NAME: Roger Turner

Lesson Title: Finding Probability

Grade Level: 8th grade

Subject: Mathematics
Description of Learning Goals, Standards, Objectives
CC/GPSs: MCC7.SP.6 Approximate the probability of a chance event by
collecting data on the chance process that produces it and
observing its long-run relative frequency. Predict the approximate
relative frequency given the probability. For example, when
rolling a number cube 600 times, predict that a 3 or 6 would be
rolled roughly 200 times, but probably not exactly 200 times.
MCC7.SP.8c Explain ways to set up a simulation and use the
simulation to generate frequencies for compound events. For
example, if 40% of donors have type A blood, create a simulation
to predict the probability that it will take at least 4 donors to find
one with type A blood?

National Technology 4b. Students select and use digital tools to plan and manage a
Standards: design process that considers design constraints and calculated
risks.
5b. Students collect data or identify relevant data sets, use digital
tools to analyze them, and represent data in various ways to
facilitate problem-solving and decision-making.

Long-Term Learning Students will be able to predict the probability of an event occurring
Goal or Outcome: based on collected data.
Students will be able to state ways they can use probability in their
everyday life.
Students will be able to create a concept map on probability.

ABCD Objectives or -Given dice, the students will be able to find the probability of rolling
Outcomes: each number 2-12 with at least 80% mastery.
-After finding the probability of rolling each number, students will convert
the probability into percentage form.
-Students will develop a concept map that list some key words when
talking about probability.
Description of Assessment
Assessment Plan: Students will be given a test on probability and must score 80% to show
mastery.
Students will be given a handout with probability questions and then
require them to change the probability fraction into a percentage.
Students will create a concept map on keywords when discussing
probability. Concept Map must be relevant to probability.

Description of Activities with Technology and Materials

Activity Design:
Class starter and lesson connection:
Students will pair up into groups of five and be
given two dice per group. They will roll the dice
100 times and record the number the dice lands
on each time they roll. I will get the students

Teacher and student activities:
Technology Connection:
Materials and Resources:
attention by giving them dice to roll; therefore
allowing the kids to learn hands on. After the dice
exercise students will began to create a concept
map.
As the instructor I will inform the children that the
dice experiment is just an easy way to learn
probability. I will also elaborate on how these
probability example can be used on other
problems that deal with probability. I would also
ask the students do they use probability in their
everyday life. The students will then began
brainstorming about key elements that pertain to
probability.
As the instructor I will provide the dice for the
probability activity. I will also provide the kids
with a kick start on their probability concept map.
I would also walk around and engage with the
students to ensure they are on the right path to
mastering the concept of probability. Also I will
provide rewards for the people in the group that
shows the highest percentage of mastery.
As the instructor I will use strategies such as
hands on experiments, visual aid, and also one
on one instruction for the students who need it.
As the instructor I will provide direct teaching on
the subject matter. I will help the students
understand that probability is the chance of an
event occurring. I will also give them a way they
can convert the fraction probability into
percentage form. I will tell the students they can
use the denominator of the fraction from the
probability divided by the numerator; therefore
giving you the percentage of an event occurring.
As the instructor I will facilitate the lesson by
getting involved with the probability experiment
with students; therefore, ensuring they
understand the concept.
Students will complete the dice experiment in
groups of five. This will help the students all
come to an agreement on what the final answer
should be. This is great for the students because
a student who catches on quick can explain why
an answer is incorrect or correct to a student who
doesnt grasp the concept of probability as quick
as others. Students will also remain in the same
groups as they create a concept map on
probability.
As the instructor the kids who need more help
then others will be given one on one attention. I
will allow those children to use the classroom
 computers to find a game that they are interested
in as long as it deals with finding the probability
of an event occurring. This will help get the
children who find probability boring engaged.

The children will use educational software of the

classroom computers that deals with probability.
These websites will be limited:
https://www.education.com/activity/probability-
and-statistics/
http://interactivesites.weebly.com/probability.html
https://www.pinterest.com/explore/probability-
games/
Students will have to complete at least one
concept map on probability per group. This would
also help the teacher identify the students who
mastered or struggle with probability.
Students will be given probability homework that
instructs them to find the probability of an event
occurring given specific scenarios.
Students will use Dice, Computer, and online
probability games to help them master
probability.
Students may use above web sites to assist them
with their concept maps.

Future Actions : I incorporated the CC/ Performance and

technology standards in this lesson plan. I used
the handout on Meaningful Learning and Design
Concepts to help me include words that make
the lesson more understandable and specific.

After considering this lesson plan, what will you

do differently when you design the next lesson in
light of your new understandings? After this
lesson plan I will look up ways to make a more
efficient lesson plan. I would also include more
words from the handout to ensure the lesson
plan is specific and understandable by me and
other instructors who may want to use the lesson
plan.

If I had more resources I would make the lesson

plan more precise and specific.

My technology have a great impact on my design

because it allows me to change colors and catch
the attention of the readers of the lesson plan. It
also helps me map out my classroom lessons
accordingly.

My technology artifact require the students use of

higher thinking by using words that students will
have to infer to get the meaning.
My technology is used by giving students the
opportunity to use computers to help them
master probability.