Lesson Plan

§ 16.2: EQUALLY LIKELY OUTCOME

Teacher: Class: 6B1 School: Vinschool Metropolis

Subject: Cambridge Mathematics Period:

I. TIERED LEARNING OBJECTIVES

1. Knowledge:
All should know about
 The concept of theoretical probability and sample space;
 Equally-likely outcome means that there is an equal chance for all events to occur.
 Probabilities can be calculated using equally likely outcomes.
2. Skills:
All should be able to
 Organize a list of all possible outcomes of a chance experiment.
 Use equally likely outcomes to calculate a probability.
Most should be able to
 Distinguish between an experiment in which the outcomes are equally likely and one in which the outcomes are
not equally likely;
Some should be able to
 Find the probability of an outcome involving compound events.
3. Attitudes:
All should
 Be actively engaged in the classroom activities by answering questions.
 Not be doing other things in class

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 II. PREPARATION

1. Teacher:
- Laptop, extension worksheets.
2. Students:
- Textbook, notebook

III. PROCEDURE

 Recall: outcome is a possible result of a probability experiment

Activate/recall  Starter activity: Pose the question in real-life situation that every student 2 minutes
has experienced: when throw a dice, list all possible outcomes.
 Discuss starter activity.
Demonstrate  Explain the that the objective of the lesson is to calculate a probability.
Learning Episodes  Introduce the formula:

7 minutes

 Showing some examples

 Note that probabilities can be written as fractions, decimals or
percentages.
 Pose the problem of calculating the probability of getting a number in a
dice:
 Asking student to list and count the total number of possible outcomes
and number of successful outcomes in each case.
 Emphasize that when they express a probability in fraction, always
write a fraction in simplest form.
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  Ask students to find the probability of a 2; a multiple of 3; an odd 8 minutes
number; a prime number; a number bigger than 6 and an integer. Ask
students how they worked out the answer.
 Pose the problem of calculating the probability with data given in table.
Recall students how to read data in frequency table. 5 minutes
 Pose the problem of the probability of an event not occurring
 Note: if the probability of an event occurring is p then the probability
of it not occurring is 1 – p. 8 minutes
 Two probabilities that add up to one are sometimes called
complementary probabilities

 Independent practice: Students complete exercises 16.2 (Q1 – Q9) in the

course book 10 minutes
 Ask students to focus on Q1, Q2, Q4 and Q7.
 Go around the class to check students’ work.

 Correct students’ common mistakes, let students correct their own work on
their notebook. 5 minutes
Consolidate  Consider the Q5 in coursebook: make clear that if an event has outcomes,
they are not necessarily equally likely, an important consideration in making
probability statements.

IV. REFLECTION

o Clear learning objectives Details:

o Engaging learning environment
o Application of Bloom’s taxonomy
o Good interaction with students
o Comments delivered to students
o Appropriate delivery

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