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

10

Reflection

13

Overview

TeachersName:NicholasLacasseDateofLesson:3/28/2016

LearningObjectivesandAssessments

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
English:Studentswillbecommunicatingwitheachother,andreadingmaterials.

InstructionalStrategiestoDifferentiateInstruction

Content
1.

GeometricProbability

2.

TheBasicCountingPrinciple
a.

3.

Permutations
i.
Combinations
1. CombinatoricsProblemSolving
InclusionExclusionPrincipleExtensionoftheAdditionRule

4.

ConditionalProbability
a.
b.

TheFullMultiplicationRule
TestingforIndependence

Allextensionscanbefoundattheclassroomwikispace.
TheFullMultiplicationRuleismostapplicabletothislesson.

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

Product
N/A

Modifications/Accommodations/Extensions

FromIEPs(IndividualEducationPlan),504s,ELLIDEP(EnglishLanguageLearning
InstructionalDeliveryEducationPlan)
K.D.

Specificstructureandroutinesprovided.
Structureandroutineshavebeenestablished.Inparticulartheclassroom
warmuproutine.
4

S.H.

J.K.

Separateworkspaceandsmallgroupsettingprovidedasneeded
K.D.typicallyworkswithasmallgroupofstudents.
Handsoninstructionandactivities.
Regularpractice/reviewofconcepts.
Thewarmupsallowforthepracticeandreviewofconcepts.
Multipleopportunitiestoapplynewconceptsandskills.
Graphicorganizersareprovided.
Specificstructure/formatsprovidedtoassistwithsequencing&organization
Theagenda,writtenontheboardeachclass,helpssupportthestudents
understandingofthedayssequence.
Initialreviewofdirections/expectationsbeforeindependentworkdirectionswrittenout
Instructionsarealwaysgivenverballybeforeindependentpractice.The
directionsarealwayswrittenonworksheets.
Assignmentsbrokenintosmallerstepswithscheduledcheckinbetweencompleted
portions
Integratedintoscreencastprojectwithgraphicorganizerandscript.
Spaceprovidedatfirstsignsoffrustration/anxietyfor510minutes(inclassroom)before
returningtosupportand/orprocesswithKitara.
Focusingstrategiesavailableduringworkperiods
Useofagendatorecordassignments,assistanceprovidedduringguidedstudywith
workcompletion,andtoverifyunderstandingofexpectationswithassignments.
Agendaispostedinclassroomandontheclasswebsite.
Extendedtimeontimedassignments.
Studentcanhaveextratimeontimedassignments,includingtest,through
academicsupport,andtheCenter.
Opportunitytoretakeassessmentsorally.

Strategicseatingtoavoiddistractions
Strategicseatinghasbeenimplemented.
Teacherencouragementandcheckinsforunderstanding
Implementedthroughoutthelesson.
TeacherswillnotifyparentswhentheyseesignsofstudentsOCDintheclassroom,
allowingparentstimetoconferwithmedicalprofessionalsandadjustmedications.
Observationsareongoing.
StudentwillbeallowedtocometotheGuidanceOffice,ifheranxietyheightens,as
needed.
Teacherswilltrytoaddressconcernswiththestudentprivately.

Retestingallowed
Extendedtimeontests
AllowedthroughacademicsupportandtheCenter.
Calculatorokontests
5

Nopenaltyforgrammarorspelling
Breaklargeassignmentsintosmallerparts

PlanforStudentswhoareMissingPrerequisiteSkills:
Prerequisiteskillsforthislessonwillbeaddressedafterthepreassessmentinthepreviousclass.

Extensions
1.

GeometricProbability

2.

TheBasicCountingPrinciple
a.

3.

Permutations
i.
Combinations
1. CombinatoricsProblemSolving
InclusionExclusionPrincipleExtensionoftheAdditionRule

4.

ConditionalProbability
a.
b.

TheFullMultiplicationRule
TestingforIndependence

Allextensionscanbefoundattheclassroomwikispace.
TheFullMultiplicationRuleismostapplicabletothislesson.

PlanforAccommodatingAbsentStudents
AbsentstudentscanfindmeintheiracademicsupportblockorworkwiththestaffinThe
Center.TheycanalsoseeIftheseaccommodationsareinsufficient,furtherarrangementswillbe
made.

Materials,Resources,andTechnology

RequiredItems

Handouts
TwoDiceActivity
UnitDesignedToolkit

Technology
StudentiPads(downloadEducreations,Remind,andbookmarkclasswebsite)
TeacheriPadtoshowclasswebsite

Other

TechnologyIntegration
Technology:StudentiPadandClassResources(websiteandRemind)
SAMRLevel:Modification
Rationale:Theclasswebsiteallowsmetohelpstudentshelpthemselvesbyprovidingresources
forthemtogethelp.Furthermore,itallowsmetoimmediatelyaccommodateavarietyof
studentsboththosewhoareabsentandthosewholiketolookatwhatscominguptoprepare.
TheRemindapphasalsobeeninstrumentalincommunicatingwithstudentsatallhoursofthe
daygivingthemtheimmediatefeedbacktheyneed.

SourcesforLessonPlanandResources

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. Classwebsitehttp://shoutkey.com/black.Thewebsitehasagenda,assignments,
skillresources,andextensions.
d. AddlinktowebsitetoiPadapps.(Sharebutton.AddtoHomeScreen.Rename
ittoClassWebsite.ClickAdd)
e. OpenRemind,signupasastudent.JoinaClassentereithermath1bluor
math1sil(forblue/silverdayrespectively)
f. Handouttoolkit.
3. Discoverbasicprobabilityformulawithcoinsanddice.Outcomesonly,noeventsyet.(5
minutes)
8

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.
Provideagraphicorganizerforthis.
TreeDiagram(10minutes)
a. Theygetpersonalwhiteboardsnow.
b. Giveexampleflippingacointwice,andshowthematreediagram.
c. Askthemtoconsidertheexperimentofflippingacoin3times.Whatisthe
samplespace?Identifyoneoftheoutcomes.AddanswertoToolkit.
ProbabilityDistributionTable(5minutes)
a. Createtheprobabilitydistributiontableforthenumberofheads.
b. FilloutExample1inToolkit.
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
usinganorstatement.Thisleadsnicelyintothesecondlessonontheadditionrule.

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

10

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
thenooptoutstrategyasdescribedinTeachLikeaChampion2.0.

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.

11

Technology
Standard#11TechnologyStandardsforTeachers(NETST)
EffectiveteachersmodelandapplytheNationalEducationalTechnologyStandardsforStudents
(NETSS)astheydesign,implement,andassesslearningexperiencestoengagestudentsand
improvelearningenrichprofessionalpracticeandprovidepositivemodelsforstudents,
colleagues,andthecommunity.AllteacherswillmeettheNETSTstandardsandperformance
indicators.
Rationale:Thislessondemonstratesanunderstandingoftechnologythroughtheorganizational
setupoftheclass.Inthislessonstudentsbecameacquaintedwiththeclasswebsite,and
downloadedtheRemindandEducreationsapp.Theremindappwasasuccess,withonestudent
contactingmethroughitthefirstnightofitsuse.

12

Reflection

TheclasswentreallywellinDblock.Wegotthroughallofthecontentwhichwas
somewhereinbetweensurprisingandexpected.Ihadminorconcernsthatfittingeverythingin
wouldmakeitseemrushed.Theyseemedtogetagoodhandleonitatthepacewemoved.I
wasconcernedwiththeamountofsetuptimetherewas,withmegettingallthestudentsinto
theRemindapp.However,ImgladthatIdid.IfIhadnt,Idoubthowmanyofthemwouldhave
beenabletogetintotheclass.Wedidntrunintotechnicalissuesbutunlessgivenspecific
classtime,Idontthinkitwouldhavehappened(formoststudents).
Thingsthatwentwell:
Imaintainedahighenergy.
Iinsistedthatstudentsmindtherulesandlistentotheonepersontalkingduring
wholeclasssituations.
Wetransitionedmostlysmoothlyfromonetopictothenext.
Igotthroughallofmyobjectives.
Thingsthatdidntgowell:
Ididnttellstudentsthecoreobjectivesfromthebeginning.NextclassIshould
shouldsummarizethemasfollows:
Understandtheclasswebsiteandsetupacoupleofapps.
Learnabouthowtodeterminetheprobability ofthings,whichdescribe
howlikelythingsaretohappen.
Figureoutsomegoodwaystoorganizeallthedifferentpossibleresultsof
anexperiment.
Igotacoupleofmytransitionsoff.Forinstance,Ihandedoutthegraphic
organizerofrollingtwodicewithouttellingthemwithoutcomeandsamplespace
were.
IdidntaddresstheP(event)notation.
NextclassIshouldbrieflygooverthathandoutwiththemtomakesure
everybodyisclear.Ishouldpointoutthat(2,3)isdifferentfrom(3,2).

13

Name:____________________
ProbabilityToolkit

Facts
1. Allprobabilitiesarebetween_____and_____.
2. Thesumoftheprobabilitiesofalloutcomesofanexperimentis_____.
3. BasicProbabilityFormula:

Vocabulary
1. Outcome:

2. SampleSpace:

3. Event:

4. MutuallyExclusive/Disjoint:

MappingSampleSpaces

TreeDiagram:
Example:

VennDiagram:
Example:

DistributionTables:

Example1:
Experiment:Rollinga6sideddie.
Outcome

Probability

Example2:
Experiment:Flippingacointhreetimes.Createaprobabilitydistributiontablethat
describestheprobabilityofflippingagivennumberofheadsafterconductingtheexperiment.

#ofHeads

Probability

TwoWayFrequencyTable
Example:

Bornin
Spring/Summer

Bornin
Fall/Winter

Total

Prefers
IceCream

Prefers
Pizza

Total

a. Howmanypeopleweresurveyed?

b. Howmanypeopleprefericecream?

c. HowmanypeoplewereborninSpring/Summer?

d. HowmanypeopleborninSpring/Summerprefericecream?

e. FindtheprobabilityastudentwasborninFall/Winter.

f. FindtheprobabilitythatastudentwasborninSpring/SummerandprefersPizza.

g. FindtheprobabilitythatastudentwasborninSpring/SummerorprefersPizza.

h. FindtheprobabilitythatsomeonebornintheFall/Winterpreferspizza?


ProbabilityRules

TheAdditionRule:

TheMultiplicationRule:

Name:______________________

RollingDice

Belowisachartthatorganizesthesamplespacefortheexperimentofrollingtwo6sided
dice.Eachsquarehasanoutcome(apossibleresultofrollingtwodice)andacirclethathasthe
sumoftherollofthedice.Usethischarttohelpyouanswerthequestionsonthenextpage.

(1,1)

(2,1)

(6,1)

(2,2)

(3,2)

(4,2)

(5,2)

(6,2)

(2,3)

(3,3)

(4,3)

(5,3)

(6,3)

(2,4)

(3,4)

(4,4)

(5,4)

(6,4)

(2,5)

(3,5)

(4,5)

(5,5)

(6,5)

(1,6)

(5,1)

(1,5)

(4,1)

(1,4)

(3,1)

(1,3)

(1,2)

(2,6)

(3,6)

(4,6)

(5,6)

(6,6)

1. Identifyanoutcomeoftheexperiment.

2. Whatstheprobabilityofrollinga3anda6?

3. Whatstheprobabilityofrolling5s?

4. Whatstheprobabilityofrollingdoubles?

5. Probabilityofrollingasumof8?

6. P(DoublesandSumof8)?

7. P(DoublesorSumof8)?