ApplicationsofProbability

4/5/2016

TableofContents

TableofContents

Overview

LearningObjectivesandAssessments

Standards

PrerequisiteKnowledge

MathSkills

Vocabulary

Differentiation

IntegrationofOtherContentAreas

InstructionalStrategiestoDifferentiateInstruction

Modifications/Accommodations/Extensions

Materials,Resources,andTechnology

RequiredItems

TechnologyIntegration

SourcesforLessonPlanandResources

TeachingandLearningSequence

Agenda

Sequence

CommonCoreTeachingStandardsandRationales

Reflection

12

Overview

TeachersName:NicholasLacasseDateofLesson:4/5/2016

LearningObjectivesandAssessments

Objective:Studentswilllearnaboutmutualexclusivity.
Assessment:Formativeassessmentatendofclass.
PreAssessment()Formative(X)Summative()

Objective:Studentswillapplytheirunderstandingoftheadditionandmultiplicationrules.
Assessment:Formativeassessment.
PreAssessment()Formative(X)Summative()

Standards
CommonCoreStateStandards

CCSS.MATH.CONTENT.HSS.CP.B.7
ApplytheAdditionRule,P(AorB)=P(A)+P(B)P(AandB),andinterprettheanswerintermsof
themodel.

Rationale:Thecompletionofthecoreactivitythislesson,thebasketballactivity,dependson
studentsunderstandingoftheadditionrule.

PrerequisiteKnowledge

MathSkills
Basicprobabilityformula
Theadditionrule
Themultiplicationrule

Vocabulary

MutuallyExclusive
1.

Twoeventsaremutuallyexclusiveiftheycannotbothhappenatthesametime.

Differentiation

IntegrationofOtherContentAreas
English:Studentswillbecommunicatingwitheachotherastheyproblemsolveduringthe
measlesactivity.
GameTheory:Thebasketballactivityconnectsprobabilitytogametheoryandsportsstrategy.

InstructionalStrategiestoDifferentiateInstruction

Content
1.

GeometricProbability

2.

TheBasicCountingPrinciple
a.

3.

Permutations
i.
Combinations
1. CombinatoricsProblemSolving
InclusionExclusionPrincipleExtensionoftheAdditionRule

4.

ConditionalProbability
a.
b.

TheFullMultiplicationRule
TestingforIndependence

Allextensionscanbefoundattheclassroomwikispace.
TheInclusionExclusionPrincipleextensionismostapplicabletothislesson.

Process
MultipleIntelligences:
Verbal:Studentswillbeproblemsolvingingroupsmakingcommunicationaboutcontenta
centralcomponentofthelesson.
Logical:Thegraphicorganizertoaidinsolvingtheproblemwillbeappreciatedbythelogical
learners.
Visual/Spatial:Visualspatiallearnerswilllikethegraphicorganizerthatvisuallyseparates
differentoutcomesofthesamplespacetoaidinsolvingtheproblem.
Interpersonal:Studentswillbecollaboratingduringthebasketballactivity.

Product
N/A

Modifications/Accommodations/Extensions

FromIEPs(IndividualEducationPlan),504s,ELLIDEP(EnglishLanguageLearning
InstructionalDeliveryEducationPlan)
K.D.

S.H.

Specificstructureandroutinesprovided.
Structureandroutineshavebeenestablished.Inparticulartheclassroom
warmuproutine.
Separateworkspaceandsmallgroupsettingprovidedasneeded
K.D.typicallyworkswithasmallgroupofstudents.
Handsoninstructionandactivities.
Regularpractice/reviewofconcepts.
Thewarmupsallowforthepracticeandreviewofconcepts.
Multipleopportunitiestoapplynewconceptsandskills.
Graphicorganizersareprovided.
Specificstructure/formatsprovidedtoassistwithsequencing&organization
Theagenda,writtenontheboardeachclass,helpssupportthestudents
understandingofthedayssequence.
Initialreviewofdirections/expectationsbeforeindependentworkdirectionswrittenout
Instructionsarealwaysgivenverballybeforeindependentpractice.The
directionsarealwayswrittenonworksheets.
Assignmentsbrokenintosmallerstepswithscheduledcheckinbetweencompleted
portions
Integratedintoscreencastprojectwithgraphicorganizerandscript.
Spaceprovidedatfirstsignsoffrustration/anxietyfor510minutes(inclassroom)before
returningtosupportand/orprocesswithKitara.
Focusingstrategiesavailableduringworkperiods
Useofagendatorecordassignments,assistanceprovidedduringguidedstudywith
workcompletion,andtoverifyunderstandingofexpectationswithassignments.
Agendaispostedinclassroomandontheclasswebsite.
Extendedtimeontimedassignments.
Studentcanhaveextratimeontimedassignments,includingtest,through
academicsupport,andtheCenter.
Opportunitytoretakeassessmentsorally.

Strategicseatingtoavoiddistractions
Strategicseatinghasbeenimplemented.
Teacherencouragementandcheckinsforunderstanding
Implementedthroughoutthelesson.
TeacherswillnotifyparentswhentheyseesignsofstudentsOCDintheclassroom,
allowingparentstimetoconferwithmedicalprofessionalsandadjustmedications.
Observationsareongoing.
5

J.K.

StudentwillbeallowedtocometotheGuidanceOffice,ifheranxietyheightens,as
needed.
Teacherswilltrytoaddressconcernswiththestudentprivately.

Retestingallowed
Extendedtimeontests
AllowedthroughacademicsupportandtheCenter.
Calculatorokontests
Nopenaltyforgrammarorspelling
Breaklargeassignmentsintosmallerparts

PlanforStudentswhoareMissingPrerequisiteSkills:
Studentswhoaremissingprerequisiteskillswillbecontactedduringacademicsupport.

Extensions
1.

GeometricProbability

2.

TheBasicCountingPrinciple
a.

3.

Permutations
i.
Combinations
1. CombinatoricsProblemSolving
InclusionExclusionPrincipleExtensionoftheAdditionRule

4.

ConditionalProbability
a.
b.

TheFullMultiplicationRule
TestingforIndependence

Allextensionscanbefoundattheclassroomwikispace.
TheInclusionExclusionPrincipleextensionismostapplicabletothislesson.

PlanforAccommodatingAbsentStudents
AbsentstudentscanfindmeintheiracademicsupportblockorworkwiththestaffinThe
Center.Iftheseaccommodationsareinsufficient,furtherarrangementswillbemade.

Materials,Resources,andTechnology

RequiredItems

Handouts
BasketballProblemSolvingActivitySheet

Technology
TeacherLaptoporiPad
Projector

Other

TechnologyIntegration
Technology:LaptopandProjector
SAMRLevel:Augmentation
Rationale:Mylaptopandtheprojectorwereintegratedattheaugmentationlevelbecausethey
replacewritingwarmupactivitiesontheboardwithbeingabletoinstantlyprojectthem.This
takeslesstime,andIcaneasilyadjustthesizeofthewarmup(visually)tomakeiteasierfor
somestudentstosee.

SourcesforLessonPlanandResources
BasketballActivityhttp://mathalicious.com/lessons/threeshots

TeachingandLearningSequence

Agenda
(theagendatobewrittenonthewhiteboardforthestudents)
1. HWQuestions/Answers
2. Magic!
3. ToFoulorNotToFoul

Sequence
SequenceLength:~75Minutes
1. Collecthomework(addressmissedproblemsnextclass)(5minutes)
2. WarmUp(10minutes)
a. IfAandBareindependent,andP(A)=1/10,P(B)=2/7,P(A&B)=?
b. MagicSquareWarmUponwhiteboards

Thisisamagicsquare.Allofitsrows,columns,anditstwodiagonalsneedtosumto
15,anduseallthenumbersfrom1to9exactlyonce.

3. Vocab:MutuallyExclusive/Disjoint(10minutes)
a. Example:Flippingacoinoneandgettingaheadsandtails.
b. Example:Rollinganoddnumberandrollinga6.
c. Givestudents30secondsintheirtablegroupstotryandidentifytwothingsthat
aremutuallyexclusive.
4. ToFoulorNottoFoul(50minutes)
Onlydoproblem4.Ifstudentsfinishearlytheycanmoveontothenextproblems.They
willlikelyneedtoworkonscrappaper.Hint:verballymapallthedifferentoutcomesby
writingthemoutonpaper.Whatifyoufoul?Whatifyoudontfoul?Findeachpossible
outcomeandthendetermineifthatoutcomeresultsinyouwinningorlosingorgoing
intoovertime.

CommonCoreTeachingStandardsandRationales

LearnerDevelopment
Standard#1LearnerDevelopment
Theteacherunderstandshowstudentslearnanddevelop,recognizingthatpatternsoflearning
anddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,
andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenging
learningexperiences.
Rationale:Mystudentsdifferinregardstocontentmastery.ForthisreasonIhaveadded
differentiationforcontent.Thereareseveralextensionsavailableforthislessonthatstudentswill
haveaccesstoandtheywillhavechoiceinwhichextensionismoreinterestingtothem.

Standard#2LearningDifferences
Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunities
toensureinclusivelearningenvironmentsthatalloweachlearnertoreachhisorherfull
potential.
Rationale:Ihaveintegratedothercontentareastoassistinthelearningprocessaswellas
motivationforparticipation.Multiplemethodsofprocess(teacherled,groupwork,individual
work,puzzles)showsanunderstandingoflearnerdifferencesaimedatfosteringstudentlearning.

Standard#3LearningEnvironments
Theteacherworkswithlearnerstocreateenvironmentsthatsupportindividualandcollaborative
learning,encouragingpositivesocialinteraction,activeengagementinlearning,andself
motivation.
Rationale:Ihaveincludedactivitiesthatplacestudentsinindividual,andgroupactivitiesto
encouragecollaborationandpeersupport.

Content
Standard#4ContentKnowledge
Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)
heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthediscipline
accessibleandmeaningfulforlearners.
Rationale:Understandingthecontenthasallowedmetoidentifyprerequisiteskills,scaffold
content,andmakerecreationalconnectionstothecorecontent.

Standard#5InnovativeApplicationsofContent
Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengage
learnersincritical/creativethinking,andcollaborativeproblemsolvingrelatedtoauthenticlocal
andglobalissues.
Rationale:Usingourunderstandingofprimitiveprobabilityrules(themultiplicationand
additionrules)weareabletodevelopsportsstrategiesthatareapplicabletoalllevelsof
basketball.Thishasconnectedthecontentlearnedinclasstorealworldscenariosthatmany
studentsareinterestedin.

InstructionalPractice
Standard#6Assessment
Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirown
growth,todocumentlearnerprogress,andtoguidetheteachersongoingplanningand
instruction.
Rationale:Beginningclasswithaformativewarmupallowsmetomakeimmediate
adjustmentstomylessonbasedonstudentscontentretentionfromtheendoflastclasstothis
class.

Standard#7PlanningforInstruction
Theteacherdrawsuponknowledgeofcontentareas,crossdisciplinaryskills,learners,the
communityandpedagogytoplaninstructionthatsupportseverystudentinmeetingrigorous
learninggoals.
Rationale:Theimplementationofdifferentiationintermsofprocessandcontentis
demonstrationofcompetencyinplanningforinstruction.

Standard#8InstructionalStrategies
Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnersto
developdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoaccess
andappropriatelyapplyinformation.
Rationale:Thislessonwillimplementavarietyofstrategies:teacherled,studentindividual,
studentgroups,classdiscussion,aswellasstrategiesthatarenotimplementedintheplanning
phasebutarepresentintheclassroomsuchascoldcallingandthenooptoutstrategyas
describedinTeachLikeaChampion2.0.

ProfessionalResponsibility
Standard#9ReflectionandContinuousGrowth
Theteacherisareflectivepractitionerwhousesevidencetocontinuallyevaluatehis/herpractice,
particularlytheeffectsofhis/herchoicesandactionsonothers(students,families,andother
professionalsinthelearningcommunity),andadaptspracticetomeettheneedsofeachlearner.
Rationale:Areflectivecomponentofthelessonisintegratedintothelessonplanningdocument.
Thisassistsmeinanalyzingwhatwentwellandwhatdidnotandhowtocontinuemyworkin
thenextlessonbasedontheeventsofthislesson.

Standard#10Collaboration
Theteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudent
learning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,and
communitymemberstoensurelearnergrowth,andtoadvancetheprofession.
Rationale:Thislessonplanistheresultofcollaborationbetweenprofessionals,directlyand
indirectly.Indirectly,ourcollaborationhasmademeamoreawareeducator,andhasresultsina
significantincreaseinstudentunderstanding.Directly,thecollaborationinvolvedrevisingmy
originallessonplantobettermeettheneedsofstudents.

10

Technology
Standard#11TechnologyStandardsforTeachers(NETST)
EffectiveteachersmodelandapplytheNationalEducationalTechnologyStandardsforStudents
(NETSS)astheydesign,implement,andassesslearningexperiencestoengagestudentsand
improvelearningenrichprofessionalpracticeandprovidepositivemodelsforstudents,
colleagues,andthecommunity.AllteacherswillmeettheNETSTstandardsandperformance
indicators.
Rationale:Thoughnotanexcessivelyovertcomponent,thetechnologyuseinthislesson
demonstratesanawarenessthattechnology,likealltools,shouldbeusedonlypurposefullywhen
itwouldhaveanexplicitpositiveimpactontheeducationalpractices.Italsodemonstratesan
abilitytoseamlesslyusetechnologyatthesubstitutionandaugmentationlevels.

11

Reflection

ThislessondidnotgoasIhadimagined.Wespentnearlytheentiretimeonthe
basketballactivity.ItturnsoutIperformedsomecombinationofunderestimatingtheactivityand
overestimatingmystudents.Ifnothingelse,Ihaveconfidenceinmystudents,albeitmisguided.
MaybeIshouldhaveseenthatthiswastoomuchbutIamnotoverlyconcernedwithitasIm
stilldevelopinganunderstandingofdifficultythisismyfirsttimeteachingprobability.Ithink
thebiggesttakeawayIshouldhavefromthislessonisthatthisactivitywasalittlebeyondthe
ZPD.Partofthereasonwastheorganizationittakestofullycompletethisproblem.These
studentsstrugglewithexecutivefunctioning,tomuddletheirmathbehindalayerof
organizationalskillswastoomuch.

12

2%

Act%Two:%To%Foul%or%Not%to%Foul%
4 During! the! season,! Darius! shot! 72%% from% the% foul% line! and! made! 40%% of% his% three@point% attempts.! ! Imagine!

youre!a!Louisville!player,!trying!to!decide!whether!or!not!to!foul!Darius!as!he!attempts!his!3Dpoint!shot.!!For!each!
scenario!!foul!or!no!foul!!find!the!probability!that!the!defense!will!win,!lose,!or!go!into!overtime.!
!

Foul!

No!Foul!

P(win)!

P(lose)!

P(overtime)!

5 If! the! game! goes! into! overtime,! lets! assume! that! each! team! has! an! equal! chance! of! winning.! ! In! this! case,!
calculate! the! total! probability! that! Louisville! will! win! if! they! foul! Darius! Washington,! and! the! probability! that!
theyll!lose.!!Based!on!this,!do!you!think!it!was!a!good!idea!for!Louisville!to!foul?!!Explain.!

6 Imagine! youre! watching! a! basketball! game.! ! The! defense! is! leading! by! two! points! with! one! second! left! in! the!
game.!!A!player!on!offense!has!the!ball!and!is!about!to!take!a!3Dpoint!shot.!

Let!f!represent!his/her!foul!shot!percentage,!and!let!t!represent!his/her!3Dpoint!percentage.!!In!the!space!below,!
write!an!inequality!that!shows!when!the!defense!should!foul.!!
!
!

!
!