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Math Lesson Plan For Field

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19 views3 pages

Math Lesson Plan For Field

Uploaded by

api-593058194
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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(Alyssa Coleman/8th grade math/Nov.

8, 2022)
I. Topic
To introduce students to the basic fraction/ratio of probability as a number of desired outcomes
divided by the total number of possible outcomes.

II. Objectives/Standards
a. The teacher will explain, model, give visual representations, and practice tasks so TSWBAT to
help students apply and demonstrate the concepts of basic probability.

PDE SAS Standard - CC.2.4.HS.B.7 - Apply the rules of probability to compute probabilities of
compound events in a uniform probability model.

III. Teaching Procedures


(2 – 3 min.) Anticipatory set
a. Begin by asking the students if the following questions are possible, impossible, or likely.
i. Tomorrow there will be 18in. of snow.
ii. Today I will have homework.
iii. I will be in med before midnight.
iv. When I get home from school, I will eat a snack.
v. There will be some vacation days next week.
vi. More people like pop music than country music.
vii. More people like dogs than cats.
b. Teacher explains that these are practical uses of probability. Some examples in real life are
weather forecast, sports strategies, and insurance.
c. Teacher asks students what they know about probability.
d. Teacher tells students we are going to brush up on probability with a variety of activities.

(5 – 8 min.) Development 1
a. Teacher gives definition of probability as: # of desired outcomes/# of possible outcomes
b. Teacher asks for student input while giving the following examples on white board:
 If I flip a coin, what is the probability that it will land on tails? (1/2)
 If I roll a di, what is the probability I will land on a 6? (1/6)
 If I roll 1 di, what is the probability it will both land on 3? (1/6)
 If I roll a di, what is the probability I will land on a 2 or 4? (2/6)
 If I roll a di, what is the probability I will land on an even number? (3/6)

(5 – 8 min.) Guided practice 1


a. Teacher gives the students whiteboards and works the following practice problems with the
students:
 If I roll 1 di, what is the probability it will land on 5?
 If I roll 1 di, what is the probability it will land on 4?
 If I roll 1 di, what is the probability it will land on 7?
 If I roll 1 di, what is the probability it will land on a 5 or 1?
 If I roll 1 di, what is the probability it will land on an odd number?
 If I roll 1 di, what is the probability it will land on a 3, 5, 6, or 7?
b. Teacher talks the problems through with the student but lets the students do the reasoning and
give the answers, only giving hints as needed.
(5 – 8 min.) Development 2
a. The teacher tells the students that the number of possible outcomes can include variety. For
example, if a box contains 8 forks and 7 spoons, the probability of picking up a spoon would
be 7/15, even though there are both forks and spoons.
b. Teacher write out the following examples on the whiteboard with matching colors for the
students to have a visual representation:
 If there are 4 blue dice, 5 red dice, and 1 green di, what is the probability you would pick
a red di? (5/10)
 If there are 7 pink marbles, 12 red marbles, and 3 orange marbles, what is the probability
you would pick an orange marble?
 If there are 4 green pencils, 8 black pencils, 6 blue pencils, and 6 red pencils, what is the
probability you would pick a green or blue pencil? (10/24)
(12 - 15 min.) Guided practice 2
a. The teacher gets out dice and the container. The teacher asks for volunteers. Volunteer closes
eyes and puts specified amount of dice into the container. Teacher and students look at dice
and teacher asks for the probability of grabbing a given color. Activity is repeated until
students complete problems to 90% accuracy.
b. Teacher takes turns letting students choose a card from deck and teacher and students work
together to solve problems. Students work on whiteboards if needed.
Closure
a. Teacher asks students if there are any ways they could use probability in their life? (Games
like Yahtzee, sports)

IV. Materials
 Coin
 Dice
 Whiteboard
 Little whiteboards
 Dry erase markers
 Cards
 Blank paper
 Container to shake dice

V. Adaptions/Plan Modifications
Practice problems in development 1are provided on a piece of paper so students who need to look at
the problems.

VI. Evaluation
Formative – teacher asks questions while working with the students and for them to share their
thought process.

VII. Reflection
a. Were the tasks too easy or did the concepts increase in difficulty too fast? Did I explain the
concept enough or have too many practice problems? Did I explain clearly? Are there some
accommodations that I did not make but should have?

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