Date: April 11, TeacherName & CM: Roma Weil and Ms.

Huffman Class: Pre-Algebra

2022

Grade Level: 8th Unit Name/Topic: Unit 12 Outcomes and Lesson Number: 3 Length: 45 Minutes
Probability

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s): 8.DSP.4- Understand that, just as with simple events, the probability of a compound event is the
fraction of outcomes in the sample space for which the compound event occurs. Understand and use appropriate terminology to
describe independent, dependent, complementary, and mutually exclusive events.

Academic Content Language (content vocabulary, discourse, syntax): probability, outcome, P(event), tree diagram

If you are taking the Special Educator role, add these:

Academic IEP Goals:

Behavior IEP Goals:

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
Probability is the chance of an event happening. How can probability be represented?
Outcomes are possible results of a probability event.
The probability of an event occurring is the number of ways it can occur
divided by the total number of outcomes.
Questions to elicit deeper thinking or build upon about the topic…

How can probability be used to make informed decisions in the real

world?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
their knowledge of probability by answering questions such as “What is the probability of rolling a 6?” and “What is the probability of getting a head?”
and drawing tree diagrams, listing outcomes, and counting outcomes.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative:
Filling in the notes as they are projected on the board with Google Slides Desmos activity
and completing a desmos activity.

Evaluative Criteria: Summative (if any beyond the performance task): No

Students success would look like. . . summative assessment because this is the first lesson over
Answering questions correctly about probability and drawing tree probability
diagrams that correctly represent the problems

Stage 3: Learning Plan

 General Methods for Instruction:
(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative Learning Lab Learning

Stations Writing to Learn Inquiry Learning Independent Learning Small Group Direct Instruction Workshop Role Play Game

Other:

Where will this lesson take place? General Education Classroom Resource Room Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

I made a Google Slides presentation that defined vocabulary
Specific Support
terms. There will also be a Desmos activity for students to
Who will provide that practice what they have learned about probability.
Why? What’s the intention
Needed (Special
support? Where will that
Education Support
support be provided?
and/or
accommodations
and
modifications)

Intentional Co-Teaching or Grouping Strategies:

❏ 1 Teach 1 Observe (gather specific data)

❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups)
❏ Alternative Teaching (grouping specialized
attention)
❏ Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks connect to Rationale: (Based
& build in checks for understanding) prior knowledge & assets): on Research/theory)

5 minutes I will be telling students to pick up their note packets Students will be picking up their note packets. This is the first time students
are learning about probability
this year, so Ms. Huffman
madea new notes packet for
them to pick up.

15 minutes I will be going through the Google Slides presentation which Students will be following along in the note packets and Defining vocabulary terms is
includes vocabulary and some problems for the students to asking questions if they do not understand something important to build an
work on. in the presentation. understanding of what will be
discussed throughout the
lesson. Three important terms
that the eighth graders needed
to understand were probability,
 outcome, and P(E). Some of the
students may have heard about
probability before, but in order
for everyone to be successful
during the lesson, the terms
needed to be defined.

25 minutes I will be walking around to make sure students are doing the Students will be working on the Desmos activity The Desmos activity was an
Desmos Activity and answering any questions the students individually on their laptops. Introduction to Probability
might have. activity that the students were
supposed to work on by
themselves. Since this was the
first lesson regarding
probability, I thought it would
make sense for students to
work independently so they
could figure out what they
understood/did not
understand.

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the class
do collectively on meeting the objective at the level you expected? Was there any patterns, collective misconceptions/gaps? Who needs specific
support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do you anticipate the result to
be?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP goals, amount of Special
Education support, accommodations and modifications.

→The students did well with this lesson overall. It was hard for me to determine if the students were writing notes as I was going through the
slideshow presentation, but I made sure to ask if anyone needed more time. During the fifth period, one of the students did raise her hand to
indicate that she needed more time. I also asked everyone to give me a thumbs up when they were finishing writing down definitions. Some
students wanted me to clarify what they should write down for P(E) because on the presentation I said that P(E) was read as the probability of an
event, but I also included a picture that said the equation for the probability of an event occurring (which is number of ways it can occur divided by
the total number of outcomes). One of the students in the sixth period asked about a percentage related to the probability, but Ms. Huffman
wanted fractions to be used to talk about probability. This makes sense because it follows from the probability formula. I had students volunteer to
draw tree diagrams on the board which I thought was a good idea so the rest of the class could see how the volunteer drew the tree diagram.
→Three areas for growth that Ms. Huffman wrote down were
1. When a student answers incorrectly help to guide to correct answer
2. Helps to randomly call on students so the same students do not answer all of the time
3. Helps to plan more than you think you may need
To address the first area for growth, I think I could ask the student how they came up with that answer, and if they think through the process they
used, then they might see where their mistake was. To address the second area for growth, I would look at the seating chart and pick a name that I
know does not normally answer. The reason I tend to call on students who have their hand raised is because some students are very shy and get
uncomfortable when they have to talk in front of the class. To address the third area for growth, I would create a separate worksheet that the
students could work on if they complete the Desmos activity. Some of the students finished quickly and did not know what to do after they
completed the activity. It would be a good idea to have an additional worksheet or activity for students who finish at a quicker pace to do.