Intro
to
Probability
Lesson
Plan
Title:
Intro
to
Probability
Description:
Given
scenarios,
describe
the
probability
of
a
certain
event
or
set
of
events
will
happen.
Subject:
Probability
Instruction
time:
45
minutes
Students
level
by
grade:
Freshman
Standard(s)
to
be
addressed:
Iowa
Core
Standards
for
high
school
probability.
Conditional
Probability
and
the
Rules
of
Probability:
1)
Describe
events
as
subsets
of
a
sample
space
(the
set
of
outcomes)
using
characteristics
(or
categories)
of
the
outcomes,
or
as
unions,
intersections,
or
complements
of
other
events
("or,"
"and,"
"not").
Using
probability
to
make
decisions:
1.)
Define
a
random
variable
for
a
quantity
of
interest
by
assigning
a
numerical
value
to
each
event
in
a
sample
space.
Resources
used
in
this
lesson
(use
correct
citation):
Internet
access
Class
Notes
Computer
and
Projector
Learning
Objectives
that
meet
the
standard(s)
above
(no
more
than
three
objective
objectives):
1. Understand
the
principles
of
probability
and
how
or
and
and
effect
the
formulas.
2. Create
graphs
representing
the
change
a
given
event
will
happen.
3. Describe
numerically
the
probability
of
events
occurring.
Essential
questions
for
this
lesson:
What
is
the
difference
between
or
and
and?
How
is
and
applied
algebraically?
How
is
or
applied
algebraically?
What
is
the
sample
space?
Motivational
strategies
that
you
will
use:
Due
to
the
high
level
of
application
of
probability
to
the
real
world,
I
will
create
scenarios
based
upon
events
that
happen
in
students
every
day
lives.
This
will
encourage
them
to
become
more
interested.
Type
of
instructional
method(s)
used
in
this
lesson:
I
will
lecture
followed
by
questions
presented
to
the
students.
Afterwards
I
will
help
students
in
groups
and
individually.
Lesson
ProceduresList
carefully
and
completely
(What
will
the
students
do?):
1.) Introduction
to
probability
(5
minutes)
a.
b. c.
Show
examples
of
probabilities
in
dice.
i. What
is
the
probability
that
a
4
is
rolled?
1. One
four
on
the
dice
out
of
six
sides
=
(1/6)
ii. What
is
the
probability
that
I
roll
a
3
or
a
6?
1. One
event
or
the
other
means
you
add,
so
(2/6)
iii. What
is
the
probability
that
I
roll
a
2
and
then
a
5?
1. One
event
and
another
event
means
you
multiply,
so
(1/36)
Review
how
we
assigned
a
numerical
value
to
each
event
of
a
sample
space.
Describe
how
or
and
and
affect
the
probability
of
rolls.
2.) Allow
students
to
describe
scenarios
that
they
want
to
talk
about
and
that
interest
them
(5
minutes).
a. Relate
probability
to
their
given
scenarios.
b. Describe
the
step-by-step
process
of
assigning
variables
to
events
and
identifying
the
sample
space.
c. Write
on
the
tablet
the
step-by-step
process
for
finding
the
accurate
probabilities.
3.) Give
examples
of
different
problems
for
the
class
to
work
on
individually
or
as
a
group.
(5
minutes)
Give
the
following
problems
to
the
class
i. What
is
the
probability
that
the
spinner
stop
on
an
odd
number?
ii. What
is
the
probability
of
stopping
on
a
multiple
of
3?
iii. What
is
the
probability
of
spinning
the
same
number
twice
in
a
row?
Walk
around
the
room
to
interact
with
students.
i. Help
students
who
ask
for
it.
ii. Have
some
students
explain
to
you
the
process
they
took
in
solving
the
problem.
iii. Informally
assess
the
work
of
students
a.
b.
4.) Review
the
answers
for
the
whole
class
(5
minutes).
a. Assess
student
progress
by
having
them
raise
their
hand
if
they
got
the
questions
correct.
b. Assign
students
in
to
one
of
three
groups.
Group
A
for
the
students
who
showed
proficiency
in
the
questions.
Group
B
for
the
students
who
showed
potential,
but
needed
some
extra
help.
Group
C
for
the
students
who
struggled
with
the
problems.
5.) Work
Time
(20
minutes)
a. Group
A
will
be
working
by
themselves
or
with
a
group
on
advanced
level
problems.
They
will
also
be
asked
to
create
a
probability
problem
on
their
own.
i. What
are
the
odds
in
favor
that
a
randomly
selected
student
who
participated
in
this
survey
chose
math
as
his
or
her
favorite
subject?
ii. Out
of
the
students
who
chose
no
preference
for
the
survey,
based
on
the
answers
given
by
the
other
students
what
is
the
probability
that
they
prefer
science?
iii. What
is
the
probability
that
three
randomly
chosen
people
would
all
prefer
the
same
subject?
b. Group
B
will
be
working
as
a
group
to
finish
up
problems
similar
in
difficulty
to
those
during
the
lesson.
i. Students
can
teach
one
another
what
they
thought
was
the
best
way
to
approach
the
problem.
c.
d.
e.
f.
ii. These
problems
will
have
an
answer
bank
that
goes
along
with
the
worksheet.
If
students
are
doing
the
problems
incorrectly,
the
answer
they
get
probably
will
not
be
in
the
answer
bank,
and
so
the
student
gets
immediate
feedback
that
they
have
incorrectly
done
the
problem.
iii. Students
will
also
be
asked
to
share
with
me
what
they
learned
during
group
time
that
helped
them
improve
their
skills.
Group
C
will
get
individual
attention
from
me
to
help
them
learn
the
material
again.
i. I
will
re-teach
the
main
points
of
the
lesson
while
asking
for
questions
from
the
students.
ii. I
will
give
an
example
of
probability
using
a
coin.
1. What
is
the
probability
of
flipping
a
heads
on
one
flip?
2. What
is
the
probability
of
flipping
two
heads
in
a
row?
3. What
is
the
probability
of
flipping
at
least
one
heads
out
of
three
flips?
iii. Students
will
be
asked
to
complete
some
problems
with
my
help
first
and
then
on
their
own
after
that.
I
will
start
with
group
C
first
and
then
make
my
way
to
Group
B.
i. I
will
check
the
work
completed
by
the
individuals
from
Group
B
to
make
sure
they
are
on
the
right
track
ii. If
there
are
critical
errors
being
made,
I
will
address
the
problems
and
teach
to
the
group
members
that
are
struggling.
iii. I
will
address
any
individual
questions
Group
B
might
have
so
I
can
make
sure
that
they
are
on
the
right
track.
iv. For
the
students
that
are
doing
well
and
have
several
problems
done,
I
will
then
encourage
them
to
come
up
with
a
problem
on
their
own,
just
as
Group
A
had
been
doing
already.
After
I
am
done
working
with
Group
C
I
will
make
my
way
to
Group
A
to
check
up
on
how
they
are
doing.
i. I
will
check
to
see
how
they
progressed
on
their
set
of
questions.
ii. If
there
are
any
errors
being
made,
I
will
be
sure
to
address
these
issues
with
these
group
members.
iii. I
will
check
on
the
probability
problems
that
the
group
came
up
with
and
encourage
some
students
to
present
to
the
class.
During
this
whole
work
period,
students
are
able
to
come
to
me
with
individual
questions
even
if
I
am
not
stationed
at
their
group.
6.) Presentation.
(5
minutes)
a. I
will
ask
for
volunteers
to
present
a
probability
problem
that
they
came
up
with
to
the
class.
b. Students
will
be
asked
to
solve
the
problem
before
the
answer
is
then
presented
to
the
class.
Technology
needed
for
this
lesson
to
be
successful:
Tablet
computer
Projector
Internet
Connection
Adaptations
needed
to
meet
student
needs:
Notes
are
available
online
and
in
print
to
students
who
want
them.
Individual
instruction
is
provided
for
those
students
who
need
it
after
the
lecture
is
over.
Thinking
strategies
used
in
this
lesson:
Students
will
apply
math
to
real
world
scenarios
that
they
are
familiar
with.
Students
will
create
probability
scenarios
on
their
own.
Assignment:
Students
are
given
homework
problems
to
accomplish
if
they
wish
to.
It
is
completely
optional.
Assessment
of
objective:
Students
are
informally
assessed
during
work
time.
They
are
also
informally
assessed
by
show
of
hands
if
they
successfully
answered
questions
presented
to
the
class.
At
the
end
of
the
week,
students
are
formally
assessed
with
a
quiz.
This
quiz
is
not
graded,
but
is
representative
of
the
questions
that
will
be
on
the
test.
I
will
grade
the
quizzes
individually,
give
feedback,
and
hand
them
back
to
the
students
to
use
as
a
reference
to
prepare
for
the
unit
test.
