Name: Melissa Calderon Grade/Subject: 7th Grade Math Date: 1/10/23

1. Texas Essential Knowledge and Skills (TEKS): (C2)

7.6(I) determine experimental and theoretical probabilities related to simple and compound events using data
and sample spaces

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Student will be able to determine experimental and theoretical probabilities related to:
- simple and compound events using:
o data and sample spaces

3. SMART Smart Objective: By the end of the lecture, given 4 problems students will be able to
Objective(s): (C3) determine the experimental probability related to simple events using data and sample
spaces with an 80% accuracy.

Essential Question: How do we determine the experimental probability of a simple event?

4. Central Focus I can recognize experimental probability.

(C4) I can make a probability fraction based on question.
How will this lesson link I can make a frequency table.
with other lessons in the I can find the total number of trials by adding
unit? I can plug the numbers into the probability
I can simplify.
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function: Determine

Academic language Vocabulary: sample space, events (Simple & compound), experiment, probability, trial,
represents the language outcome, complement
of the discipline that
students need to learn and Discourse:
use to engage in the -Write: Based on question provided for the preview challenge students will write what they
content area in understand or can infer about the term probability.
meaningful ways.
-Talk: After they have written what they understand or can infer about the term probability,
There are 4 language they will then share their thoughts will.
demands to consider as
you require students to Syntax: Tables
read, write, speak, listen,
demonstrate and perform.
6. Targeted Language Language Function: I will assist my students by modeling my thought process and
Supports (C5) steps I take when determining experimental probability of a simple event.
The resources,
representations, and Vocabulary Strategies - (GO TO Page)
strategies you will 1. Word Wall
provide to help students 2. Word Journals
understand, use, and
practice the concepts and Discourse strategies - (GO TO Page)
language they need to 1. Think Pair Share.
2. Four Corners
learn within the Syntax - (GO TO Page)
discipline 1. Anchor Chart (Word Wall)
2. Tables
Site the researcher’s
name as you refer to the Making Content Comprehensible (R9)
strategy. Creating higher learning questions and concept word wall

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: At the end of the lesson, students will take a quiz to demonstrate they have learned
Assessment(s) must be to determine the experimental probability related to simple events using data and sample spaces
aligned to the TEKS, with an 80% accuracy
and objectives.
Summative: At the end of the unit, all probability TEKS will be spiraled in an end of unit
assessment.

Assessment of your language demands:

Formative: At the end I will give an exit ticket one of the questions will be about vocabulary.

Summative: During common assessment student will need to be able to recognize vocabulary
words to determine type of question to know which strategy to use to solve.

8. Hook (C7) Hook activity: Students will watch a BrainPOP video to introduce the topic.

Closure Activity: Student will answer 2 questions as their exit ticket to determine if they met the
Closure (C7) success criteria and understood vocabulary.

Personal assets: Students are bringing interest and knowledge of everyday experiences.
Cultural assets: Students are bringing in know vocabulary words.
Student Assets (C7) Community assets: Students are bringing their everyday experiences
9. Body of Lesson/ I DO – Prior to the I Do we will review vocabulary words we may see in order to provide
Teaching Strategies and definitions and any clarification on unknown terms. I will then model different types of
Learning Task(s) questions 1) finding experimental probability with one favorable outcome, 2) finding
(C9) experimental probability with multiple favorable outcomes 3) finding complement
experimental probability
Be sure to include:
How will students learn WE DO – We questions will be the same but with different numbers and desired
and use academic outcomes. I will be on the board and I will be asking students guided questions to walk me
language? through the questions and how to solve. I will always ask them to keep referencing the
steps given if confusion arises. If question is not addressed with steps I will ask other
probing questions to get them to the solution.
Three higher order
thinking questions. YOU DO – Student will conduct their own experiment, flipping a cup and record the
number of time the cup lands open end up, open end down, and on its side. They will
create their own data and then use data to answer assigned questions. Students will have
Marzano Strategy 15-20 min to work with partner to solve 1) finding experimental probability with one
favorable outcome, 2) finding experimental probability with multiple favorable outcomes
3) finding complement experimental probability. I will also be pulling small group at this
time.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: I will provided Closed Captions on my

PowerPoints and pull small group instruction for my ELL.
 o Gifted / advanced learners: Anchoring Activites will be provided. There are extra
questions provided during independent practice. Also online quizizz will be posted on
google classroom to be worked on once independent practice questions are complete.

Technology: -(GO TO page)

• Students will use Quizizz which is an online quiz games for students to get additional
practice.

Marzano Strategy - (GO TO page)

• Think pair share – for the hook where students will discuss what they think probability
means.
• Anchor Chart – providing probability facts and examples.

Higher Order Thinking Questions (GO TO page)

1. What is the probability the question is asking us to find?
2. How would you identify the total number of outcomes?
3. How would you identify the favorable outcomes?

Grouping / Partnering Technique: (Hattie)

- Seating will be by pairs with lower scoring students at the front and higher students in
the back. During IP high student will help reteach to those not pulled in for small group.

Potential misconceptions and your plan to address it:

- Student will add denominators when adding fractions, will need to remind students
rules when adding fractions.
- When adding and subtracting fractions students showed they struggle to understand that
one (1) is the same as a fraction with same numerator and denominator.

10. Resources and (How might you differentiate materials and resources for learners with various needs?)
materials needed (C9) Notes will be printed for all students. I will also need cups so that students can do their own
experiment. I will also create an anchor chart.
(E7) - Add visual timers to allow student to be able to manage their time while working
on problems.
- Provide closed captions for my English language learners.
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
11. Classroom 1) Collecting guided practice notes when student enters classroom.
Management Strategies a. This procedure is important because it minimizes wasted time once we are ready
(CBM5) for lecture.
What procedures will you b. I will state my classroom expectations from day one, remind them daily until it
employ to manage becomes a habit.
transitions, behavior, c. Students enter the door, look to the right and pick up their notes from their classes
passing out materials, bin. Teacher to model.
engagement, etc.?
d. Ask students if they have any questions on where material is stored.
Add 3 procedures
e. Students will follow this process and receive feedback daily.
2) Students are to put back all experiment material on the table by the door during indicated
clean up time.
a. This procedure is important because it minimizes mess left behind by students.
b. I will state my expectations before conducting experiment.
c. Students are to place all cups used for experiment on table indicated by teacher.
Teacher to model.
d. Ask students if they have any questions on where material is to be turned in.
e. Students will follow this process and receive feedback once completed.
3) Students will have a procedure to turn in their work at the end of the lesson.
 a. This procedure is important because it minimizes confusing on where assignments
are to be turned in and helps keep work organized for me.
b. I will state my classroom expectations from day one, remind them daily until it
becomes a habit.
c. Students are to place all binders in dedicated section on bookshelf. Assignments
are to be turned in at the labeled bin. Teacher to model.
d. Ask students if they have any questions on where material is to be turned in.
e. Students will follow this process and receive feedback daily.

12. Academic Supports

for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Teacher provided printed notes
strategies and planned
supports, will you employ to 2. Preferential Seating
meet the needs of each
student that has identified
3. Simplification of Direction.
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Reduction of classroom

2. Simplified vocabulary

3. Providing picture support

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Post content and language objectives

2. Explicit vocabulary instruction
3. Use a variety of techniques to make content comprehensible.
4. Have students practice reading and writing in academic English
5. High level of student interaction focusing on lesson concepts.