Lesson Plan Template

Name:

Shannon Cowan

Grade: 7th

Lesson Compound Events

Date: March 9
Title:
CCGPS Standard(s): List the relevant components of the key standards emphasized. See www.georgiastandards.org for the
complete listing of the standards.

MCC7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams,
and simulation.
Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):
Gifted Learners- Make their own inferences on probabilities of compound events.

Learning - Focus
Essential
Question(s)
1-3 BIG ideas!
How can these
questions be used
to guide your
instruction?

Strategies
1.

How do you find probability with and without replacement?

Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

Students will be able to find the probability of a compound event (with and
without replacement) using simulations and tables to organize their data.

Academic
Language
What is the key
language demand?
What Academic
Language will you
teach or develop?
What is the key
vocabulary and/or
symbols? What
opportunities will
you provide for
students to
practice content
language/vocabula
ry and develop
fluency?

Academic Language Demand (Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more
or less scaffolding (support) depending on the needs of the students.) )
Demonstrating
Language Functions (Identify the purpose for which the language is being
used, with attention to goal and audience- the one verb from the standard; ex.
demonstrate.)
Demonstrating to find the probability through simulation.
Language Vocabulary (Identify key words specific to the content area derived
from the standard- ex. drama, prose, structural elements, verse, rhythm, meter,
characters, settings, descriptions, dialogue, stage directions.)
Probability- the likelihood of something happening
Simulation- a way to model random events
Event: Any possible outcome of an experiment in probability. Any
collection of outcomes of an experiment. Formally, an event is any subset
of the sample space

Compound Event: Any event which consists of more than one outcome.
Sample space: All possible outcomes of a given experiment
Relative Frequency of Outcomes: Also, Experimental Probability
Experimental Probability:
The ratio of the number of times an outcome occurs to the total amount of
trials performed.
The number of times an event occurs
The total number of trials

Remember to pay particular attention to when planning:

Language Discourse (structures of written or oral language; how participants of
the content area speak, write, and participate.) and Language Syntax (set of
conventions for organizing symbols, words, phrases into structures.)
P(event)= 0-1.0

Assessment/
Evaluation
Every standard
listed above must
be assessed and
included.
Formative and
summative
assessments
should be
considered while
planning.
Questions to
consider while
planning:
How will students
exhibit an
understanding of
the lessons
objectives? How
will you observe
and/or provide
feedback? What
evidence will you
collect to
demonstrate
students

All formative assessment. During Intro and Body observation will be used
as an informal assessment. Student work pages will be assessed for
participation and student progress (not their performance). If Gifted
Learners have completed their extra practice, it will be assessed for
participation and understanding (not performance).
During closing, the students will have a short formal questionnaire that
will be graded for student mastery. The grade will count as a quiz. Ticket
out the door will be graded for student understanding, and will count as a
class work grade. For ticket out the door, students will be assessed on
their vocabulary usage appropriately to answer the essential question.

understanding/mas
tery of the lessons
objective(s)?
Materials
What resources
can be used to
engage students?

Smart Board, pencils, paper, playing cards, colored marbles, bag

Introduction to
Lesson/
Activating
Thinking
How will you
introduce the
lesson? What is
the hook for the
lesson to tap into
prior knowledge
and develop
students interests?
This should tie
directly into the
lessons objective
and standard.
***Use knowledge
of students
academic, social,
and cultural
characteristics.

GOFAR (Georgia Online Formative Assessment Resource) Questions 5

minutes
Card Probability Activity- 6 minutes
10 minutes total

Body of Lesson/
Teaching
Strategies
What will you have
the students do
after you introduce
the lesson to learn
the standards?

Probability Experiment and Activity 15 minutes

Discussion 10 minutes

Students will walk into classroom and begin their Do Now Assignment, which is
GOFAR questions on the Smart Board. Students will be given 3 minutes to work
on questions alone, and 2 minutes will be spent reviewing the answers.
Teacher will hold up 3 playing cards and show students (two 5s, one 4). Teacher
will ask what the theoretical probability of drawing a five or four is. (4-1/3, 5-2/3).
Then shuffle cards and have a student volunteer to select one card. Ask the
students what is the probability of selecting a 4 on from the remaining cards. (If 4
was 1st card, then 0. If 5 was 1st card, then ). Discuss why the probability of
selecting a 4 changed after the first card was selected.

Teacher will have a bag prepared with different colored marbles. Students and
teacher will count all marbles and note how many of each color there are. In an
organized table (provided by teacher), students will use the ratio to calculate
theoretical probabilities of each marble. (5 minutes) Students will then be split
into two groups for conducting the experiment. First group will be working with
teacher to conduct experimental probability. Second group will be working on the
extension page individually provided in their Georgia Core Mathematics (pg.
351-353). (5 minutes). First and second group of students will switch
responsibilities. Second group will be conducting experimental probability while
first group will complete their practice worksheets. (5 minutes).
All students will be brought back together to compare and discuss their
experimental probability. Any student questions over their practice worksheet will
be answered as well. Possible questions- How would I find the probability of
selecting a red marble from the bag? What is the probability of selecting not a
red marble How would you describe independent events? How would you
describe dependent events? Is with replacement independent or dependent?
By not replacing marbles, the second event will be_____ on the first event?
How does probability change in dependent events? If we chose a red marble

first and did not replace it, what is the probability we will chose a second red
marble? What is getting smaller with dependent events? Would we have a
better change of selecting a 2nd red marble with or without replacement? (10
minutes)
Closure/
Summarizing
Strategies:
How will the
students prove
they know and
understand the
standard(s)? How
will you review the
standards and
close the lesson?

Graphic Organizer 5 minutes

Plickers Questioning 5 minutes
Ticket out the Door- 5 minutes
The graphic organizer will compare finding the probability of two events for
independent and dependent events. This is for student reference as a summary
of the days lesson. Teacher will ask guiding questions so students can provide
their own information in the organizer. Possible questions- With replacement,
the events are____? Events are dependent is we _____ replacement? What
happens to the sample space of an independent/ dependent event? To find the
probability of two independent events happening, what do I need to do? How
does this differ from dependent events?( 5 minutes)
Plickers is a student response application, in which students have been provided
with an answering sheet. Teacher will ask a few questions, one at a time, and
have students answer with their sheet. Teacher will use a smart phone to quickly
scan and assess student answers. (5 minutes)
Students will pull out a piece of paper and in a short response answer the
essential question in their own words. (5 minutes)

Modifications/
Differentiations
for Students
Individual Needs
How will you
modify or
differentiate the
experiences in
your lesson to
meet students
individual needs?

Differentiation Category: Why does the student need

modifications/accommodations?
Gifted Learners- Complete practice sheet (pg. 354). Needed if they finish early
so they can continue to work on their conceptual knowledge.

Modification(s)/Accommodation(s):

Rationale: Why is this modification/accommodation appropriate?

***Credit for this template belongs to Tennessee State University and Columbus State University.