L3+Hart,+Nicholas

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-Diploma Topic: Probability**

 * =**Objectives**:= ||
 * Student will understand that fractions are used to find probability and pictures and graphs can represent data. ||
 * Student will know the following terminology mean, element, set, probability,, relative frequency, event, probability, odds. They will also need to know box plots, frequency tables, bar/line graphs and pie charts. Formulas students will need to know are for quartiles and probability. ||
 * Student will be able to infer the likelihood of different events happening based on their probability. ||

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

Inspiration web covering all of the different graphs discussed in class. This will allow students to have a visual and collection of all the different types of graphs learned about in school and how they can use them to represent data to infer probabilities regarding those data sets. Students will work in groups but make individual webs/trees using the software Inspiration. || The students will be given a take home assessment. It will cover all of the material learned in class. The students will be required to write blog entries regarding this assignment. This will allow students to blog about what they understood or did not understand with the material. Then in class they will have all of their notes of the homework at hand to be able to refer to when it comes time to review the homework. Students will be required to comment on other student blogs either before next class or during the beginning of next class. These comments should be comparing and contrasting understandings as well as offer support to other students on their homework. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = English: Studenst will be writing blog entries over an assessment. Social Science: Students will be able to interpret data regarding the economy and society. Art: Students will be constructing Inspiration graph/trees about different graphs and their use. ||
 * =**Integration**= ||
 * Technology: Using Inspiration and www.blogger.com to cover and master class material. Will view a skittles commercial as well ([|http://youtube.com/watch?v=C3Zma2_n5CA)] as the hook.


 * =**Groupings**= ||
 * Students will be broken up into groups by being given a number on a piece of paper and as a class they must line up, without talking, and get in order based on the number given. Once this has happened every five students in line will form a group. Then these groups will sit together and take part in a jig-saw activity allowing all the students to specialize in a certain topic to report back to their group on. ||

I will review students' IEPs, 504s ELLIDEPs and make the appropriate modifications and accomidations for students. Any students who may need assistance with during the lesson will be given assistance from either the instructor or another classmate.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Mathematical/Logical**: Students will assess and infer probabilities from graphs.
 * Bodily/Kinesthetic**: Students will be up and moving around the room from group to group.
 * Musical**: Music will be played in the background when any group work is being done.
 * Visual**: Students will be using graphs to interpret probability.
 * Bodily/Kinesthetic**: Students will be up and moving around in groups.
 * Spatial**: Students will be drawing and constructing their own graphs.
 * Interpersonal**: Students will be working in groups of five. ||
 * **Modifications/Accommodations**

Absent Students: Students who were absent this class will be required to pass in their take home quizzes due this class no later than the next math class they are back in school for. Also absent students will need to get the notes from this class from either another student or from the teacher. It is important for all students to have an understanding of the graphs covered in class and how to use them. The take home assessment will also be required for all students to complete (absent or not!). These will be due at the start of next class. The blog entries accompanied with the assignment should also be completed. Students will need to comment on two other blogs comparing and contrasting their own understanding with them, and offer any suggestions or support to other students. || All students in the class will be working together to make a tree/web, with Inspiration (Type II), of the information learned in class about graphs and what the represent. This means that students will be grouping graphs together in numerous ways based on what they can be used for to be most effective. Also students will be using their blog's (Type II) by commenting on other student blogs. The blog entries will be over their take home assessment covering material from class. ||
 * **Extensions**

Projector Skittles Commercial Inspiration Software KWL Chart Graph Information/Activity Take Home Assessment Blogs Introduction to Probability WebQuest ||
 * =Materials, Resources and Technology= ||
 * Laptops

(See attachements) Blogs (www.blogger.com) Skittles Commercial ([|http://youtube.com/watch?v=C3Zma2_n5CA)]
 * =Source for Lesson Plan and Research= ||
 * KWL Chart, Graph Information, Take Home Assessment- Created by Nick Hart

(http://www.brookscole.com/math_d/special_features/ext/internet_activities/wq_extra/probability/index/htm)
||


 * =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 the material while working in groups and with the aide of the teacher. Students will be able to learn about material on their own, then work with a small group to make sure they understand the material. Then students will be reporting back to their original group to relay their knowledge of the material so the rest of their group members will be able to understand. To make sure students understand the material they will be working in groups, making visuals and working on problems by themselves. Students will also be required to offer support and comments to other students on their blog entries which will be over the individual students understanding of the material. ||
 * __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 allowing students to fill out a KWL chart at the start of class to see where they are with the material already. The graph portion of the class should mainly be a review from previous classes, so it will be important to see where students are with the material before they learn about it because if there are any big holes in student knowledge then it should be addressed before the jig-saw activity happens. Also students will know what they are responsible for learning and mastering to make sure they know everything they need to to be successful with the assessment that goes along with the material. ||
 * __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 technology a few different ways to aide in their learning. Students will first be able to use Inspiration to create their own visual for what graphs are used to represent what kinds of data. This is important because it will act as a reference for students to use when studying and applying their knowledge of the material. Students will also be using blog's to gather and organize their thoughts about what they understand and do not understand from the take home assessment. The students will be using the comment feature of the blogs to comment on each others entries regarding understanding and any positive feedback they can offer. ||
 * __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 allowing students a few different ways to be assessed for their understanding. In class students will be working together to get an understanding of the material. The teacher will be sure all students have the appropriate concepts learned while they are discovering and explaining their knowledge. Students will then be able to see how well they understand the material on their own through a take home assessment. The actual assessment will not be graded. It is to help the students practice their skills in a safe setting. The students will though be graded on writing a blog entry about their assessment discussing their understanding of the material, also students will be required to comment on other student blogs (at least 2) and compare/contrast their understanding while also offering only positive feedback to their classmates. ||

Agenda 1. Welcome (0-15) a. Pick a number and line-up b. Pass in take home quiz c. Skittles and what we will learn today
 * =Teaching and Learning Sequence:= ||
 * **(0-15 minutes)** The students will walk into the room and find the desks broken up into five groups of four desks. These will be used by the students. As the students come into the classroom they will be greeted by the teacher with a box of numbers. Each student is to draw a number and line up against the wall in order from least to greatest of all the numbers drawn. Then every four students will form a group and will be able to then take their seats as a whole group. This will set up the jig-saw activity that will take place in the room. In the middle of each group will be a few papers each regarding a different kind of graph, the graphs are as follows box plot, frequency table, bar/line graph and pie graph. The group of desks without papers on it will be used as extra seating for when the jig-saw is to take place. As the students are sitting in their groups they will find the following agenda on the left side of the board:

2. Jig-Saw (15-70) a. Break up based on content b. Exploration c. Report Back d. Inspiraion

3. Wrap-Up (70-80) a. Homework (assessment and blog entry) b. Questions c. How this relates to next class

Students will then know to pass in their take home quizzes once they have found their groups. Then the teacher will then play the skittles commercial as the hook (see resources). This will set the stage for the days activity, of learning about graphs and how they can represent data. The task is going to be making graphs representing the frequency of the different colors of skittles in a given bag. This will be used to draw conclusions and find probabilities based on the collected data. It will be important for the students to know that not all graphs show data the same way and it will be up to them to determine how each kind of graph represents data. **Where, What, Why, Hook. Tailor: Mathematical/Logical, Linguistic, Intrapersonal, Interpersonal** ||
 * **(15-35 minutes)**The students will then each pick a graph to explore more about. There should be one student per graph per group. This is important because once each student learns about their graph and uses it, they will be responsible for reporting back to the group how to use and read each graph. Once the students have each picked their graph to learn about then each student must find the group of desks that corresponds to their graph (based on the papers already on desks). Music will be played in the background until the end of this activity. The members of the group with the desks not associated with a graph will be responsible for taking their desk with them to whichever group that individual student is going to. Once all the students have made it to their new groups the students will then start exploring what their graph is and how to make it/read it. This will all be included in the packet of papers given to the students. The teacher will be walking around answering any questions that may come up from the students. The box plot and frequency table group will be the tougher of the four, so the teacher should expect most questions to come from those two groups. Once all students have an understanding of their graph the group will receive a bag of skittles. These bags will be used to count how many skittles there are of each color. Students will then create a graph representing their data, to practice using the tools they have learned. **Equip, Tailor: Musical, Interpersonal, Intrapersonal, Mathematical/Logical, Spatial** ||
 * **(35-70 minutes)** Once all of the students have completed their graphs, they will all report back to their original groups to relay their knowledge to their group. This is when the other students in each group should take notes on the different kinds of graphs and what they can be used for and how they can be read for probabilities. Each student should take 2-3 minutes explaining their graph and then listen attentively while taking notes during the other students 2-3 minutes of explanation. The note taking should then result in creating an Inspiration web/tree of which graphs are similar and which can be used for representing probability. Then the students will compile all of their data they have found about the different colors of skittles to see if the overall probability of their group (based on color) matches what they had found. This will directly link back to the previous class of whether or not probability gives ideas opposed to facts on sets of data. Once all of this has happened as a class we will compile all of our data and see what the overall probability is for each color of skittle is. **Explore, Re-think, Revise, Tailor: Mathematical/Logical, Spatial, Interpersonal, Intrapersonal, Musical, Linguistic** ||
 * **(70-80 minutes)**Once all of the group work and compiling of data has taken place the teacher will then start the wrap-up of class. The students should then receive their assessment over this material. It will just be a short application of the material learned from class. The students will then be informed that they will need to write a blog entry for their assessment. In this blog they will need to make sure they talk about how there understanding of the material is so far, this should include what they understand and what they do not understand. The students will be required to comment on two other blogs (students will comment on blogs from within their jig-saw group). With all the formalities taken care of the students will then be able to ask any questions they may have from the days lesson or anything pertinent. Then the teacher will summarize what the class has learned today and how it relates to the previous and coming classes. It will be important for the teacher to stress how graphs can represent data and are a way to infer the likelihood of events happening just based on a picture. Also, the students will also be given a WebQuest that will help reinforce what they have learned about probability. The WebQuest is not very long and the students should be able to have it completed before the next class. **Evaluate, Tailor: Intrapersonal, Interpersonal, Mathematical/Logical** ||

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