Your Name:

Emily Rohwer

School: _Hamilton High School________________ Length: ~30 min. Cooperating Teacher: Holly Goodman_ Date: __2/6/14___________________

Lesson Title: Probability Bingo College Supervisor:

Dr. Arsenault

CCSS: S.CP.1 Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (or, and, not). LESSON OBJECTIVE: The learner will describe the sample space when the 2 dice are rolled and calculate the probability of rolling each color combination (RB, RR, etc.) with 80% accuracy.

BEHAVIORAL EXPECTATIONS: Students will be expected to actively participate in the bingo game, to behave respectfully towards the teacher and other students, and to remain on task during the lesson. OUTLINE OF LESSON:
INTRODUCTION Materials Needed: Bingo Cards 2 Dice Paper & Writing Utensil

Anticipatory Set: I will remind the class of yesterdays introductory lesson taught by Mrs. Goodman and mention vocabulary and important concepts learned - theoretical and experimental probability. Lesson Objective: Were going to play a game today called Probability Bingo. After we play, well find all the possible outcomes that could happen during the game and the probability of each one. Purpose/Rationale: This game will be a great way to start out our chapter on Probability and get us thinking about probability and how to calculate it.
BODY

Bingo Game Input: I will explain the directions for the game: 2 dice will be rolled and the outcome is a bingo call, if you have that combination on your card you can mark it off. If you have it on your card more than once, only mark one square. To win, you need to have your whole card marked off. Try to make your card so that you have the best chance of winning. Students will make their cards and then we will play through a game of bingo. Modeling: I will show students my own bingo card that I have already made ahead of time. Showing them my board will help them see all the different combinations and give them ideas for how they might make their own boards.

Checking for Understanding: I will walk around and see everyones board to check that they understand the different combinations that are possible when the dice are rolled and Ill ask them to explain their strategy they used to decide how to make their board.

(After we play the game) Calculating Sample Space & Probability of each event Input: What did you notice while playing? Were some combinations called more than others? Why do you think that is? The set of all possible combinations, or outcomes, is called the sample space. To find the theoretical probability for each outcome, we take the # of favorable outcomes / total # of outcomes. Modeling: I will model by finding a few outcomes in the sample space and calculating their probability while thinking aloud. Checking for Understanding: If you feel like you can find the sample space and probabilities of the outcomes, give me a thumbs up. If not, thumbs down.
PRACTICE

Guided: I will walk around and assist students as needed as they begin to work on finding the sample space and the probabilities of each outcome. Independent: Students will finish finding the rest of the probabilities on their own.
CLOSURE

Closing of the lesson: I hope the Bingo game was a fun way to start this chapter and that you feel more comfortable with finding probabilities. Thanks for your participation and focus today. Evaluation of Objective: Students will describe the sample space and calculate the probability of each outcome with 80% accuracy as demonstrated by their work which I will collect at the end of the lesson.

Probability Bingo
Each of two die has colored faces, 3 green, 2 blue and 1 red. The two dice will be rolled. The outcome will be considered to be one bingo call. If you have this outcome on your bingo card, mark it off. The winner will be the student who gets a bingo card completely marked off (all 25 squares). Mark each square on your bingo card (use BG for blue green, BB for blue blue, etc.) so that you have the best chance of winning.

REFLECTIONS ON TEACHING AND MANAGEMENT CLASSROOM AND BEHAVIOR MANAGEMENT: 1. How did you share your expectations with your students? 2. Did you have any behavioral situations which you needed to address during the lesson? Explain. 3. What considerations (regarding behavior) did you make when preparing for this lesson? I shared my behavior expectations with my students as I was teaching my lesson by prompting them to remain focused and on task, and to be quiet while I am talking. I did not tell them my behavior expectations prior to teaching the lesson because they already know what the expectations are for them and how they should behave in Mrs. Goodmans class. The only behavioral situation that I needed to address during the lesson was when the students were having side conversations in the transition time between playing the bingo game and calculating the probabilities together. I had kind of a hard time getting them to stop talking to one another and focus on my directions and what I was saying. I asked them to stop talking and get out the necessary materials for taking notes, but Mrs. Goodman ended up saying something to the students who were talking. While preparing for this lesson, I considered that the students had potential for goofing off and getting distracted by talking to each other during the bingo game, but I did not consider transition times and how I would handle that. Next time I teach a lesson I will plan for this more. LESSON EVALUATION & RECOMMENDATIONS: 1. Did the students achieve your daily objective for this lesson? How do you know? 2. If you were to teach a follow up lesson tomorrow, what would you focus on? Why?

Yes, all but 2 students achieved my objective for this lesson, which was to calculate the sample space and probability of each outcome with 80% accuracy. There were 9 outcomes to calculate, so 80% would be about 7 correct. 2 students did not finish writing out the sample space, and did not get at least 7 out of the 9 probabilities right. The remaining 8 students achieved the objective. If I was to teach a follow up lesson, I would focus more on behavior management issues. I would use my teacher voice more and would make sure to get all the students attention during transition time to make sure they hear directions and are not talking over me. I would also break down some of my instructions into smaller, more direct directions for a few of my students that had some difficulties and needed directions clarified and repeated. For the content of the lesson, I would have them do more independent practice with finding the sample space and probabilities of different scenarios, such as with playing cards or marbles instead of dice.
Student signature: _______________________

Cooperating Teacher: _______________________ College Supervisor: ______________________