key Concept(s) in this lesson : What is probability?

Personal, Mathematical or Theoretical, Experimental Probabilities

Also, what metaphor or analogy can you use to help students grasp concept

  How likley?

Section 1: WHAT YOU WANT STUDENTS TO KNOW, BE ABLE TO DO, OR FEEL/UNDERSTAND

Lesson goal(s)

  Students will be able to distinguish among the 3 types of probabilities for given simple examples

Students will be able to compute probabilities of simple events by counting, or tree diagrams or lists

 

Specific Objectives

 

 

Standards addressed (EALRs, GLEs)

 COMPONENT 1.4:  Understand and apply concepts and procedures from probability and statistics.

EX         List and/or count possible outcomes of simple experiments.

EX         Use strategies, including pictures, lists, and tree diagrams, to show the possible outcomes of a simple experiment.

    EX         Determine the probability of a simple event as a ratio, decimal, or percent.

    EX         Represent all possible outcomes of an experiment in a variety of ways including an organized list, a table, or a tree diagram.

    EX         Explain why some outcomes are equally likely, more likely, or less likely to happen than others and how much more or less likely than another outcome.

    EX         Explain how to determine all possible outcomes of an experiment or event.

    EX         Create a game that is fair or unfair and explains why.

     

Primary Learning targets: which of these, a-e? (Be sure learning activities are congruent with targets chosen.)

(a) Knowledge     (b) Reasoning Proficiency       (c) Performance Skill   (d) Create a Product          (e) Dispositions

 

 (a) Knowledge     (b) Reasoning Proficiency       (c) Performance Skill  

Section 2: HOW WILL YOU KNOW THAT THE LEARNING TARGETS WERE MET?

Pre-assessment:  [What do they “know” already?]  Attach any applicable instruments.

  Write in math journal

Think, pair, share

Check list

 

Formative Assessment.(s) [Are they getting it along the lesson?] (e.g. planned comprehension checks).  Attach any applicable instruments.

  Check list

Classroom discussion

 

Summative Assessment [Did they get it?] – end of lesson or unit. Attach any applicable instruments.

  Final Exam

Journal writing

 

STEACHING STRATEGIES:

SCRIPTED strategic teaching questions you will ask students

 

 

 

Instructional Materials Needed

room arrangement:

  2 Large or XXL bads of M&Ms

paper cups

Computer with EXCEl

 

 

 

  4 groups of 3 or 4

Accommodations: (e.g. ELL students, special needs, 504, etc.)

 

 

 

Time

What Teacher Does

What Students Do

e.g.1 5 min.

(or 9:40-9:45

Introductory Activity or hook: Discuss personal probabilities. Have students in pairs tell each other examples of personal probabilites. Have each report what partner told them

 

  Hold up a bag and ask each student to write down a guess of how many in bag

Pass around bag. Tell each student she/he has 15 seconds to examime bag.

Have students make a next guess

Open bag, apportion into 15 cups.

Give each student a cup.

Ask students to count.

Now have them guess again

 

Guess, write down answer, report out

 

 

Inspect bag, guess

 

Count and guess

Time: 15 min

  Ask students to count number of each color and record results on computer

  Count and record

Time:

 

 

Time:

Closure Plan (consider including reinforcement of learning, affirmations, glimpse at tomorrow-bridge)

  Discuss experimental and mathematical probabilities.

 

 

Teacher reflections/caveats for those who use this lesson:

 

Web resources used, with suggestions/comments regarding these sites: