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**Lesson Title: Finding Probability
**

Grade Level: 8th grade

Subject: Mathematics

Description of Learning Goals, Standards, Objectives

CC/GPSs: MCC7.SP.6 Approximate the probability of a chance event by

collecting data on the chance process that produces it and

observing its long-run relative frequency. Predict the approximate

relative frequency given the probability. For example, when

rolling a number cube 600 times, predict that a 3 or 6 would be

rolled roughly 200 times, but probably not exactly 200 times.

MCC7.SP.8c Explain ways to set up a simulation and use the

simulation to generate frequencies for compound events. For

example, if 40% of donors have type A blood, create a simulation

to predict the probability that it will take at least 4 donors to find

one with type A blood?

**National Technology 4b. Students select and use digital tools to plan and manage a
**

Standards: design process that considers design constraints and calculated

risks.

5b. Students collect data or identify relevant data sets, use digital

tools to analyze them, and represent data in various ways to

facilitate problem-solving and decision-making.

**Long-Term Learning Students will be able to predict the probability of an event occurring
**

Goal or Outcome: based on collected data.

Students will be able to state ways they can use probability in their

everyday life.

**ABCD Objectives or -Given dice, the students will be able to find the probability of rolling
**

Outcomes: each number 2-12 with at least 80% mastery.

-After finding the probability of rolling each number, students will convert

the probability into percentage form.

-Students will develop a concept map that list some key words when

talking about probability.

Description of Assessment

Assessment Plan: Students will be given a test on probability and must score 80% to show

mastery.

Students will be given a handout with probability questions and then

require them to change the probability fraction into a percentage.

Students will create a concept map on keywords when discussing

probability. Concept Map must be relevant to probability.

**Description of Activities with Technology and Materials
**

Activity Design:

Students will pair up into groups of five and be

given two dice per group. They will roll the dice

Class starter and lesson connection: 100 times and record the number the dice lands

on each time they roll.

I will get the students attention by giving them

dice to roll; therefore allowing the kids to learn

hands on.

**As the instructor I will inform the children that the
**

dice experiment is just an easy way to learn

probability. I will also elaborate on how these

Teacher and student activities: probability examples can be used on other

problems that deal with probability. I would also

ask the students do they use probability in their

everyday life.

**As the instructor I will provide the dice for the
**

probability activity. I would also walk around and

engage with the students to ensure they are on

the right path to mastering the concept of

probability. Also I will provide rewards for the

people in the group that shows the highest

percentage of mastery.

**Technology Connection: As the instructor I will use strategies such as
**

hands on experiments, visual aid, and also one

on one instruction for the students who need it.

As the instructor I will provide direct teaching on

the subject matter. I will help the students

understand that probability is the chance of an

event occurring. I will also give them a way they

can convert the fraction probability into

percentage form. I will tell the students they can

use the denominator of the fraction from the

probability divided by the numerator; therefore

giving you the percentage of an event occurring.

**As the instructor I will facilitate the lesson by
**

getting involved with the probability experiment

with students; therefore, ensuring they

understand the concept.

**Materials and Resources:
**

Students will complete the dice experiment in

groups of five. This will help the students all

come to an agreement on what the final answer

should be. This is great for the students because

a student who catches on quick can explain why

an answer is incorrect or correct to a student who

doesn’t grasp the concept of probability as quick

as others.

**As the instructor the kids who need more help
**

then others will be given one on one attention. I

will allow those children to use the classroom

computers to find a game that they are interested

in as long as it deals with finding the probability

of an event occurring. This will help get the

children who find probability boring engaged.

**The children will use educational software of the
**

classroom computers that deals with probability.

These websites will be limited:

https://www.education.com/activity/probability-

and-statistics/

http://interactivesites.weebly.com/probability.html

https://www.pinterest.com/explore/probability-

games/

Students will be given probability homework that

instructs them to find the probability of an event

occurring given specific scenarios.

Students will use Dice, Computer, and online

probability games to help them master

probability.

**Future Actions : I incorporated the CC/ Performance and
**

technology standards in this lesson plan. I used

the handout on “Meaningful Learning and Design

Concepts” to help me include words that make

the lesson more understandable and specific.

**After considering this lesson plan, what will you
**

do differently when you design the next lesson in

light of your new understandings? After this

lesson plan I will look up ways to make a more

efficient lesson plan. I would also include more

words from the handout to ensure the lesson

plan is specific and understandable by me and

other instructors who may want to use the lesson

plan.

**If I had more resources I would make the lesson
**

plan more precise and specific.

**My technology have a great impact on my design
**

because it allows me to change colors and catch

the attention of the readers of the lesson plan. It

also helps me map out my classroom lessons

accordingly.

**My technology artifact require the students use of
**

higher thinking by using words that students will

have to infer to get the meaning.

My technology is used by giving students the

opportunity to use computers to help them

master probability.

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