LESSON PLAN

Co-Teaching Lesson Plan (Direct Instruction)

Performance Assessment 2
Teachers: Danielle Boles
Date: April 20, 2016

Subject: 7th Grade Math (Block 5) Probability of Independent and

Dependent Events
Comprehension Strategy: Visualization

Standard:
Mathematics: 7.SP.C.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, and 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.
English Language Arts: 7.W.1. Write arguments to support claims with clear reasons and relevant evidence. (b.)Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Objective (Explicit): Students will be able to interpret information given from word problems in order to summarize and explain findings of probability of
dependent and independent events by applying proper formulas and using all possible outcomes.
(Student-Friendly): I can interpret information given from word problems in order to summarize and explain my findings of probability of dependent and
independent events by applying proper formulas and using all possible outcomes.
Essential Question: What is the difference between the probability of independent and dependent events and how do you know?
Evidence of Mastery (Measurable):
Exceeds: Students will be able to explain the difference between probability of independent and dependent events at an exemplary level. These students will
be graded based on their levels of thinking and writing. Were they able to tell me the differences and explain their thought processes clearly? Were they
demonstrating the ability to use their skills to interpret information at a more advanced level than expected?
Number of students who have exceeded mastery expectations:
Meets: Students will be able to interpret information given word problems in order to summarize findings of independent and dependent situations. These
students will be graded on an average scale. Are the questions answered correctly? Do they demonstrate some areas of refinement? Is this quality work for
the individual student?
Number of students who have met mastery expectations:
Falls Far Below: Students will be able to meet the learning goal at an unsatisfactory level and will need either re-teaching or small groups. These students

have not necessarily demonstrated that they are able to understand what the questions are asking. They have not fully grasped the ideas behind the lesson
and may need some remedial help with probability.
Number of students who fall far below mastery expectations:
Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT recall what they know about probability (the chance that an event will occur) and theoretical and experimental probability.

SWBAT practice probability of independent and dependent events, bringing in prior knowledge from the lessons before.

SWBAT identify the factors that go into finding the probability of independent and dependent events.

SWBAT interpret information from the dependent and independent situations.

SWBAT summarize information gathered about the different types of events and situations by writing their own ideas and arguments based on the
word problems and experiment.

Key vocabulary:

Probability: Ratio of the number of outcomes in an event to the total

number of outcomes.

Compound Probability: Consists of two or more simple events.

Independent Probability: The outcome of one event does not affect the
other event (with replacement).

Dependent Probability: The outcome of one event affects the outcome of

another event (without replacement).

Remedial Vocabulary:
Theoretical Probability: What should happen based on the possible
outcomes.

Experimental Probability: What actually happens during an experiment.

Found by repeating an experiment and observing the outcomes.

Outcome: Any one of the possible results of an action.

Sample Space: In probability theory, the sample space of an experiment or

random trial is the set of all possible outcomes or results of that experiment.

Materials:

SmartNotebook: SmartNotebook is a program that goes

along with the SmartBoard. It is used to display notes and
allows teacher and students to interact/write on/label/color
code the notes with pictures, pens, highlighters, etc.

SmartBoard: A device used to interact with the notes.

Students love using the SmartBoard because it allows them to
visually see what the teacher wants them to write, the pictures,
examples, etc.

Writing Utensils, Pencils, Highlighters: So students can

maintain accurate records and note taking

Whiteboards and markers: Used during independent

practice as checks for understanding

Materials bag (with notecards, coins, dice, marbles): To be

used during the activity to give students a manipulative in
order to visualize what the word problems are asking

Independent and Dependent Events Note Guide: To be

used with the SmartNotebook notes. Students will be able to

A sample space is usually denoted using set notation, and the possible
outcomes are listed as elements in the set.

follow along and write only the necessary information.

Independent and Dependent Events Activity Guide:

Students will be prompted a series of questions in order to
make them think about the activity and what they are doing.

Independent and Dependent Events Assessment: Students

will demonstrate their understanding of the lesson with their
exit ticket questions.

Opening (state objectives, connect to previous learning, and make relevant to real life):
The teacher will start out by stating the objective for the day as well as the agenda. Today, we are going to lead off from theoretical and experimental
probability in order to talk about independent and dependent probability events. Will someone tell me what we have discussed so far when it comes to
probability and theoretical/experimental events? Then the teacher will begin by asking the students to recall what we talked about Monday and Tuesday in
regards to probability. Teacher will touch on prior knowledge by asking students what probability means, what the difference between theoretical and
experimental probability is, any other things they discussed the previous days. The teacher will connect the discussion of probability to real life experiences.
For example, what is the probability that your section will be chosen at a Suns game to receive a prize? What is the probability that you will win the lottery?
What is the probability that you will choose the right answer on a multiple choice test? Students will begin to think of other probability situations and how this
is something relevant in their every day lives. The teacher will use the PPE Model (Paraphrase, Praise, Extend Thinking) in order to provide academic
feedback for each student who is participating in the discussion. Ask students if they have ever worked with probability and what some examples from the real
world are. Students will be inclined to raise their hands and talk about experiences with probability. A situation the teacher will bring up is ordering a drink at
Starbucks. The teacher will ask, What are some possible combinations I could put into my frappuchino? What do we call these different combinations?
(Possible outcomes) Lets think about how Starbucks could use popular outcomes to determine what they should order each week in order to keep their
customers pleased. (Theoretical and experimental probability connection).

Questions to think about when holding the discussion. Prompt the students to think about:

Where is probability found in the real world?

Why do you think learning about probability is important to everyday life?

What careers is probability found in?

Instructional Input

Teacher Will:

Student Will:

Pass out the Independent and Dependent Events Note Guide so students
are able to follow along and have the majority of the information with
them.

Follow along with the note guide and write down the notes as they
appear on the SmartNotebook

Go through the SmartNotebook and highlight key information and

vocabulary so the students are able to quickly locate it on their Note
Guide.

Highlight or underline key information already provided, fill in the

blanks for answers not provided yet.

Key information includes: lesson objective/learning goal for the

day, key vocabulary, Use questioning to ask, "What does
replacement mean? How does replacement change our
results?, Example problems students should be writing down,
etc.

When teacher gets to example problems, begin think aloud.

Think Aloud: Alright, Im going to demonstrate how I would like you all
to work these problems out, including the written explanation for each
problem. These are my expectations for problems like this unless stated
otherwise. Pencils are down, voices are off, and eyes are on me. See
things through my mind for a minute in order to complete this problem
with me. I would like full participation on this. Im going to think about the
relevance first. Why would I need to know this? Oh, thats right, because
probability is the chance that something will happen and I will see this all
the time in the future (like in the lottery, when ordering my drink at
Starbucks, etc.). Alright, lets take a look at the problem. I notice that the
problem asks me to find the theoretical probability before I complete the
experiment. So I am going to think back to what theoretical means. It
means something that is supposed to happen, but doesnt necessarily
happen. Okay, perfect. It makes sense to do this first. I will now do the
theoretical probability. So now that I found the theoretical probability, I
know what should happen, but this doesnt mean that I will get these
exact results with my experiment. Now I can move on to the experimental
probability. The question asks me to complete the experiment five times. I
will do that, but I need to make sure Im recording my results. (Teacher
completes the experiment explaining what she notices throughout the
experiment, recording her results). Now that I have completed the

Listen as the teacher begins the think aloud and notice the
approach/questioning the teacher is using in order to solve these
problems.

experimental probability, I can answer the questions. First, I am asked to

determine if the experiment I did was dependent or independent. I need
to refer back to the problem to determine and decide whether this was a
dependent or independent event. I am going to write a brief argument
that supports my decision on whether or not this was dependent or
independent. I know this was independent because the problem never
specified whether or not to replace my manipulatives. I also know the
outcome of one event doesnt affect the outcome of my other event. If this
is the case and my context clues make sense to replace, I know to
assume that we do replace the manipulative and continue our
experiment. Lets take a look at the question one more time so we can
write our argument. Determine if the experiment was dependent or
independent. An exemplary response to this question would be, I know
this is independent because the problem doesnt specify whether or not
to replace the manipulative meaning I will be using context clues, just like
we do in Language Arts, History, or Science. The outcome of one event
doesnt affect the other event, which also indicates that this was an
independent event. (Teacher will write this on the board to model how to
complete the problems and formulate arguments using key words and
context clues from the text).
Teacher will then pass out whiteboards and display some you try
problems. During this time, the teacher will do some checks for
understanding and make sure the students understand the process.

There will be general questions the teacher asks that follow along
with the note guide and SmartNotebook (students will do this on
whiteboards and verbally):

Display two actual problems on the board (one dependent, one

independent, this will be specified so the students know)

Given a new situation, is this independent or dependent?

How do you know the situation is independent or dependent?

If I am finding probability before I conduct an experiment, is this

theoretical or experimental? Remedial check for understanding

Receive a whiteboard and demonstrate their understanding of the

instruction. Students will answer the questions to the best of their
ability.

Exemplary Student Responses:

For the two problems, students will choose A, B, C, or D

Given the new situation, the students should be using key

vocabulary. This is independent because the outcome of one
event does not affect the other or this is dependent because
the outcome depends on the other.

If you are finding the probabiliy before conducting the

experiment, it is theoreticall because this is what is supposed
to happen.

before the guided practice activity.

Co-Teaching Strategy/Differentiation
Co-Teaching: One teach, one observe
Extra Support: Students who need extra support will be checked on frequently during the instruction. These students may be reminded several
times to stay on track or highlight and underline with the teacher. Other students from the back (Jelina, Tristen, Hayden, Dom, etc.) may move
forward or sit on the floor to take notes if they cannot see.
Intense Support: Students who need intense support will be given extra help during the note guide and checked on more frequently to see they are
on the right track.
Struggling Learners:

JM and VI may need to be told to calm down at times

SB will need a microphone clipped to the teacher for hearing purposes

EC sits up front for hearing purposes

AV, CJ, VI, MM (but she is quiet), EP, and MW may need extra assistance

AP needs extra explanation but likes to ask questions more privately

Reluctant Learners:

JM and VI may need to be told to calm down at times

DD gets talkative and may need to be told to focus up front

ER prefers to read during notes, however, she is very bright and always picks up on the material. She needs to be reminded to focus on
the lesson for the day so she is not lost.

Visual and Kinesthetic Learners:

Guided Practice

JL likes to know what to write at which time and is very organized. Be sure to highlight key information.

DomD needs to actually see the teacher do a problem before he knows how to do it on his own, but picks it up very quickly after.

SP and DylD like to make their notes very neat.

Color code theoretical and experimental. Also color code dependent and independent events. Highlight key words that let us know the
difference between theoretical, experimental, dependent, independent.

Teacher Will:

Student Will:

Restate the objective and learning goal for the day: Alright, so far we
have discussed why probability is important and what we use it for. We
have also talked about the difference between independent and
dependent events. Now we are going to do a quick activity. I will pass out
the worksheet and materials to each partner pair.

Listen as the teacher explains the learning goal for the day,
explanation of the activity, and behavioral expectations.
Repeat back the directions and behavioral expectations.
Refer back to the directions displayed on the whiteboard as needed.

Explain the activity to the students as follows:

Each partner pair will receive a set of materials and a worksheet

that goes along with the materials.

They will work with their partners to complete the worksheet and
use their materials to determine the probability of independent
and dependent events.

First, they will have to find the theoretical probability, then they
will conduct the experiment (find the experimental probability)

Be sure to instruct students to follow the think aloud model and

expectations the teacher has set up.

The students will follow the teachers expectations as stated in

the think aloud.

Students will have about 15-20 minutes to complete the activity

to the best of their ability.

Teacher will be circulating the classroom and providing academic

feedback to the students as needed

Work with their partner in order to complete the activity with the
materials they are given.
Critique their work based on the academic feedback they have
received

Teacher will explain behavioral expectations within partner pairs

Ask the students to repeat what they are supposed to be doing to check
for understanding with directions/behavior expectations
If students finish early, they will be encouraged to come get an extension
problems worksheet that will give them extra practice with the material
from todays lesson along with remedial material.
After about 15-20 minutes, teacher will call students back together and go
over the questions (teacher is the judge on time)

Go over the answers to the worksheet as a class, asking any clarifying

questions as needed.

Co-Teaching Strategy/Differentiation
Co-Teaching: One teach, one observe
Extra Support: Students who need extra support will be checked on frequently during the guided practice. They will likely need to be reminded to
work with their partner. These students will need extra questions and scaffolding to help them reach the learning goal.
Intense Support: Students who need intense support will be noted and possibly partnered up with students at a higher level.
Struggling Learners:

SP will need a microphone clipped to the teacher for hearing purposes

SP does not struggle too much, but should be partnered with DylD. The two work very well together.

AV, CJ, VI, and MW may need extra assistance and should not be paired together. Pair these students with students who are maybe more
advanced or good at explanations (ER, EO, HC, CM, AW, etc.)

AP needs extra explanation but likes to ask questions more privately, make sure he gets the assistance he needs during guided practice.
He will not always ask his partner for clarification.

Reluctant Learners:

DanD gets talkative and will not be permitted to work with her friends

KM and LO shouldnt work together because they might not get anything done.

KW will most likely understand material, but wont always demonstrate her knowledge as well as she can.

Independent Practice

Visual and Kinesthetic Learners:

Students who prefer visuals will be reminded to think back to the teachers experimental probability problem and view the examples on the
board.

As far as the worksheet goes, there needs to be visuals and reminders throughout

Dont give them too wordy of answers or feedback, just make sure they can visualize the expermint and what the teacher is doing

Teacher Will:

Student Will:

Recap the lesson by talking about why the guided practice activity was
significant to todays lesson and the real world (insert closure here when
presenting lesson!)

Listen and participate in any discussion the teacher opens up during a

closure.

Explain to the students that they will need to complete the independent
work on their own, without any help from their peers or the teacher.

Complete the independent practice on their own without any help in

order to demonstrate their understanding with todays lesson.

Each student will receive an exit ticket that has a dependent or

independent situation. The students will visualize the exit ticket problem
using their manipulatives (dice and pennies).
Display problems on the board for students who finish early.

Use manipulatives if that helps them complete the exit ticket.

After all the students have completed the exit tickets, the teacher will
close the lesson and the bell should be ringing soon.
Turn their exit to the turn in basket and complete the extra practice
problems for extra practice.
Co-Teaching Strategy/Differentiation
Co-Teaching: One teach, one observe
Extra Support: Students who need extra support will be able to use their note guides.
Intense Support: Students at an intense support level will be given the first couple of steps to the problem in order to help them out.
Struggling Learners:

These students will receive a different exit ticket with assistance (keywords underlined, highlighted, small notes in margins, etc.) if the
teacher feels they will need it (AP, JM, MW, VI, AV, EW, CJ)

VI needs his exit ticket on red paper in order for him to see better (see resource room to have a copy made)

Reluctant Learners:

The learners who were reluctant during guided practice and instruction will likely not be as reluctant now. The best way to work with the
reluctant learners during the exit ticket is to encourage them to do their best.

Visual and Kinesthetic Learners:

Offer the manipulatives to the whole group so they can visualize the experiments and situations

Ask them to recall the model and think aloud we did in class

Ask them to recall the activity and what they may have done with their partner

Closing/Student Reflection/Real-life connections:

Today we talked about the difference between independent and dependent situations in regards to probability. We were also able to form arguments based
on what we were able to see in the word problems. What are some ways we use probability in our everyday lives and careers? All students should be
participating in this discussion since we have done instruction and guided practice relevant to this conversation. Provide academic feedback to students that
are participating using the PPE (paraphrase, praise, and extend thinking) model. Allow students time to think and help them reach that higher level thinking
through discussion while also highlighting the key questions from the start of the day*. Wrap up the lesson by thanking the students for their hardwork and
participation and recap all necessary information during this discussion. Assign homework and give them any upcoming reminders.

* Questions to think about when holding the discussion. Prompt the students to think about:

Where is probability found in the real world?

Why do you think learning about probability is important to everyday life?

What careers is probability found in?