UH Lesson Plan Template

First and Last Name Zhejun Wang

Lesson Overview
Lesson Title Probability
Lesson Description with examples and activity, students learn ideas of probability and how to predict events
Unit Title Introduction to probability
Real world
applications/ Flipping coins, rolling the dices, weather, lottery
connections
MATH.7. 6. B- select and use different simulations to represent simple and compound events with
and without technology
MATH.7. 6. C -make predictions and determine solutions using experimental data for simple and
Content Area compound events
Standards
ELPS.3. E-Share information in cooperative learning interactions
Alignment
ELPS.2. E-Use visual, contextual, and linguistic support to enhance and confirm understanding of
increasingly complex and elaborated
spoken language
Technology N/A
Standards
Alignment
-to understand some basic ideas of probability
Objectives
-to understand some of the relationships between probability and statistics
Grade Level 7th

Estimated Time
Needed for this 45mins
Lesson

Resources/Materials/Tools
Binomial Experiment – Experiment with n trials, but has exactly two outcomes, like flipping. In each
trial, the probability for each outcome remains constant.
Binomial Probability Model - probabilities for each of the two possible outcomes in a binomial
experiment.
Experimental Probability - a particular outcome actually occurs when a random experiment is
repeated a large number of times.
Mathematical Probability - a particular outcome is expected to occur when a random
experiment is repeated a large number of times.
Terms/Vocabulary
Outcome - a possible result of a random experiment.
Pascal's Triangle - a special triangular tabulation of numbers. Each row in the triangle corresponds
to the frequencies in a binomial probability table for n trials.
Probability Table - each of the possible values for an outcome of an experiment, paired with its
corresponding probability
Random Experiment- an experiment whose outcomes are due to chance.
Tree Diagram - a schematic diagram that can be used to describe the possible outcomes of a
random experiment.
 Technology
resources
(hardware,
software, websites,
Technology-
Projector- to show all class materials and questions for students to do.
Enhanced Lesson
Supports), and
rationale for why
each is vital for
instruction:

Non-Technology
resources and Poster paper and pencil- to allow students to do multiple activities in one piece of paper
rationale for why Coins- they are needed in activity to help students understand the concept better
each is vital for Word list- to help ELLs know the words first and be able to look at it during the whole class time
instruction:

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 Lesson Procedures
Resource
Stage of Lesson Step-by-Step Lesson Sequence Lesson Management
Management

I will ask a warm- up question to review the content I will walk around to I will use the
from last lesson and introduce new material. Students take attendance and projector to
will put fingers as the answer in front of them. give materials show the
needed for activities questions and a
Which graph is not usually used to calculate timer for 3
I will also give the
frequency? minutes
words list to each
• A. frequency chart group
Warm- up (3 mins)
• B. dot plot
• C. Histogram
• D. Tree Diagram
Answer is D
If all of students choose D, then, it shows they
understand the topic from last lesson. If students
choose any other three answers, I will briefly talk
about the frequency graph.

I will introduce the topic and the objectives of this I will walk around and I will use
lesson. talk at the same time, PowerPoint on
I will ask questions the projector
I will ask students real-life examples of probability occasionally to check I will use a go-
and reasons for learning it, so I can give definition of students’ around cup to
probability and statistics. engagement pick students
Then, I will introduce the activity: first, define terms During the activity, I randomly.
Topic 1 – probability “outcome, binomial experiment”, then I will tell will walk around and Students will use
(10 mins) students as a group, each group flips coins, records help students if a coin for the
outcomes for each flip to see what will likely happen needed activity at their
next and compares with other groups to answer the tables and
question- is this a fair flip? record it on a
I will choose one group to represent their answers poster paper.
and ask the class to check the correctness. I will use a timer
for the activity
I will finish this topic by briefly talking fairness and an
example of double-headed quarter which represent
an unfair game..

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 I will introduce two diagrams- tree diagram and I will walk around and I will use
probability table. Then, I will tell students how to talk at the same time, PowerPoint on
calculate the probability. (5 minutes) if I need to pick the projector
someone to answer I will use a go-
Activity: as a group, students will make their previous questions, I will use a around cup to
results into two graphs and calculate probability of go-around cup to do pick students
Topic 2 – Graph different outcomes. Then I will pick one group to it. randomly.
share results with other students and check the
(20 mins) (MATH.7. During the activity Students will still
correctness (10 minutes)
6. B) and independent use a coin to
As an independent work, I will ask students to do the work, I will walk activity at their
monopoly game -It you have one dice, what is the around to keep tables and
probability that you will be at Oxford Street? What if students in discipline record it on a
you have two dice? What about three? What about and help students if poster paper.
4? (5 minutes) TEKS MATH.7. 6. C needed
Students will do
Answer 1/6, 3/36, 3/216, 1/1296 I will look for any their
common errors in their independent
They may get confused on how to calculate, I will work also. work on their
remind them of the formula to calculate probability notebooks
and the coin activity they just did.
I will use a timer
The first three students who get correct answers will for the activity
get snacks as a reward and one of them will share
his/her answer and explanation to the class.

I will start as a group discussion. I will give a work I will walk around the I will use a timer
sheet and ask students to find properties of the room during the for the activity
pascal triangle as many as possible and share with activity and I will use
other groups. I will use snacks as rewards for the independent work so PowerPoint on
Topic 3 : Pascal group with the most one. (2 minutes) students can get help the projector
triangle(10 minutes) if they needed.
After students share with others, I will introduce the Students will look
(MATH.7. 6. B) I will walk around at the sheet for
triangle and emphasize two important property: 1) during teaching so I
Any number on the edge of Pascal's Triangle is 1. group discussion
can watch each and do work on
2)Any other number is found by adding the two student and keep
numbers above it. their notebooks
them engage
Then, I will tell them the relationship between pascal
triangle and probability.
I will finish up with a group question: what is the
combination of picking 2 out of 5 different fruits? (3
minutes)
Answer 10
This question can let them know how we actually
use the pascal triangle. If they get confused, I will
help me see the connection.

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 I will randomly pick 5 students to answer 5 different I will walk around the I will use a go-
questions, and I will count it as a group grade for a classroom during the around cup to
part of quiz grade – if 5 students answer correctly, the time and interact with pick students
whole class get 100 on quiz grade. TEKS MATH.7. 6. C students and keep randomly
them engaged I will show the
Before I finish, I will randomly pick students to ask
questions on the
what they have learned today?
Assessment (5 projector.
minutes) Answer to the quiz :1/4, 8/20, ½, ½, 3
If students are unsure about the answer, I will
encourage the class to help. For last question, if
students still have questions about it, I will explain it
again in the next class.

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 Plans for Differentiated Instruction/Accommodations

I print out the power point for the class content and gives work sheets with detailed examples
and questions for them to work on their own paces if needed. I will ask them to write down
Special Education anything they don’t understand in the notebook and I can explain it when I am able to.
Students I will give extra time for them to finish assignment or answer questions.
I allow them to work with one partner during assessment and both of them answer on paper

I provide vocabularies on the board with definition and example and ask students to write on
their notebook. (ELPS2.E)
I provide a list of words to each group. (ELPS2.E)
During the activity, students can learn words and also discuss within the groups to explain what
English Language they know and the group can help them correct anything. (ELPS.3.E)
Learners
I extend wait time for them to answer with sentence stem provided.
For checking understand or yes/no question, I allow non-verbal response – thumb
up/down(ELPS2.E)
I will adjust questions with more common contexts. (ELPS2.E)
I prepare an extra worksheet with higher-level difficulty questions
Gifted and Talented I allow them to make choice in their learning
Students

N/A
Other

Potential Challenges/Plan B
The potential challenge will be to learn how to calculate probability. If this happens, I will focus on this part, skip the
topic of Pascal Triangle. I will use more time to give examples and give them 2-3 extra questions to work on. But then, I
will still use the same quiz questions at the end of the class.

Assessment
For warm-up and in-class quiz, I will look for the correct answers so I know that they understand the topic correctly.
For group discussion, I will pick different groups to answer so I will know they are engaged and they have ability to
cooperate and share information to measure their proficiencies.

Notes and Credits*

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 Learner.org
My own power-point

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