Date: Whenever Teacher Name: Qualified Math Teacher Class: Algebra II

Grade Level: Unit Name/Topic: Probability & Statistics Lesson Number: Conditional Length: 50-minutes
Geometry Probability

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s): AII.DSP.5- Understand dependent and independent events, and conditional probability; apply
these concepts to calculate probabilities.

Mathematics Process Standard(s): PS.1, PS.2, & PS.3

Academic Content-Language (content vocabulary, discourse, syntax): independent and dependent variables, conditional
probability

Mathematics Specific Literacy---- add a hyperlink for literacy standards: N/A

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
dependent variables rely on an independent variable for their outcome; what types of real-world situations have strictly independent variables to
independent variables only rely on themselves to determine the probability. determine the probability and what situations have both independent and
dependent.

Questions to elicit deeper thinking or build upon the topic…

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
determine the difference between an independent and dependent variable. Solve conditional probability questions for
different parts of the probability. Be able to show and explain the symbols and language used in probability.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to Other Evidence

Students will show their learning by . . . Formative: Joy of X Lesson
working through the given problems to find the probability for the given
situations.

Evaluative Criteria: Summative (if any beyond the performance task):

Students' success would look like. . . N/A
their solving of the problems with at least 60% accuracy.

Stage 3: Learning Plan To Support Mathematical Proficiency

Mathematics Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation

Cooperative Learning Writing Lab Learning Stations Problem Trail Inquiry Learning Independent Learning

Small Group Direct Instruction Workshop Role Play Game Other:

Mathematical Thinking & Literacy Skills:

(Highlight all that apply) (linking to objectives and literacy standards & content standards)
 Problem Solving Reasoning & Proof Communications Connections Representations

Declarative Knowledge Procedural Knowledge Conceptual Knowledge Conducting Research Other:

Mathematics Tools:
(Highlight all that apply)

Manipulatives Graph/Patty Paper Calculators & Technology Ruler/Protractor/Compass Colors

Formulas/Identities Proofs Data Students' Work Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

● calculators
Specific Support Needed Who will provide Why? What’s the intention ● electronic whiteboard
(Special Education that support? Where
Support and/or will that support be
accommodations and provided?
modifications)

ELL Students: teacher or an IA or To integrate them as best as

differentiated questions language teacher, in possible to the regular
to their level of regular classroom classroom while also
understanding challenging them with full
work in English

Special Ed students: IA or classroom to continue to integrate

differentiating questions teacher if not much them into the regular
based on their level support is needed classroom

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks connect Rationale: (Based on
& build in checks for understanding) to prior knowledge & assets): Research/theory)

5 minutes Check in with students & review what Preparing themselves for class It’s important to allow
we’ve been going over the past few days. time, checking in with the teacher, students time to settle
& group discussion over review. in & also to check in
with them beyond the
content to help build a
more personal
relationship.

15-20 minutes Group discussion on defining independent look at what teacher will be doing- Discussion helps
and dependent variables in probability. Also group activity (teacher and student students feel that it is
going over different ways probability is used together discussing) more their learning and
and what the different problems may look not just the teacher
like. lecturing at them.

25-30 minutes Give direction in the first few minutes of Working through the worksheet Group work helps
the group worksheet the students will be attached above in the “other students learn from
doing. Then checking in with specific evidence” section in groups, or each other, giving more
students who may need more one-on-one, what may fit them best on a more confidence to all of their
as well as floating to different groups to personal level. abilities, and also helps
check progress. with social skills in
math.
 Data-Driven Reflection and Decisions
Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the
class do collectively on meeting the objective at the level you expected? Were there any patterns, collective misconceptions/gaps? Who
needs specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do you
anticipate the result to be?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP goals, amount of Special
Education support, accommodations and modifications.