Teacher Candidate: Anthony Tran

Date: April 27, 2015

THEUCILESSONPLANNINGTOOL
PlanningfortheLesson
Practices/HabitsofMind:
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Use appropriate tools strategically
4. Attend to precision
KeyContentStandards:
CCSS.MATH.CONTENT.7.SP.C.8:Findprobabilitiesofcompoundeventsusingorganizedlists,tables,
treediagrams,andsimulation.
o CCSS.MATH.CONTENT.7.SP.C.8.A:Understandthat,justaswithsimpleevents,the
probabilityofacompoundeventisthefractionofoutcomesinthesamplespaceforwhichthe
compoundeventoccurs.
o CCSS.MATH.CONTENT.7.SP.C.8.B:Representsamplespacesforcompoundeventsusing
methodssuchasorganizedlists,tablesandtreediagrams.Foraneventdescribedineveryday
language(e.g.,"rollingdoublesixes"),identifytheoutcomesinthesamplespacewhichcompose
theevent.
KeyELDStandards(OnlyneedtoincludeifyouhaveEnglishlanguagelearnersinyourclass):
HowdoesthislessonrelatetotheBigIdeasoftheUnit?
EnduringUnderstandings:
o Probabilityisthenumberoftimesanoutcomecanoccuroutofthetotalnumberofpossible
outcomes.
o Aneventisasetofoutcomes.
o Probabilitiescanbewrittenasfractions.
o Experimentalprobabilitiesdonotalwaysmatchupwiththeoreticalprobabilies.
EssentialQuestions:
o Howdoesknowingtheprobabilitiesofeventshelpbetterinformyourbettingdecisions?
Whereisthislessonlocatedwithintheunit?Thislessonisintendedtoreviewkeyconceptsrelatedto
howtofindprobabilities.
LearningOutcome/Objective:Allstudentswilldeterminethepossibleoutcomesandtheprobabilitiesof
eventsforfourdifferentcasinogames.
CognitiveTask:Withingroupsofthreetofour,studentswillgothroughfourdifferentstationsorcasino
games.Eachofthefourgamesinvolvesastandarddeckofplayingcards,twodice,aspinner,andthreecoins.
Studentsaretodeterminethepossibleoutcomes,theprobabilitiesofevents,andtheevent(s)withthegreatest
probabilityforeachofthesegames.Studentsthenusethisinformationtoinformtheirbettingdecisionswhen
theyplaythegames.
Knowledge/skills:N/A
Languageobjective:Studentswillorallyandinwritingdeterminethepossibleoutcomesandtheprobabilities
ofeventsforfourdifferentcasinogames.

FormativeandSummativeAssessments:
During:Asstudentsworkonthewarmupandmainactivityanddiscusswitheachotherduringgroup
discussions,teacherwillwalkaroundtomonitortheirprogress.Classdiscussionsarealsoheldtocheck
forstudentsunderstanding;randomlyselectedstudentsarecalledontosharetheirideas.
Closure:Aclassdiscussionisheldattheendofthemainactivityforstudentstoreflectonkeyconcepts.
ATicketOutTheDoorchecksforstudentsabilitiestocompareprobabilities.
PrerequisiteSkillsandKnowledge:
Writeandsimplyprobabilitiesasfractions
Knowthatprobabilityisthenumberoftimesanoutcomecanoccuroutofthetotalnumberofpossible
outcomes
Definitionofprobability
Definitionofoutcome
Definitionofevent
LessonResources/Materials:
Coins
Deckofplayingcards
Dice
Spinners
Playmoney
CasinoProbabilityworksheet
INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS
Sequenc
e/Groupi
ngs

Teacher actions/questions

differentiation

Making thinking visible

Student actions/possible student thinking

Tied to
Learning
Outcomes

Introduc
tion
(20 min.
)

SS Students copy learning/language objective into

agendas.
SS Students work on warm-up, which involves (1)
completing a tree diagram for tossing three coins;
students then use this tree diagram to determine the
sample space, and (2) completing a table to
determine the different ways the values of two dice
can be summed together.
T As students work on the warm-up, teacher walks
around to monitor students progress.
T Teacher calls on randomly-selected students to
share with the class the possible outcomes.
S Randomly-selected student share an outcome
with the class.
T Teacher says, Before we get started with todays
activity, lets review the definition of probability,
outcome, and event. Take the next two minutes to
think to yourself and discuss with your group
members what you think probability, outcome, and

Teacher assists any

students with the
warm-up, if needed.

Body of
the
Less
on
(50
min
):

Closure
(10
min.):

event mean.
SS Students discuss with their group members the
definition of probability, outcome, and event.
T As students discuss with each other, teacher
walks around to hear students ideas.
T Teacher calls on randomly-selected students to
share with the class their definitions.
S Randomly-selected student share a definition with
the class.
T Teacher leads class discussion on casinos and
gambling. Does anyone know what a casino is? Has
anyone ever been to one? What do people do there?
T Teacher hands out Casino Probability worksheet
and launches activity.
SS Students in groups of three to four have 10
minutes at each of the four stations/casino games
to work.
S In each group, one student will be assigned the
role of dealer; this student is to remain the dealer at
all four stations for their group.
SS At each station, students are to determine the
possible outcomes, the probabilities of events, and
the event(s) with the greatest probability for each of
these games. Students then use this information to
inform their betting decisions when they play the
games.
T As students fill out their worksheets and play the
games, teacher walks around to monitor their
progress.
T When students have gone through all four
stations, teacher instructs students to clean up the
stations.
S Top three students with the most money in the
end win a prize.
SS Students return to their original seats for class
discussion about activity.
T Teacher asks randomly-selected students to share
their data, and whether or not their data was
effective in informing their betting decisions.
S Randomly-selected students share their findings.
SS Students order the greatest probabilities from
each of the four casino games from least to greatest
as a Ticket-Out-The-Door.
T Teacher checks each individual students answer
to determine if they are correct or not.

Teacher orally
explains the direction
of games to any
students/groups that
need help better
understanding the
rules.

INCORPORATING ACADEMIC LANGUAGE

1. Restate the cognitive task related to the learning outcome: Within groups
of three to four, students will go through four different stations or casino games.
Each of the four games involves a standard deck of playing cards, two dice, a
spinner, and three coins. Students are to determine the possible outcomes, the
probabilities of events, and the event(s) with the greatest probability for each of
these games. Students then use this information to inform their betting decisions
when they play the games.
2. Language Functions: Determine
3. Language Demands:
Vocabulary:
Probability
Outcome
Event
Sample space
Syntax:
IfThenbecause
Discourse:
Given
Ifthen
Since
Therefore
4. Language Objective: All students will determine the possible outcomes and the
probabilities of events for four different casino games.
5. Support: Students recall and discuss the definitions of key vocabulary terms.
Sentence starters and frames are also provided to help students better formulate
their thoughts and ideas.