Sie sind auf Seite 1von 15

Lesson Plan Day 1

Kaylei Edwards
LESSON TITLE: Chapter 5 Section 1:
Probability Distribution

SUBJECT AREA: Applied Statistics

TIME ALLOCATION: 50 Minutes

OBJECTIVES (with active verbs):
Construct a probability distribution for a random variable.
OHIO STANDARDS:
CCSS.Math.Content.HSS.MD.A.1
Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample
space; graph the corresponding probability distribution using the same graphical displays as for data distributions.
BIG IDEA(S):
GROUPING OF STUDENTS & RATIONALE:
During the lesson the students will be involved in
small group discussion and well as whole class
discussion.
MATERIALS:

Guided Worksheet
SmartBoard
Calculator
Pencil/Pen

IDENTIFY ACADEMIC & RELATED CONTENT

LANGUAGE :

Probability
Sample Space
Probability Distribution
Random Variable
Discrete Probability Distribution

PRIOR KNOWLEDGE NEEDED/(THIS CAN BE

FORMATIVE ASSESSMENT):
In the previous chapters, the students have become familiar
with probability and the equations used with them. They are
now comfortable with the abbreviated symbols used in the
different probability equations and know when to use certain
equations based on the word problem. This knowledge is
essential for the upcoming sections of this chapter.
STUDENT PROFILE (identify special characteristics of
students relative to lesson)
This Statistics class consists of a diverse group of twelfth
grade students. The students in this class live in an urban
environment, which must be taken into consideration when
planning. Urban students are surrounded by many
distractions in their lives, so it is important as the educator
that we reduce off-topic discussion and require the students
to be actively involved.
MODIFICATIONS TO MEET INDIVIDUAL STUDENT
NEEDS:
Modification 1: Two students have IEPs and will be permitted
to work on any assignments/home works/quizzes/or tests in
their assigned intervention specialists room whenever the
need be.
Modification 2: They will also be given the opportunity to not
have the Greek symbols on their assignments and tests.
Instead they will be the written explanation of the symbol.

INSTRUCTIONAL MODEL(S) & RATIONALE

PROCEDURE AND ACTIVITIES (Name teaching strategy for each
activity (cooperative learning, presentation teaching, guided inquiry, etc.)

TIME ALLOCATIONS

1. PRE-ACTIVITY: ADVANCE ORGANIZER

Direct Instruction: The student will be handed a check list that contains all
of the learning objectives for the chapter. The students will be told to
check off the objectives that they have learned as the lesson proceeds.
This check list will show the students what they will be learning that day
and what they will be learning in the future. The students will also be
given a syllabus for the homework problems that will due for all of the
sections in chapter 5.

Stats Chapter 5.1.docx

Transition: The students will be told, By the end of todays lesson, you
will know what a probability distribution is and how to construct one.
2. ACTIVITY
Direct/Indirect Instruction: The students will be handed a guided
worksheet and will learn new vocabulary that is essential for this chapter.
Once they students have written the definition of the new vocabulary
words, they will continue with the guided worksheet and will start the
example problems that involve probability distributions. The students will
break off into their small groups to work on the problem. Once every
group has come up with a conclusion to the problem, the class will come
back together and go over the answer. Students will walk up the
SmartBoard and will explain how their group came up with the problem to
their fellow classmates.

Stats Chapter 5.1.pptx

Transition: The students will be told, Now that we have finished with our
notes, we will see how much of the vocabulary you truly understand.
3. POST ACTIVITY
Inquiry Learning: Each student will be given a note card that says I AM,
WHO IS. In the game "I AM, WHO IS each students must match words
selected by the teacher with their definitions as a fun review. The
definitions that will be used in this game will be for the new vocabulary
learned that day as well as previously learned vocabulary. If the game
has been played correctly, it will end with a definition that matches the
last word left on a notecard.
I am-Who has.docx
Closure: The students will be reminded to review over the new
vocabulary they learned today and also review vocabulary learned in the
previous chapters.

ASSESSMENT [Name of Assessment Tool & Description; Identify as Authentic or Traditional/Summative or

Formative:
The students will be assessed based on observing and monitoring classroom discussion and participation. The
students will also be assessed on if they follow along with their guided worksheet and are filling in the correct
answers. Students will be assessed based on observing, discussing, and offering feedback for the example
problems and their work at the board There will be a formative assessment based on how well the students
participate in their collaborative groups while working on the real-world applications and how well they stay on
task. There will be a formative assessment based on how well the students participate in the I AM, WHO HAS
game and how well they knew the vocabulary.
REFLECTION:
Strengths:
-

Stated target.
Placed target at top of the guided sheet.
Provided guided notes.
Has created a Word Wall (in the form of a crossword puzzle) to display all of the vocabulary for the
chapter.
Use of a FIP check with the I am, who is.
Was able to get a student who said, not a team player to participate in game.

Recommendations:
- I still need to work on establishing relationships with the students so I can then use that to encourage
cooperative behavior.

Lesson Plan Day 2

Kaylei Edwards
LESSON TITLE: Chapter 5 Section 2: Mean,
Variance, Standard Deviation, and Expectation.

SUBJECT AREA: Applied Statistics

TIME ALLOCATION: 50 Minutes

OBJECTIVES (with active verbs):
Find the mean, variance, standard deviation, and expected value for a discrete random variable.
OHIO STANDARDS:
CCSS.Math.Content.HSS.MD.A.1
Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample
space; graph the corresponding probability distribution using the same graphical displays as for data distributions.
CCSS.Math.Content.HSS.MD.A2
Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.
BIG IDEA(S):
GROUPING OF STUDENTS & RATIONALE:
During the lesson the students will be involved in
small group discussion and well as whole class
discussion.
MATERIALS:

Guided Worksheet
SmartBoard
Calculator
Pencil/Pen

IDENTIFY ACADEMIC & RELATED CONTENT

LANGUAGE :

Mean
Variance
Standard Deviation
Expected Value

PRIOR KNOWLEDGE NEEDED/(THIS CAN BE

FORMATIVE ASSESSMENT):
In section 5.1, students are able to explain what a probability
distribution is and how they are represented. They are also
familiar with mean, variance, standard deviation because
they used their equations in past lessons.
STUDENT PROFILE (identify special characteristics of
students relative to lesson)
This Statistics class consists of a diverse group of twelfth
grade students. The students in this class live in an urban
environment, which must be taken into consideration when
planning. Urban students are surrounded by many
distractions in their lives, so it is important as the educator
that we reduce off-topic discussion and require the students
to be actively involved.
MODIFICATIONS TO MEET INDIVIDUAL STUDENT
NEEDS:
Modification 1: Two students have IEPs and will be permitted
to work on any assignments/home works/quizzes/or tests in
their assigned intervention specialists room whenever the
need be.
Modification 2: They will also be given the opportunity to not
have the Greek symbols on their assignments and tests.
Instead they will be the written explanation of the symbol.

INSTRUCTIONAL MODEL(S) & RATIONALE

PROCEDURE AND ACTIVITIES (Name teaching strategy for each
activity (cooperative learning, presentation teaching, guided inquiry, etc.)

TIME ALLOCATIONS

1. PRE-ACTIVITY: ADVANCE ORGANIZER

Direct Instruction: The students will be asked to get out their learning
target checklist. The students will have the opportunity to check off the
first box that states the first learning objective. The students will be told to
look at the word wall and review section 5.1 vocabulary terms that are
displayed there.

Approximately 3-5 Minutes.

Transition: The students will be told, By the end of todays lesson, you
will be able to find the mean, variance, and standard deviation of a
probability distribution.

Approximately 1-2 Minutes.

2. ACTIVITY
Direct/Indirect Instruction: The students will be handed another guided
worksheet. The first section of the guided worksheet will review the past
equations to find the mean of a population and the mean of a sample.
The students will then be given the new equation or the mean of a
probability distribution. As a class, we will discuss what the Greek symbol
represents and what it is telling us to do in the equation. Once the
students show their understanding of the equations, we will move into
example problems. For some of the problems, the students will be given
the opportunity to work on the problems with their group members. We
will repeat these steps for the variance of a probability distribution and the
standard deviation of a probability distribution.

Stats Chapter 5.2.docx

Stats Chapter 5.2.pptx
Transition: The students will be told, Now that I see that you all have the
basic understand of mean, variance, and standard deviation, you will
have to opportunity to try the last problem on your own.
3. POST ACTIVITY
Inquiry Learning: The students will be given the opportunity to work on
the final problem on the worksheet on their own. At this time I will walk
around, observe my students procedure in answering the problem, and
answer any questions. They students will be given a piece of candy when
they discover the correct answer for the mean, variance, and standard
deviation.
Closure: The students will be reminded to review over the new equations
they learned today as well as the vocabulary learned in both sections of
chapter 5.

ASSESSMENT [Name of Assessment Tool & Description; Identify as Authentic or Traditional/Summative or

Formative:
The students will be assessed based on observing and monitoring classroom discussion and participation. The
students will also be assessed on if they follow along with their guided worksheet and are filling in the correct
answers. Students will be assessed based on observing, discussing, and offering feedback for the example
problems and their work at the board There will be a formative assessment based on how well the students
participate in their collaborative groups while working on the real-world applications and how well they stay on
task. There will be a formative assessment based on how well the students participate in the final example and if
they discovered the final answers.
REFLECTION:
Strengths:
-

Stated target.
Went over targets as a class and had the students check off what they know.
Provided guided notes and power point.
Added new vocabulary terms to the Word Wall.
Use of a FIP check with the thumbs up or thumbs down.

Recommendations:
- Walk around the room more.

Lesson Plan Day 3

Kaylei Edwards
LESSON TITLE: Chapter 5 Section 3: Binomial
Distribution

SUBJECT AREA: Applied Statistics

TIME ALLOCATION: 50 Minutes

OBJECTIVES (with active verbs):
Find the exact probability for X successes in n trials of a binomial experiement.
Find the mean, variance, and standard deviation for the variable of a binomial distribution.
OHIO STANDARDS:
CCSS.Math.Content.HSS.MD.A.1
Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample
space; graph the corresponding probability distribution using the same graphical displays as for data distributions.
CCSS.Math.Content.HSS.MD.A.2
Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.
CCSS.Math.Content.HHS.MD.A.3
Develop a probability distribution for a random variable defied for a sample space in which theoretical
probabilities can be calculated; find the expected value.
CCSS.Math.Content.HHS.MD.A.4
Develop a probability distribution for a random variable defined for a sample space which probabilities are
assigned empirically; find the expected value.
BIG IDEA(S):
GROUPING OF STUDENTS & RATIONALE:
During the lesson the students will be involved in
small group discussion and well as whole class
discussion.

PRIOR KNOWLEDGE NEEDED/(THIS CAN BE

FORMATIVE ASSESSMENT):
Students will have to understand what the prefix bi means
and how it explains the number of outcomes that are
associated with binomial distributions.

MATERIALS:

Guided Worksheet
SmartBoard
Calculator
Pencil/Pen

IDENTIFY ACADEMIC & RELATED CONTENT

LANGUAGE :

Binomial Distribution
Mean
Variance
Standard Deviation

STUDENT PROFILE (identify special characteristics of

students relative to lesson)
This Statistics class consists of a diverse group of twelfth
grade students. The students in this class live in an urban
environment, which must be taken into consideration when
planning. Urban students are surrounded by many
distractions in their lives, so it is important as the educator
that we reduce off-topic discussion and require the students
to be actively involved.
MODIFICATIONS TO MEET INDIVIDUAL STUDENT
NEEDS:
Modification 1: Two students have IEPs and will be permitted
to work on any assignments/home works/quizzes/or tests in

their assigned intervention specialists room whenever the

need be.
Modification 2: They will also be given the opportunity to not
have the Greek symbols on their assignments and tests.
Instead they will be the written explanation of the symbol.
INSTRUCTIONAL MODEL(S) & RATIONALE
PROCEDURE AND ACTIVITIES (Name teaching strategy for each
activity (cooperative learning, presentation teaching, guided inquiry, etc.)

TIME ALLOCATIONS

1. PRE-ACTIVITY: ADVANCE ORGANIZER

Direct Instruction: The students will be asked to get out their learning
target checklist. The students will have the opportunity to check off the
first box that states the second learning objective. The students will be
told to look at the word wall and review chapter 5s vocabulary terms that
are displayed there.

Approximately 3-5 Minutes.

Transition: The students will be told, By the end of todays lesson, you
will be able to define the binomial distribution and to find the mean,
variance, and standard deviation of a binomial distribution.

Approximately 1-2 Minutes.

2. ACTIVITY
Direct/Indirect Instruction: The students will be handed another guided
worksheet. The students will discover what a binomial distribution is and
will be asked to write down the requirements for the distribution. As a
class, the students will learn about abbreviations involved in the binomial
distribution equation and will learn how to plug those abbreviations into
the equation. As individual groups, the students will perform the example
problems together as I walk around and observe. Once the students are
able to use the equation appropriately, the students will be given the
binomial distribution table and will now learn how the table works.
Students will be able to use the table on the remaining problems.

Stats Chapter 5.3.docx

Stats Chapter 5.3.pptx
Transition: Now you may be asking yourself, when I will use a binomial
distribution in real world experiences? This next activity will explain how
binomial distributions are used every day.
3. POST ACTIVITY
Inquiry Learning: The students will be given an activity about the Super
Bowl and will have to perform a binomial distribution with their group
members. The students will be able to walk are and discus their findings
with their fellow class mates.
Binomial Distribution Activity.docx
Closure: The students will be reminded to review over the new equations
they learned today as well as the vocabulary learned in the three sections

of chapter 5.

ASSESSMENT [Name of Assessment Tool & Description; Identify as Authentic or Traditional/Summative or

Formative:
The students will be assessed based on observing and monitoring classroom discussion and participation. The
students will also be assessed on if they follow along with their guided worksheet and are filling in the correct
answers. Students will be assessed based on observing, discussing, and offering feedback for the example
problems and their work at the board There will be a formative assessment based on how well the students
participate in their collaborative groups while working on the real-world applications and how well they stay on
task. There will be a formative assessment based on how well the students participate in the binomial distribution
activity.
REFLECTION:
Strengths:
-

Stated target.
Went over targets as a class and had the students check off what they know.
Provided guided notes and power point.
Added new vocabulary terms to the Word Wall.
Use of a FIP check with the thumbs up or thumbs down.
Had the students work with and activity that involved their interests.

Recommendations:
- Work with the students on how to use a calculator. They seemed to have difficulties with the use of
parenthesis.

Lesson Plan Day 4

Kaylei Edwards
LESSON TITLE: Chapter 5 Section 4: Other
Distribution

SUBJECT AREA: Applied Statistics

TIME ALLOCATION: 50 Minutes

OBJECTIVES (with active verbs):
OHIO STANDARDS:
CCSS.Math.Content.HSS.MD.A.1
Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample
space; graph the corresponding probability distribution using the same graphical displays as for data distributions.
CCSS.Math.Content.HSS.MD.A.2
Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.
CCSS.Math.Content.HHS.MD.A.3
Develop a probability distribution for a random variable defied for a sample space in which theoretical
probabilities can be calculated; find the expected value.
CCSS.Math.Content.HHS.MD.A.4
Develop a probability distribution for a random variable defined for a sample space which probabilities are
assigned empirically; find the expected value.
CCSS.MATH.CONTENT.HHS.MD.A.5
Weigh the possible outcomes by assigning probabilities to payoff values and finding expected values.
CCSS.MATH.CONTENT.HHS.MD.A.6
Use probabilities to make fair decisions.
CCSS.MATH.CONTENT.HHS.MD.A.7
Analyze decisions and strategies, using probability concepts.
BIG IDEA(S):
GROUPING OF STUDENTS & RATIONALE:
During the lesson the students will be involved in
small group discussion and well as whole class
discussion.

PRIOR KNOWLEDGE NEEDED/(THIS CAN BE

FORMATIVE ASSESSMENT):
With the knowledge of a binomial distributions, the students
should make the connection between a binomial distribution
and the new distribution being presented in class.

MATERIALS:

Guided Worksheet
SmartBoard
Calculator
Pencil/Pen

LANGUAGE :

STUDENT PROFILE (identify special characteristics of

students relative to lesson)
This Statistics class consists of a diverse group of twelfth
grade students. The students in this class live in an urban
environment, which must be taken into consideration when
planning. Urban students are surrounded by many
distractions in their lives, so it is important as the educator
that we reduce off-topic discussion and require the students
to be actively involved.

Binomial Distribution
Multinomial Distribution

MODIFICATIONS TO MEET INDIVIDUAL STUDENT

NEEDS:
Modification 1: Two students have IEPs and will be permitted
to work on any assignments/home works/quizzes/or tests in
their assigned intervention specialists room whenever the
need be.
Modification 2: They will also be given the opportunity to not
have the Greek symbols on their assignments and tests.
Instead they will be the written explanation of the symbol.

INSTRUCTIONAL MODEL(S) & RATIONALE

PROCEDURE AND ACTIVITIES (Name teaching strategy for each
activity (cooperative learning, presentation teaching, guided inquiry, etc.)

TIME ALLOCATIONS

1. PRE-ACTIVITY: ADVANCE ORGANIZER

Direct Instruction: The students will be asked to get out their learning
target checklist. The students will have the opportunity to check off the
box that states the third and fourth learning objective. The students will be
told to look at the word wall and review chapter 5s vocabulary terms that
are displayed there. As a class, we will go over the proper use of a
calculator since I discovered that the students were having difficulties
plugging in the binomial distribution.

Approximately 5-7 Minutes.

Transition: The students will be told, By the end of todays lesson, you
will be able to define the multinomial distribution.

Approximately 1-2 Minutes.

2. ACTIVITY
Direct/Indirect Instruction: The students will be given a quiz that will help
me asses the students on how well they know probability distributions.
The quiz will be over sections 1, 2 and 3 of chapter 5. Once the quizzes
are all turned in the students will be handed another guided worksheet.
The students will discover what a multinomial distribution is and how it
compares to a binomial distribution. As a class, the students will learn
about abbreviations involved in the multinomial distribution equation and
will learn how to plug those abbreviations into the equation.

Stats Chapter 5 Quiz.docx

Stats Chapter 5.4.docx
Stats Chapter 5.4.pptx
Transition: Students will be told, Now try the next couple examples with
3. POST ACTIVITY
Inquiry Learning: As individual groups, the students will perform the
example problems together as I walk around and observe.
Closure: The students will be reminded to review over the new equations

Approximately 10-15 Minutes

they learned today as well as the vocabulary learned in the four sections
of chapter 5.

ASSESSMENT [Name of Assessment Tool & Description; Identify as Authentic or Traditional/Summative or

Formative:
The students will be assessed based on observing and monitoring classroom discussion and participation. The
students will also be assessed on if they follow along with their guided worksheet and are filling in the correct
answers. Students will be assessed based on observing, discussing, and offering feedback for the example
problems and their work at the board There will be a formative assessment based on how well the students
participate in their collaborative groups while working on the real-world applications and how well they stay on
REFLECTION:
Strengths:
-

Stated target.
Went over targets as a class and had the students check off what they know.
Provided guided notes and power point.
Added new vocabulary terms to the Word Wall.
Use of a FIP check with the thumbs up or thumbs down.
Went over how to use a calculator correctly.

Recommendations:
- Try to get the class to not speak while I am talking. This is important so none of my students miss important
information.

Lesson Plan Day 5

Kaylei Edwards
LESSON TITLE: Chapter 5 Section 4: Other
Distribution

SUBJECT AREA: Applied Statistics

TIME ALLOCATION: 50 Minutes

OBJECTIVES (with active verbs):
OHIO STANDARDS:
CCSS.Math.Content.HSS.MD.A.1
Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample
space; graph the corresponding probability distribution using the same graphical displays as for data distributions.
CCSS.Math.Content.HSS.MD.A.2
Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.
CCSS.Math.Content.HHS.MD.A.3
Develop a probability distribution for a random variable defied for a sample space in which theoretical
probabilities can be calculated; find the expected value.
CCSS.Math.Content.HHS.MD.A.4
Develop a probability distribution for a random variable defined for a sample space which probabilities are
assigned empirically; find the expected value.
CCSS.MATH.CONTENT.HHS.MD.A.5
Weigh the possible outcomes by assigning probabilities to payoff values and finding expected values.
CCSS.MATH.CONTENT.HHS.MD.A.6
Use probabilities to make fair decisions.
CCSS.MATH.CONTENT.HHS.MD.A.7
Analyze decisions and strategies, using probability concepts.
BIG IDEA(S):
GROUPING OF STUDENTS & RATIONALE:
During the lesson the students will be involved in
small group discussion and well as whole class
discussion.

PRIOR KNOWLEDGE NEEDED/(THIS CAN BE

FORMATIVE ASSESSMENT):
Students will need to know what a probability distribution is.
They will also need to be able to compare/contrast a binomial
distribution with a multinomial distribution.

MATERIALS:

Guided Worksheet
SmartBoard
Calculator
Pencil/Pen

STUDENT PROFILE (identify special characteristics of

students relative to lesson)
This Statistics class consists of a diverse group of twelfth
grade students. The students in this class live in an urban
environment, which must be taken into consideration when
planning. Urban students are surrounded by many
distractions in their lives, so it is important as the educator
that we reduce off-topic discussion and require the students

LANGUAGE :

Binomial Distribution
Multinomial Distribution
Poisson Distribution
Hypergeometric Distribution

to be actively involved.
MODIFICATIONS TO MEET INDIVIDUAL STUDENT
NEEDS:
Modification 1: Two students have IEPs and will be permitted
to work on any assignments/home works/quizzes/or tests in
their assigned intervention specialists room whenever the
need be.
Modification 2: They will also be given the opportunity to not
have the Greek symbols on their assignments and tests.
Instead they will be the written explanation of the symbol.

INSTRUCTIONAL MODEL(S) & RATIONALE

PROCEDURE AND ACTIVITIES (Name teaching strategy for each
activity (cooperative learning, presentation teaching, guided inquiry, etc.)

TIME ALLOCATIONS

1. PRE-ACTIVITY: ADVANCE ORGANIZER

Direct Instruction: The students will review the similarities and differences
between a binomial distribution and a multinomial distribution. Next, the
students will be asked to take out their guided notes that they received
from the previous day.

Approximately 3-5 Minutes.

Transition: The students will be told, By the end of todays lesson, you
will be able to define the Poisson distribution and the hypergeometric
distribution.

Approximately 1-2 Minutes.

2. ACTIVITY
Direct/Indirect Instruction: The students will find the spot in their notes
where they left off from the previous day. The students will first discover
what a Poisson distribution is and when it is appropriate to use it. The
students will have the opportunity to work in small groups to work on the
example problems. Once the students say that they are ready to move on
to the next distributions, they will get introduced to a hypergeometric
distributions. The previous steps will be repeated for the hypergeometric
distribution.
Transition: Students will be told, We will now play a jeopardy game to
review over all of the probability distributions we learned for chapter 5.
3. POST ACTIVITY
Inquiry Learning: The students will participate in Switch. Separating the
class into four groups, the students will move around the room to answer
four different problems involving probability distributions. Four problems
will be displayed around the room and the students must walk to find
each problem. The students will have to read the problem with their
group, decided which distribution is appropriate, and discover the
probability. The students will be given a couple minutes to solve their

Approximately 15-20 Minutes.

problem and will be asked to switch. When told to switch, the group
members will proceed to the next question.
switch game problems (probability distributions).docx
switch game.docx
Closure: The students will be reminded to review over the new equations
they learned today as well as the vocabulary learned in the other sections
of chapter 5. Jeopardy game review will begin the next day to review for
the test.

ASSESSMENT [Name of Assessment Tool & Description; Identify as Authentic or Traditional/Summative or

Formative:
The students will be assessed based on observing and monitoring classroom discussion and participation. The
students will also be assessed on if they follow along with their guided worksheet and are filling in the correct
answers. Students will be assessed based on observing, discussing, and offering feedback for the example
problems and their work at the board There will be a formative assessment based on how well the students
participate in their collaborative groups while working on the real-world applications and how well they stay on