TEP Lesson Plan Template

Lesson Preparation
Grade/Topic/Day 7th Grade Accelerated Math/Probability/Day 1
NM CCSS
7.SP.C.5
Understand that the probability of a chance event is a number between 0 and 1
that expresses the likelihood of the event occurring. Larger numbers indicate
Standard(s)
greater likelihood. A probability near 0 indicates an unlikely event, a
probability around 1/2 indicates an event that is neither unlikely nor likely, and
a probability near 1 indicates a likely event.

Objective(s) Students will be able to define and use key statistics and probability
(Bloom’s/DOK
level) terminology and vocabulary.
Prentice Hall Mathematics Course 2
Materials/
Resources/Safety The Wonderful Story of Henry Sugar and Six Others by Roald Dahl
There are no safety concerns accompanying this lesson.
Technology Peardeck: www.peardeck.com, Chromebooks, Projector
Vocabulary Likely/unlikely, event, random, chance, probability
The projector and whiteboard are good for visual, kinesthetic, and auditory
learners. Students will have opportunities to think-pair-share, turn-and-talk, and
work problems on the board, as well as in groups, throughout the lesson. Tier II
Student Grouping
students are partnered with Tier I students for all activities. Student desks are
positioned so that all students can see white board, Goals and PDSA, Focus
Wall, and CHAMPS to ensure engagement in all lessons.
Enrichment: Small group instruction is given at least once Content
Process
per week for 30 minutes to the Enrichment group. In Product
addition, Daily Advanced Lessons and Chapter Projects
Differentiated
Instruction are developed to keep this group challenged and engaged,
as well as continuing to develop their analytical, logical, Environment
and problem solving skills. Curriculum compacting will
allow time for these advanced lessons to be accomplished.
Explicit, targeted, small group instruction is provided once a week for 30
minutes to students that score lower than 85% on Weekly Common Formative
Assessments. A variety of strategies and materials are used, such as skill work
Modifications/ and the Focus Wall to reinforce skills. The weekly teacher created assessment
Accommodations will be given to students to determine flexible groups for intervention and re-
teaching, as well as enrichment. Tier II students receive additional small group
instruction, assignments may be shortened, may have preferential seating, and
will have directions broken down into single steps and repeated as needed.
Learning-Teaching Process Time
Tell students that today’s lesson will be the start of our unit about
Activate gambling. Use a brief synopsis of the Story of Henry Sugar as an intro.
Student
Present it as a true story.
Anticipatory Set

Interest
First
5-7
Review the concepts of ratios, proportions, fractions. Remind students min.
Activate/ that they can be added, subtracted, multiplied, and divided. Practice
Build Prior
Knowledge several warm-up problems.
 I can recognize and explain that the probability of a chance event is a
“I can” number between 0 and 1 that expresses the likelihood of the event
occurring.
Lesson Core Formative Assessment Time
Assign students to groups of 2 or 3. Students will have completed 10
Provide each group with 1 set of dice and this step when they have 10 min
a recording sheet. sets of dice values each. utes
Content
Exploration Have students take turns rolling the dice
and recording the values which result.

Demonstrate that the rolls of the dice, Students will display 15

while random, also have the chance of understanding by answering
landing on any given number in formative mini-quiz
proportion to the number of sides on the questions in peardeck slides.
die. For example, there is a 1/6 chance of
landing on the number 5 when throwing
a 6-sided die.

Demonstrate that no matter how many

times they roll the die, the odds of a
repeat number is always the same and is
individualized to each roll.
Modeling

Have the students calculate the odds of a

variety of roll possibilities as whole-
group instruction.

Demonstrate that probabilities of events

can be combined. Thus, the chance of
rolling 5s on the die twice in a row can
be calculated by multiplying the
fractional odds of a single event
occurring.

The students will use their opening Students will demonstrate 15

activity and evaluate their recorded through verbal response that
throws to determine what pattern, if any, they can anticipate the
they display. likelihood of a particular
value being the result of any
Guided Practice
given roll.
The students will then calculate the
likelihood of the exact combination of
throws that they recorded. This will be
done in sets of two values, not using the
entire series of 10 throws.
Independent None for this lesson
Practice/Assignment/
Homework

2
 Ask students to share with the whole-group what results they recorded 5
from their rolls. Ask the students if there was a patter that they noticed.
Have several group representatives share the probabilities they calculated
Closure
and record the findings on the board to demonstrate that the whole class
ended up with similar findings.

Summative Assessment (End of Unit)

After defining and demonstrating understanding of the statistical concepts and vocabulary in
Prentice Hall Mathematics Course 2, use the events in The Wonderful Story of Henry Sugar and
Six Others by Roald Dahl to make convincing arguments in a reflective essay and Socratic
Seminar in favor or against the likelihood of the events in the novel as possible.

Lesson Reflection (Complete after lesson)