Name: Elizabeth Walton, Michael Gallagher, Dan Fram, George Economides
Subject: Pre-Algebra
Date: 6/21/07 – Fourth Period
Approximate Time: 50 Minutes
Objective: TSW define vocabulary used in probability
TSW describe probability in fraction, decimal and percent form
TSW experiment probability situations
Materials: whiteboard & markers, overhead projector and bell work & probability notes transparency, foam dice, coins, probability worksheets, homework worksheets (photocopy of textbook problems)
Warm-up: Bell work will be on the overhead as the students enter – students will define the following in their own words: possibility, probability, outcome, sample. (4 minutes)
Set: Teacher will ask students what they know about card and dice games, and lead a discussion about the factors that will affect the odds of winning. What part does luck play? If dice are weighted (cheating), would that affect the chances? Another word for odds is probability, and today we will learn how probability…and probability alone affects the chances of winning in such games by defining the vocabulary, describing probability in its different forms, and experimenting probability situations. (4 minutes)
Procedures:
- Warm-up
- After set, the students will take notes to define vocabulary (refer back to warm-up to compare definitions)
- Teacher will model use of a tree diagram and a table diagram to show the different possible outcomes. (13 minutes)
- Coin & Die activity
- Students will work as a team to complete the activity worksheet – discussion questions can be worked together and the experiment will be completed according to each student’s assigned role.
- All students must have a completed worksheet regardless of their roles, and all students must be prepared to ‘report out’ when class reconvenes and teacher questions the students (20 minutes)
- Assign homework and allow time to complete and ask clarification questions after closure. (4 minutes)
Closure: Cold call or ask entire class questions regarding the difference between equations and inequalities, what direction the arrow points for less than, greater than, how to solve, when to use circle/dot, etc to review. Refer back to car example from set. Tomorrow we will continue to solve and graph inequalities and since we’re getting much better at the simpler problems, tomorrow’s problems will be more complicated and involve more steps.. (5 minutes)
Assessment:
Informal: Teacher will observe students as they work in teams (M) to ensure that they are correctly conducting the experiments (C) and note students who need additional assistance in class log book (during club time or independent practice) (D). Teacher will cold-call during experiment ‘report out’ time (M) to ensure comprehension of probability vocabulary (C) and note student progress in class log.
Formal: Students will complete homework assignment (M) of using new vocabulary and finding probability (C) and will be checked if selected for binder check on quiz day based on rubric and recorded in grade book (D)
Students will take a quiz (M) on probability (C); grades for this quiz will be recorded in the grade book (D).
Probability Intro activity.doc
Probability intro homework.doc
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