Date April 5, 2019
Lesson Title Probability Stations and Intro to Experimental vs. Theoretical Probability
Grade Level Sec 3
Course Math
The unit we are currently studying is probability. We have gone over the basic
counting principle, representations of probability, tree diagrams and Venn
diagrams in class. In order to consolidate the material, this lesson will consist
Unit of a brief overview of what students have learned so far, before they go about
Explain how the activity. I have planned 4 probability stations that students will rotate
the specific around, each one dealing with their own topic; the basic counting principle
lesson fits in (determining the probable outcomes of an event), Venn diagrams (mutually
with the unit. exclusive event, union, intersection, and complementary of events), tree
diagrams (consecutive events -- independent vs. dependent events), and an
introduction to the concept of experimental vs. theoretical probability through
discovery learning.
Learning Students will be able to:
Objectives Determine if a set of events are independent or dependent
What do you Determine the number of possible outcomes of an event
want students Determine if events are mutually exclusive
to come away Determine the union of events
with? Determine the intersection of events
Determine the complement of an event
Create a tree diagram given a situation
Calculate the probabilities of all possible outcomes on a tree diagram
Create a Venn diagram given a situation
Distinguish between experimental and theoretical probability
Targeted Probability
Subject Area A. Processing data from random experiments
1. Simulates random experiments with or without the use of technological tools
Competencies 2. Experiments with activities involving chance, using various objects (e.g. spinners,
rectangular prisms, glasses, marbles, thumb tacks, 6-, 8- or 12-sided dice)
3. In activities involving chance
Connect to a. recognizes variability in possible outcomes (uncertainty)
QEP/POL b. recognizes equiprobability (e.g. quantity of objects, symmetry of an object
such as a cube)
c. becomes aware of the independence of events
2. (e.g. rolling dice, tossing a coin, drawing lots)
9. Enumerates the possible outcomes of a random experiment using
a. tables, tree diagram
b. networks, tables, diagrams, Venn diagrams
10. Defines the sample space of a random experiment
11. Recognizes certain, probable, impossible, simple, complementary, compatible,
incompatible, dependent, independents events
12. Distinguishes between mutually exclusive and non-mutually exclusive, and
between dependent and independent events
13. Uses fractions, decimals or percentages to quantify a probability
B.Analyzing probability situations
2. Compares qualitatively the theoretical or experimental probability of an event
occurring
3. Distinguishes between theoretical and experimental probability
4. Calculates the probability of an event
Targeted Cross C1: Uses Information
Curricular C2: Solves Problems
Competencies C3: Adopts Effective Work Methods
C9: Communicates Appropriately
Targeted
Student PC3: To develop teaching/learning situations that are appropriate to the
Teacher students concerned and the subject content with a view of developing the
Competencies competencies targeted in the program of study.
(list 1 or 2 or 3
and explain (The planning beforehand of the stations, the worksheets and types of
how/where in activities, the grouping of students to have optimal cooperation, focus, and
learning, the choice of concepts)
your lesson
they are being
addressed) PC6: To plan, organize, and supervise a class in such a way as to promote
students’ learning and social development.
(The organization of the tables into stations, the choice of groupings of
students, and the kinds of activities using manipulatives and encouraging
teamwork among students)
PC7: To adapt his or her teaching to the needs and characteristics of
students with learning disabilities, social maladjustments or handicaps
(During the activities, focusing more on certain students that I know
struggle with the material to make sure they understand and are able to
complete the tasks, providing extension questions for students that may
get through the tasks more quickly than others to further their thinking,
grouping students according to ability levels so that stronger students can
help weaker students, and so that students with ADD aren’t grouped with
others that distract them and get them off task)
Procedures Review of last class (10-15 min) – Smartboard
(include step- -Basic Counting Principle (how to calculate all the possible outcomes of an
by-step outline event)
with allotted -Tree Diagrams: how to construct
time) Definitions: independent vs. dependent events and complement of an event
Include -Venn Diagrams – how to construct
Definitions: mutually exclusive events, union vs. intersection
resources
Finding the complement of an event
required
(smart board, Probability Stations (50 min)
chrome books Resources:
etc.) - Dice
- Deck of cards
- Quarter
- Bag of pompoms
- Smart-board
- Station worksheets
Students will be grouped in teams of 4-5
Each group will start at one of the stations 1-4 and have 10 minutes to go
through the worksheets.
After 10 minutes, an alarm will go off where students must rotate clockwise to
the next station with their group, until each group has completed all four
stations.
As students are working in their groups, I will be circling to ensure that
students understand the tasks, ask probing questions, and encourage teamwork.
Conclusion (15min) - Smartboard
-Review/discussion of the stations
Station 1
- Did the first set of rules give both players the same chance of winning?
- How could we make the game fairer?
Station 2
- With and without replacement – which affects the probability of the
next draw? Why?
Station 3
- How did you find the probability of the intersection?
- How did you find the probability of the union?
Station 4
- What did you notice about recording the results of rolling the dice?
- Did your results match the probabilities you expected? Or was it
different?
- How do you think more rolls would affect the outcomes? (Law of
Large Numbers)
- Discuss theoretical vs. experimental probability
o Reality does not always match theory
o Law of large numbers
Assessment Math Help Services (can see what questions/how many questions students got
right/wrong online)
How will you
know whether Observation and discussion – moving around the groups to check that they
students have understand the material and are on task.
attained the
objective you Collecting the worksheets from the activity and reviewing student answers.
have set?
Adaptations/ Worksheets for each member of the group
Modifications Manipulatives (dice, cards, spinners, coins....)
Groupings based on mixed ability levels – students can support each
other
Groupings based on students that won’t get each other off task (i.e.
separate troublemakers and the ESL students in the back so that they
are required to practice their English and so that I can keep track if they
are on task)
Extension questions at each station for groups of students that may
complete the worksheet in less than 10 minutes
Reflections
What worked
well?
What needs to
be changed?
And why.
SUMMARY OF KEY ELEMENTS
What do you want them to get from your lesson. [objective(s)]
How will you get there. (methodology/process)
How will you know if they got there. (evaluation).
https://ed.ted.com/lessons/the-last-banana-a-thought-experiment-in-
probability-leonardo-barichello/review_open#question-8
