Week+6+Lesson+1



** What's the Probability? ** **Subject Area:** Math **Grade:** 7 **Lesson Summary:** Students in the 7th grade will be heterogeneously ability grouped and provided student-centered activities discovering the difference between theoretical and experimental probability of rolling a die and a spinner. Students will complete a "Think Sheet," watch an instructional video, use the interactive Shodor website, and create a carnival game to be presented to the class. **Diverse Learning Group Problems of Interest:** small group, working in pairs || Varied || Music, physical movement, technology, sports || kinesthetic, interpersonal, visual, auditory || in pairs, hands-on activities || Varied || Music, technology, sports || kinesthetic, interpersonal, visual, auditory || in pairs, hands-on activities || Varied || Music, technology || kinesthetic, visual, auditory ||
 * **Group** || **Needs** || **Abilities** || **Interest** || **Learning Styles** ||
 * ADHD Students || Organization, differentiated inst.
 * Low-Ability Students (not identified LD) || Differentiated instruction, working
 * ESL (English as a Second Language) || Differentiated instruction,working

**Phase 1: Analysis of Learning and Teaching Needs:** Step 1: Determine Relative Advantage
 * What is the problem?
 * 1) Low test math scores in number sense.
 * 2) Limited conceptual mathematical understanding.
 * What is the Relative Advantage?
 * 1) Immediate feedback to students.
 * 2) Teacher free to work with many students.
 * 3) Organized engaging activities.
 * 4) End-product created and presented by students provides ownership in the process.

Step 2: Assess the Tech-Pack
 * 1) Content Knowledge: 14 years of teaching math at the elementary and middle school levels. Continuous and on-going training in mathematical instruction.
 * 2) Pedagogical Knowledge: Differentiated instruction, student-centered learning, cooperative learning, inclusion model, and multiple intelligences
 * 3) Technological Knowledge : Intermediate knowledge of Microsoft Office, You Tube, Internet, iPhone, PC and Mac computers


 * Phase 2: Planning for Integration: (NTeQ Lesson Plan below responds to steps 3,4,5)**


 * Learning Objectives**: By the end of this lesson, the student will:
 * determine the theoretical probability of an event.
 * determine the experimental probability of an event.
 * understand the difference between experimental and theoretical probabilities.
 * utilize the website Shodor interactive website.
 * create and present a carnival game.

[|Shodor Interactivate: Exp. Prob.]
 * Materials Needed:**
 * Experimental Probability website with a spinner and a die.

media type="custom" key="23545172"
 * Theoretical and Experimental Probability Instructional Video
 * Probability Game Criteria




 * Think Sheet 1


 * Computer with Microsoft Word and Internet capabilities
 * Spinner with four colors distributed fairly
 * 6 sided die
 * Deck of cards
 * Poster Board
 * Colored pencil, paper, crayons


 * Computer Functions and Data Manipulation:**
 * **Computer Functions** || **Computer Applications** || **Data Manipulation** ||
 * Internet || Shodor Interactivate || Experimental probability using spinners and die ||
 * Create || Word || Summarize rules and probability of a carnival game ||
 * Internet || You Tube || Observing the difference between theoretical and experimental probabilities ||

Students have been exposed to the notation of probability since third grade. Their limited probability knowledge is primarily theoretical, although students are unaware of this term. Can students with instructional scaffolding provided in this lesson determine the difference between theoretical and experimental probabilities and create a carnival game to illustrate both?
 * Specify Problem:**

The results will be shown through the accurate completion of Think Sheet 1 and the creation and presentation of a carnival game
 * Results Presentation:**

Lesson Introduction: Lesson will be introduced by playing the game SKUNK
 * Multidimensional Activities:**

Computer Activity: The computer activities include watching the video on theoretical and experimental probabilities, working with the website Shodor manipulating a die and spinner to illustrate experimental probability.

Supporting Activities: Think Sheet 1

Culminating Activities: Working in groups of three or four students, design a new game for a school carnival illustrating knowledge of probability. Game will be tested, provide write a summary of the game on Word, and deliver a brief presentation to the class describing the game.

The students will play Skunk as the introduction. To play Skunk, each player needs a piece of paper with the word SKUNK written at the top of it. Draw lines between the letters to create a score column for each letter. Basically the teacher rolls two dice and then you find the total of the numbers. As long as players remain standing they get to write down each sum rolled. Once the students sit they add up the total points for that round (each letter S-K-U-N-K is a separate round). Play ends for each round when everyone is seating or when a one or snake eyes (double ones) are rolled. Anyone standing when a one is rolled loses their points for that letter round. Anyone standing when snake eyes is rolled loses all their points for the game up to that point. The game ends after five rounds and the winner is the person with the highest point total. After completing the game, the teacher will ask a series of questions of why did the student sit down when they did? How did they know if snake eyes or a one was going to show? Take a die and ask students what is the probability of landing on a 2? 4? 1? Explain to students as the teacher was rolling the dice, this was an example of experimental probability. Inform the students, while working in pairs, they will be able to determine the experimental and theoretical probability of a die and a spinner after watching a video, accessing and utilizing Shodor Interactivate, completing a Think Sheet, and working in groups of three-four students create and present an original game using die, spinner, or a deck of cards.
 * Lesson Introduction:**

Activities to be completed prior to going to the computer: 1. Pick up Think Sheet 1 2. Pick up spinner 3. Pick up die. || Activity 2 Activities to completed prior to going to the computer: 1. Completion of Think Sheet 1 Part A || Activity 3 Activities to completed prior to going to the computer: 1. Review Think Sheet 1 for completeness. 2. Pick up criteria sheet for carnival game. 3. Choose a pair of students to work on carnival project. 4. Both pairs of students read and discuss criteria for the game. 5. Brainstorm and the sketch the game selected. 6. Ensure game meets all criteria. 7. Create a display for the game using poster board, crayons, colored pencil, or colored paper. 8. Test game and make sure of its accuracy. || 1. Log-on to computer. 2. Use Firefox as the web browser. 3.Watch the YouTube video bookmarked in the collaborative bookmarking website. || At the computer: 1. Log-on to computer. 2.Use Firefox as the web browser. 3. Use Shodor Interactivate website bookmarked in the collaborative bookmarking website. || At the computer: 1. Log-on to computer 2. Double Click on Word 3. Create a written report describing rules, the theoretical and experimental probability of winning. 4. Print Word document. 5. Save on thumb drive. || 1. Use spinner to complete Think Sheet 1 Part A. || After the computer: 1. Use die to complete Think Sheet 1 Part B || After the computer: 1. Review printed Word document for accuracy and confirm information meets criteria. 2. Decide on presenter. 3. Practice presentation. || 1. Create additional problems to test your skills and reasoning 2. Think of real life examples of where probability is used. || Activity 2 1. Check answers for Think Sheet1 for Parts A and B 2. Create additional probability problems using either a spinner or a die || Activity 3 1. Practice with created game. 2. Be prepared to answer students and teacher questions on game. || One person from each group of students (4 students) will present to the class a description of their created game using either a die, spinner, or a deck of cards, theoretical and experimental probabilities of their game.
 * Computer Activities:**
 * Activity 1
 * At the computer:
 * After the computer:
 * Supporting Activities:**
 * Activity 1
 * Culminating Activity:**

Students will have one computer per pair of students. The students will have two days (60 minutes each class) to play Skunk, watch the video, work with Shodor, complete Think Sheet 1, and create a display for the carnival game and a Word document summarizing rules and probabilities of the game.
 * Rotation Plan to Work:**

Description || Needs Improvement || Good || Excellent || Score || are clear and concise and explains how to play and win || 1 || 2 || 3 ||  || portrayal of the game || 1 || 2 || 3 ||  || of winning the game is shown accurately || 1 || 2 || 3 ||  || of winning the game is shown correctly || 1 || 2 || 3 ||  || pleasing to the eye and is engaging || 1 || 2 || 3 ||  || theoretical, and experimental probability. || 1 || 2 || 3 ||  ||
 * Assessments:**
 * Criteria with
 * Rules for the game
 * Model is neat and accurate
 * Theoretical probability
 * Experimental probability
 * The game is easy to play || 1 || 2 || 3 ||  ||
 * The game's display is
 * Presentation contains rules,

Step 6: Analyze Results The teacher can determine if all objectives have been met by listening and evaluating students' presentations, analyzing the student created detailed Word document and completed Think Sheet 1. Examinations of these documents will also reveal if the low-ability, ADHD, and ESL were given the opportunities to be successful in this environment. For students who performed below expectations, one-on-one discussions will be held privately for students to provide feedback and input to the teacher.
 * Phase 3:**

Step 7: Make Revisions After reviewing student performance and discussions, the teacher can determine what part of the lesson needs to be amended to better meet students' needs. Some of the pertinent information may need to be re-taught via one-on-one tutoring, small group, or whole group before proceeding to another lesson.