Direct Instruction Lesson Plan

Rough Draft Template

Standards: Place the content standard that will be addressed within this lesson.
A2.S-CP.A.5 Recognize and explain the concepts of conditional probability and independence utilizing real-
world context.

Unpack the Standard for this lesson:

Analyze pirate ships and their loot to determine the average speeds and probabilities of the ships going
across the ocean.
Analyze pirate ships crew size to see the probabilities of success.

Create Lesson Objective from the “Unpacked” Standard:

Students will be able to analyze the probability of the different variables for a pirate ship to be successful.

“Niche it down” to the “Essential Idea” of the “Unpacked” Standard:

 Find three things important about your topic.
 The parts you want your students to walk out the door remembering
EX:
Essential Idea: What is it?
The odds of success
Essential Idea: Who cares about it?
People want to know the chance something will
happen right.
Essential Idea: Why do I need to know about it?
You need to know about it so you can know your
chances of winning or getting the right pair
Opening/Essential Question
How will you activate student interest?
By giving a real-world example they can interact
with for it not to be boring.
How will you connect to past learning?
By giving a real-world example they can interact
with for it not to be boring.
Instructional Input:
“I Do”
Teacher will: Model necessary skills (note-taking,
reading aloud, annotating the formula of
probability.
Probably depends on which two things:
EX:
Essential Idea: Determining what slows down the
ship and what makes it successful based off factors.
Essential Idea: Famous pirates
Essential Idea: The concept is to know the
probabilities of factors to determine the results
How will you present the lesson objective?
Writing it on the board or stating it at the beginning
of the lesson. Throughout the lesson I will hit the
points of the objective.
How will you communicate the importance of the
topic and make it relevant to your students?
I would emphasize the concept of probability is
important, it provides an understanding of the
nature of chance and variation in life. Most
importantly it helps us understand risk such as
sickness, success, and etc.
“You”
Teacher will: Presents a dilemma/situation for
students to grapple with individually
Student will: Apply previous knowledge to solve the
dilemma/situation.
(Favorable outcomes divided by possible outcomes) Thinking individually without peer or teacher
assistance.
Student will: Obtain the process/skill by solving the
problem individually then pair and share once the
class has gave an attempt. .
Guided Practice:
“We Do” “Y’all”

Teacher will: Ask for assistance from students Teacher will: Facilitate collaboration opportunities
I do; you help:
EX: “Let’s try it. How did we say we were going to Student will: work in pairs, teams or groups sharing
do _______?” their thinking with others.

Student Will: Practice knowledge/skills required of

the objective. Student will: As a team come up with a solution to
be shared as a whole class.
You do; I help:
(Student X) can you walk us through to setting up a
probability scenario/situation/problem.
What is the first thing I should do?”

Student will: Practice in ways that align to

independent practice.

Independent Practice:
“You Do” “We”

Teacher will: Encourage students to practice the
knowledge/skill on their own
EX: “Now we know how to do this_______, try one
on your own.”
EX: “Now that you have the hang of it, try a few
more. Let’s see how many you can do correctly”
Teacher will: brings the class together to discuss
group answers and reasoning within those
decisions.
Teacher may provide additional information
through lecture.
Student will: Listen to other perspective and add
new knowledge to their thinking as they reflect on
possible mistakes in thinking.

Student will: work independently to practice the

knowledge and skill required by the objective
Differentiation: Consider what accommodations will you need to include for specific students?
Students with needs will be provided a reference sheet, while accelerated students will be challenged by
creating a probability problem and allow a classmate to solve the created probability; the accelerated
student is expected to have the answer for the create equation.

Example of reference sheet:

Example of given equations to solve: