STEPP Lesson Plan Form

Teacher: Ms. Agras Date: 3/29/2017

School: Lesher Middle School Grade Level: 7th Content Area: Mathematics

Title: Dependent Events Lesson #: 7 of 12

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Standard 7.SP.C.8a: Recognize a compound event is the fraction of outcomes in the sample space (just
like simple events).

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Factual: How do we find patterns?

Conceptual: When is logic useful?

Debatable: Should generalizations always be justifiable?

Statement of Inquiry: Logic helps us find patterns to make generalizations about frequency and
variability.

Evidence Outcomes: (Learning Targets)

I can identify a dependent event, and explain/describe how its probability changes the result of a
probability problem.

List of Assessments: (Write the number of the learning target associated with each assessment)

Summative:

- Criterion B: Whats in the Bag?

- Criterion A: Quiz (mid-way checkpoint after 10.5)
- Criterion D: Game Analysis

Formative:

- Stations Activity: Worksheet with Answers

- Warm-Up: check for understanding

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STEPP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and
what materials will you need?
Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, to put students into a receptive frame of
mind.
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
Dependent Events
This lesson makes the third day of learning about compound events under different
circumstances; todays focus is dependent events. Our notes and examples will be
about dependent events. We also plan to give a Criterion A Assessment the next day,
which will be a review over the first 5 sections for our Unit on Probability and Statistics,
so a lot of the instruction will be review from previous days, and not exclusively
dependent events.
Time: 80 minutes
- Warm-up: 10-15 minutes
- Planner: 5 minutes
- Notes/Examples: 25 minutes
- Stations Activity: 45 minutes
Materials:
- Interactive notebook
- Warm-up problems printed (x44, cut in half)
- Practice sheet printed (x88)
- Station instructions 1-5 printed (x2)
- Station cards 1-14 printed (x2)
- Dice (6 x2)
Warm-Up:
Printed half-sheet for the two word problems. (Problems that students can personally
relate to from their lives, not just spinner, dice, coins, etc.)
1. Imagine you have to create a new computer password. The first 3 characters
must be a number between 0-9, and the last character must be a letter. How
many possible outcomes are there?
2. Find the total possible outcomes for picking a pizza.
What is the probability of picking a thin crust Hawaiian pizza? (Picture of
options on half-sheet)
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STEPP Lesson Plan Form

Procedures Key:
(Include a play-by-play account of what students Use of **Gardners Intelligences**
and teacher will do from the minute they arrive to Use of IB **ATL Skills**
the minute they leave your classroom. Indicate the Teacher Set-up
length of each segment of the lesson. List actual
minutes.) Warm-Up:
Indicate whether each is: Written on the board. Give 5 minutes for individual think-time. If you arent sure where
-teacher input to start, begin just with circling, highlighting, etc.
-modeling 2 minutes for turn-and-talk with someone sitting near. **Verbal/Linguistic**
-questioning strategies Expectations: Turn-and-talk sounds like partners staying on task and talking about the
-guided/unguided: problems we are working on, not unrelated topics. Discuss strategies to solve, steps
-whole-class practice you used, etc.
-group practice Go over answers as a class.
-individual practice
-check for understanding Planner:
-other 3/29/17
T: Dependent Events
A: Stations Worksheet
D: In Class
Agenda: Warm-up, Planner, Notes/Examples, Stations Activity
*Criterion A tomorrow*
LT: (see above)

Notes:
Page 123 in Mr. IAN
Title: Dependent Events

Dependent Events: one event does affect the likelihood of another event occurring.
(they DEPEND on each other).
Yesterday we looked at independent events, so ones that do NOT impact each other.
Today we are talking about dependent events, so what do those look like? Ask students
to brainstorm examples, take 1 minute to write ideas under the definition.
**Intrapersonal**

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STEPP Lesson Plan Form

Ways We Know Its Dependent:

Total outcome changes, if then, cause/effect, etc.

Equation: P (A and B) = P (A) * P (B after A) **Logical/Mathematical**

Examples: **Logical/Mathematical**
Experiment: 10 blocks in a bag: 3 blue, 4 yellow, 3 red
Favorable: Probability of (A) pulling a red block and setting it aside, THEN (B) pulling a
blue block.

Experiment: 26 letter in a bag

(1) With replacement
P (vowel twice) = ?
(2) Without replacement
P (vowel twice) = ?
Notice the differences between the first and second answers we got. How can we
compare our fractions (think back to our unit on fractions, decimals, and percents).
How do we figure out which one has the higher probability?

Stations Activity:
Activities include **Visual/Spatial** (tracking results in tables; organizing cards),
**Mathematical/Logical** (solving problems), **Body/Kinesthetic** (using dice).
Pass out answers worksheet.
Expectations: You should be sharing resources at your station group since there is a
limited amount. It is group work today, so what does that look like and what does that
sound like?
**ATL Skills: Social Skills** **Interpersonal** Your resources are your group and your
notebook.
**ATL Skills: Research Skills** There is limited time at each station since we want you
to get through each, so use your time wisely and stay on task.
Students count out-loud around the room #1-10.
1-5 goes to the stations near the windows, 6-10 goes to the other half of the room
(should end up being 2-3 people at each station). Be intentional to point out where
each station needs to be set up, a need 1s to be here (point)

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STEPP Lesson Plan Form

Students bring ALL items with them. Instead of students rotating desks, the station
papers will rotate. Each table group should pick 1 representative, raise hand at the
beginning. That is the person who will move all supplies to the next group in between
each rotation.
Give 1 minute to stand up and find their group and move desks to look like a group.
**Body/Kinesthetic**

Timer will be set for 6 minutes for each station (show timer on the front board). Let the
timer go off (ring **Musical/Rhythmic**) to get students attentions for a transition of
stations.

Last 6 minutes: 1 person from your group needs to return all supplies (so the station
instructions, cards, dice, etc.) while the other 2 put back desks.

Exit Ticket: Station Answers Worksheet

Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Closure is used to
help form a coherent picture and to consolidate.
- Notes: The examples given at the end of the notes allows for the students to
see the compilation of all the pieces put together. This can sum up the section
well for them and bring back what the purpose was.
- Class: Using stations for a review day allows group work so that students have
others to work with and get through the problems together. Hopefully this will
help them feel like they can have more success and understand the concepts
before the assessment.

Differentiation - ELAchieve language is used for the learning target.

To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
- Photocopy of already-written note sheet with certain words taken out as a
follow-along option for students on IEPs.
- Even though stations are timed, it does give a feel of being more self-paced.
That way students at different levels can go through the problems on their own
time, and not feel rushed or slowed down by going through it as a class.

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