L2+Hart,+Nicholas

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-12 Topic: Fractions and Compounding Probabilities**

 * =**Objectives**:= ||
 * Student will understand that fractions are used to find probabilities and not all elements in a data set are equally likely. ||
 * Student will know the following terminology mean, odds, combinations, events, compounding, relative frequency, probability, elements, statistic and set. Students will also need to know the formula for probability (wanted events/total events) ||
 * Student will be able to recognize probability gives ideas and not facts on data sets. ||

Probability Grade 9 - Diploma 5. Students understand the relationship of probability to relative frequency and know how to find the probability of compound events. b. Find expected value of events
 * =**Maine Learning Results Alignment**= ||
 * //Maine Learning Result//: Mathematics - B. Data

Rationale: This lesson meets the Maine Learning Results because students will be able to determine what probability is and what it can tell you about elements/events of a set. ||

Students will compile their research from class and decide what probability means to them (i.e. gives facts, ideas or nothing about a set of data) and must use their research to support their conclusion. They will record their research into a blog entry and the class will be given 10 minutes to read three student blogs and comment on similarities and differences to their own conclusions drawn. || Students will be given a take home quiz over compounding probabilities. Students will write a blog entry, including hyperlinks and/or videos acting as evidence to back up the content of their entries, summarizing the concepts that they learned in this lesson. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = English: Students will be researching, reading other student blogs and will write their own blog entry. Physical Education: Students will be researching sports athletes to apply probability to. History: Students will be analyzing past events related to sports. ||
 * =**Integration**= ||
 * Technology: Students will be using laptops to research statistics of athletes as well as write blog entries over class material.


 * =**Groupings**= ||
 * Students will be broken up into groups based on height from lining up in order from shortest to tallest. The students will count off by four, where each set of 1,2,3,4 will form a group. This will allow students to work together who may not normally choose to do so. They will research and help one another in a one to one setting. This will allow the instructor time to go around and observe how the students are working and learning with the material. ||

**Mathematical/Logical**: Students will be compiling data and calculating probabilities. I will review students' IEPs, 504s ELLIDEPs and make the appropriate modifications and accomidations for students. Absent Students: If a student is absent for class, they must have an excused absence (filed with the school) in order to get credit for any work due for class. Students will be expected to pass in any assignments due for this class no later than the start of the next (unless they miss that class too). Absent students are encouraged to see a peer, instructor or consult the class wiki to gather any information they need from this class. Students with excused absences must do the assessment on their own. By doing the work and putting forth an effort students with excused absences can earn back the participation points (20) which they would have recieved for the class. Students who do not have excused absences will not be able to earn back the participation points for this class (20) but they are still eligible to do the assignment on their own (or work with another student who was absent). || As a class we will use blog entries as a Type II technology. Students will be asked to write about what they have learned regarding probability, then they will need to include at least two hyperlinks and/or videos that support what they have written about in their blog entries. Also every student will be using laptops to do simple research on a sports athlete to find and calculate the probabilities for using a statistic as a probability and to learn the difference of probability and statistics. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Interpersonal**: Students will be working in groups as well as giving feedback to others.
 * Spatial/Visual**: Students will be designing their blog entry layout and visuals.
 * Musical**: Students will be able to include sound and music in their blog entries. Music will also be played during class work time. **Verbal/Linguistic**: Students will be explaining to their group what have learned as well as writing a blog.
 * Intrapersonal**: Students will be able to work alone on their problems and vocabulary assessment. ||
 * **Modifications/Accommodations**
 * **Extensions**

Overhead Projector Blog's Class wiki updated Sports Box Score Data Table for Activity ||
 * =Materials, Resources and Technology= ||
 * Laptops

www.wikispaces.com Blog's www.blogger.com Sports Box Score From local newspaper ||
 * =Source for Lesson Plan and Research= ||
 * Class wiki


 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certificate by allowing students to explore, listen and experience the material being covered in class. Students will hear a lecture on everything they will need to know. They will then use the lecture to explore the concepts of probability and statistics to draw their own conclusions and do minor research in the process to aid in the learning. Students will be working together on this in small groups to support each other in working on the task. Blog entries will also help the students get feedback from others as well as being able to see other students ideas and understanding of probability, what it is and how it is different/similar to statistics. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certificate by building on the previous lesson covered. This lesson will be a direct application of lesson one. Students will be applying everything they know about probability in an alternate application and use it to draw conclusions about the topic and how it compares to statistics. Students will have already taken statistics or at least seen it before so they will be building on knowledge already learned about in school. It will be a good way to bridge two math topics together to create a better understanding. Lastly students with IEP's, 504's or ELLIDEP's will be reviewed and appropriate modifications to the lesson plan will be made. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certificate by allowing students to use the internet by using laptops to have freedom in what they choose to research. Being able to make a decision on their own opposed to handing out specific guidelines will encourage students to be more independent and not rely so much on the educator. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certificate by giving students plenty of practice with the material. The students will be given a short vocabulary assessment to see where they are with understanding the terminology of the unit thus far. It is important for them to understand what the teams mean, otherwise they will not be able to continue learning. Students will also be given their worksheets back from lesson one at the start of this lesson and will be able to ask any questions they may have from it. The worksheet will cover the basics of probability and give practicle practices and applications of the unit content. ||

Class Agenda
 * =Teaching and Learning Sequence:= ||
 * **(0-15 minutes)** The students will come into the room and the desks will be in rows all facing the board and they will be in five clusters of four desks each group. The students will take their seats and find the agenda of the class written on the left side of the board. It would read,

Welcome (0-15 minutes)
 * 1) Questions from last class
 * 2) What will we learn today?
 * 3) Let’s Talk Sports Numbers

Lecture (15-40 minutes)
 * 1) Vocabulary
 * 2) Review how to find probability
 * 3) How well do you know your Vocabulary?
 * 4) Probability vs. Statistics

Activity (40-65 minutes)
 * 1) Pick your favorite sports star
 * 2) Research
 * 3) Calculate Probabilities
 * 4) Draw hypothesis/Blog entry

Wrap-Up (65-80 minutes)
 * 1) Do we arrive at the same conclusion?
 * 2) Discuss different groups conclusions/Homework
 * 3) What we will need to know for next time.

Once all the students have taken their seats, the teacher will then go over the agenda for today’s lesson. Students will then receive their “guided practice assessment” from the previous class. The students will be given the opportunity to ask any question from the assessment or anything regarding the Comic Life assignment. Students will then be informed what we will be learning about. They will learn that through experience whether probability gives facts or ideas regarding data sets. This will lead into the hook for the class which will be analyzing the numbers in a “box score” of the local news paper discussing what they are and how they work. **Where, What, Why, Hook. Tailor: Auditory, Verbal/Linguistic, Mathematical/Logical, Interpersonal** ||
 * **(15-40 minutes)** The next portion of the lesson the teacher will lecture the students over new material and review previous material. The first topic covered is to review all old but relevant vocabulary as well as new vocabulary to this class. The teacher will then do 3 examples of calculating simple compound probabilities. The students will then take a guided practice assessment over all vocabulary old and new. During this time the teacher will ask the students to work quietly and to ask the teacher if they have any questions with the practice. The teacher will be walking around the room checking on each student seeing how they are doing with the material. Students should be given five to ten minutes to complete this. For the final portion of lecture the teacher will bring back the concept of box scores, and apply probabilities to sports. The teacher will do talk about probability and statistics and what each of them mean. Examples will be done to show how each one is used, statistics find facts, probability is used for preditictions/answering questions, but it is up to the students to draw their own conclusions from the proceeding activity. **Equip, Tailor: Verbal/Linguistic, Spatial/Visual, Mathematical/Logical, Intrapersonal** ||
 * **(40-65 minutes)** After lecture the students will be asked to clear their desks of everything but a pencil and their laptop. Students will then line up against the wall in order from shortest to tallest. The teacher will then hand out a data table in which they will be filling out for this activity. As the students receive their handouts they sit in groups of four (i.e. the four shortest students would sit together) and each group member will use their laptop and research either a baseball/softball, basketball or football player. They will find career averages for that player (i.e. batting average, pass completion percentage, free throw percentage) to use as a probability for their player. The students will then research a ten game span for that player and record their stats correlated to the average they have chosen. The students will then calculate the probability of each game’s result happening. An example of this would be finding the likelihood of a career (3/10) batter in baseball getting a hit his first time up and no hits in his final three at bats. Students will then find the “sample statistic" for the ten game span they picked and see how it correlates with the overall “probability” associated with that player. Students will work together on this helping each other investigate how to calculate these probabilities and compare and contrast statistics to probability and draw some conclusions. Each student will write a blog detailing who they researched what they found and what conclusion they have come to about what probability says about a data set and its difference/similarity to a statistic. **Explore, Re-think, Revise, Tailor: Intrapersonal, Interpersonal, Verbal, Mathematical/Logical, Musical, Spatial** ||
 * **(65-80 minutes)** The teacher will then discuss what kinds of conclusions the different groups came to about the activity. It will be important to discuss for about 5 minutes or until an overall conclusion has been made. This conclusion will be probability gives an idea on a data set not a guarantee and statistics give facts on data not predictions. Students should be told that they will be participating in a discussion over probability and statistics the following class. First their homework assignment will be explained as followed, each student will be to comment on 3 other students’ blogs from class comparing and contrasting their blogs. Also students will write a blog about how probability gives facts about data and they will be required to find two hyperlinks supporting their blog entry. They will be told that their blogs will be reviewed at the beginning of next class. Students will be informed that next class will be all about interpreting visuals to make meaning of probabilities. Once again it should be stressed that students need to continue learning the vocabulary that has been used already in this unit. **Evaluate, Tailor:** **Intrapersonal, Mathematical/Logical, Visual/Spatial, Interpersonal** ||

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