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This lesson will give the students more practice with counting and
probability of independent and dependent events. Additionally,
they will gain an understanding of mutually exclusive events.
Standards the
lesson addresses
What definitions,
concepts, or
ideas do students
need to know in
order to begin to
work on the
task?
What
misconceptions
might students
have? What
errors might
students make?
What might be
problematic for
students? What
might you do to
address this?
What questions
will you ask
students who are
struggling?
What questions
will you ask
students who are
getting it?
1. What parts of the lesson were more effective? What went well in your teaching? What
evidence can you provide?
Dice Problem- good level of difficulty for the class, nice pace of increasing
difficulty, students asked critical/important questions that show their thinking at
a deeper level to try and fully understand/prove their points
For example; student asked how to solve if we didnt have the sample space, and
then students asked if we had infinity sided dice.
2. What parts of the lesson were less effective? What didnt go as well in your teaching?
What evidence can you provide?
I wasnt really prepared for the questions the students asked about the infinite
sided dice and not having a sample space so I could have planned for those type
of questions.
I didnt know how much experience they had in proofs so I had to guess. I wish I
could have known more of their experience to cover the proof accurately
according to their level of understanding of proofs. Also, I wish I would have
done less scaffolding of the proof. I didnt hold their hand through all of it but I
would have liked to spend more time with them exploring it on their own.
3. What aspects of the lesson did not go as planned? How did you address this? Provide
support.
The proof that I was in no way expecting or ready for. I totally came up with a
proof on the fly. I remember my mind racing a million miles an hour and
thinking, Oh crap, Im really going to have to do a proof with two infinity sideddice off the top of my head.
4. If you were to teach this lesson again, what would you change or do differently? Why?
I have no idea how I would have even though of an infinite sided dice question
so I think some of that just has to be experienced. Plus I wouldnt trade those
few moments that I experienced for the world. That was such an amazing thing
to do with them on the fly and I was proud of myself and the students for asking
that level of question.
5. What insights did you gain from teaching this lesson?
Students are brilliant, and I need to start expecting and planning for extremely
high level thinking and understanding and just being ok if I did too much and
they didnt need it.