This lesson plan template provides details for a 7th grade probability lesson on finding probabilities of compound events. The lesson objectives are for students to find the experimental probability of events using data from simulations and explain how experimental probability reaches theoretical probability with more trials. Students will generate frequency lists from class data and represent sample spaces using methods like lists, tables, and tree diagrams. Formative assessments include questioning and checking student understanding. Summative assessments are ticket out the door questions. The lesson involves creating a class frequency chart, computing experimental probabilities, and discussing how they approach theoretical probability with more trials.
This lesson plan template provides details for a 7th grade probability lesson on finding probabilities of compound events. The lesson objectives are for students to find the experimental probability of events using data from simulations and explain how experimental probability reaches theoretical probability with more trials. Students will generate frequency lists from class data and represent sample spaces using methods like lists, tables, and tree diagrams. Formative assessments include questioning and checking student understanding. Summative assessments are ticket out the door questions. The lesson involves creating a class frequency chart, computing experimental probabilities, and discussing how they approach theoretical probability with more trials.
This lesson plan template provides details for a 7th grade probability lesson on finding probabilities of compound events. The lesson objectives are for students to find the experimental probability of events using data from simulations and explain how experimental probability reaches theoretical probability with more trials. Students will generate frequency lists from class data and represent sample spaces using methods like lists, tables, and tree diagrams. Formative assessments include questioning and checking student understanding. Summative assessments are ticket out the door questions. The lesson involves creating a class frequency chart, computing experimental probabilities, and discussing how they approach theoretical probability with more trials.
This lesson plan template provides details for a 7th grade probability lesson on finding probabilities of compound events. The lesson objectives are for students to find the experimental probability of events using data from simulations and explain how experimental probability reaches theoretical probability with more trials. Students will generate frequency lists from class data and represent sample spaces using methods like lists, tables, and tree diagrams. Formative assessments include questioning and checking student understanding. Summative assessments are ticket out the door questions. The lesson involves creating a class frequency chart, computing experimental probabilities, and discussing how they approach theoretical probability with more trials.
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Lesson Plan Template
Name:
Shannon Cowan
Grade: 7th
Lesson Class Frequencies
Date: March 11 Title: CCGPS Standard(s): MCC7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. MCC7.SP.8a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
MCC7.SP.8b Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g.,rolling double sixes), identify the outcomes in the sample space which compose the event. MCC7.SP.8c Design and use a simulation to generate frequencies for compound events. Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):
Learning - Focus Essential Question(s) 1-3 BIG ideas! How can these questions be used to guide your instruction?
Strategies 1. How do we find the experimental probability of our two events as a class whole? 2. What happens to the experimental probability of the two events when comparing our partner results to the class results? Why?
Central Focus/Lesson Objective(s) Objectives are measurable and aligned with the standard.
Students will be able to solve for the experimental probability of an event using data from simulations in an organized list.
Academic Language What is the key language demand? What Academic Language will you teach or develop? What is the key vocabulary and/or symbols? What opportunities will you provide for students to practice content
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less scaffolding (support) depending on the needs of the students.) ) Writing
Students will be able to explain that experimental probability of an event will
reach theoretical probability when increasing the frequency of trials.
Language Functions (Identify the purpose for which the language is being used, with attention to goal and audience- the one verb from the standard; ex. demonstrate.) Students will be writing to find the experimental probability of an event by generating a frequency list of the entire classs data and to represent sample spaces. Language Vocabulary (Identify key words specific to the content area derived from the standard- ex. Drama, prose, structural elements, verse, rhythm, meter, characters, settings, descriptions, dialogue, stage directions.) Probability- the likelihood of something happening
language/vocabula ry and develop fluency?
Simulation- a way to model random events
Event: Any possible outcome of an experiment in probability. Any collection of outcomes of an experiment. Formally, an event is any subset of the sample space Compound Event: Any event which consists of more than one outcome. Sample space: All possible outcomes of a given experiment Relative Frequency of Outcomes: Also, Experimental Probability Experimental Probability: The ratio of the number of times an outcome occurs to the total amount of trials performed. The number of times an event occurs The total number of trials
Remember to pay particular attention to when planning:
Language Discourse (structures of written or oral language; how participants of the content area speak, write, and participate.) and Language Syntax (set of conventions for organizing symbols, words, phrases into structures.) Tree Diagrams Frequency Lists Assessment/ Evaluation Every standard listed above must be assessed and included. Formative and summative assessments should be considered while planning. Questions to consider while planning: How will students exhibit an understanding of the lessons objectives? How will you observe and/or provide feedback? What evidence will you collect to demonstrate students understanding/mas tery of the lessons
Informal assessment will take place through introduction and body of lesson. Questioning strategies and observation and a check list will be used to assess students based on the standards. The checklist will comprise of the lessons objectives. Ticket Out the Door Questions will be a formal assessment (quiz). Student work will be collected for assessment as well. Will be assessed for understanding of the material and participation, not necessarily accuracy.
objective(s)? Materials What resources can be used to engage students?
Work sheets, smart board, index cards, paper, writing utensil
Introduction to Lesson/ Activating Thinking How will you introduce the lesson? What is the hook for the lesson to tap into prior knowledge and develop students interests? This should tie directly into the lessons objective and standard. ***Use knowledge of students academic, social, and cultural characteristics.
Do Now Assignment 7 minutes
Probability Videos- 8 minutes
Body of Lesson/ Teaching Strategies What will you have the students do after you introduce the lesson to learn the standards?
Determine Class Frequency for Experiments- 10 minutes
Student Activity- 20 minutes
Do Now Assignment is 4 short math questions from GOFAR (Georgia Online
Formative Assessment Resources). Students will be given 4 minutes to go complete on own, and 2 minutes to review answers. Probability video is from Holt McDougal publishing company, explaining probability concepts.
Using the experimental probability of students trials from the past two lessons, a class frequency chart will be made for each. Using the class frequency chart, students are then to compute the experimental probability for the class, and compare it to the theoretical probability. Students will also be asked to represent the sample space of each experiment. Guiding Questions- What is happening to the experimental probability for the class compared to partners results? How many different ways can we represent a sample space? Which color counter was chosen the most? Which color counter was chosen the least? Which sum rolled the most? Which sum rolled the least? According to the experimental probability of the partner or class frequency, which sum has the greatest chance of occurring? In our class experimental probability, why did it become closer to its theoretical probability?
Closure/ Summarizing Strategies: How will the students prove they know and understand the
Review of previous Ticket Out the Door- 5 minutes
Ticket Out The Door- 5 minutes The previous days ticket out the door will be handed back to students with feedback on it. A review of the correct answers will be done. Teacher will randomly call students to explain answers. Then students will complete this
standard(s)? How will you review the standards and close the lesson?
Modifications/ Differentiations for Students Individual Needs How will you modify or differentiate the experiences in your lesson to meet students individual needs?
lessons ticket out the door.
Questions- 1. What is experimental probability a ratio of? 2. How is it different than theoretical probability? 3. How did having a larger frequency set change the experimental probability? Possible Answers- 1. # of times an event occurs / (divided) total # of trials 2. In experimental, we are collecting data through simulation or experimentation. Theoretical probability is how many times an event should happen. 3. The experimental probability of the class came closer to the theoretical probability. Differentiation Category: Why does the student need modifications/accommodations? Gifted Learners- A student can chose a probability pack if finished with classwork. It is a manipulative, some kind of probability game within a jar. Students must write sample space, and theoretical probability of out all comes.
Modification(s)/Accommodation(s):
Rationale: Why is this modification/accommodation appropriate?
***Credit for this template belongs to Tennessee State University and Columbus State University.
