Lesson Plan (Learning Experience 3)

Learning Area: Math Lesson Focus: Independent Events Date: 05Sep17 Year Level: 10.1
Probability Time: 1100
Period: Lesson 3

Learning Area Outcome/s: Investigate the concept of independence (ACMSP246)

Specific Learning Goals:

At the conclusion of this learning experience each student should be able to:
Recognise that an even can be dependent on another event and that this will affect the way its probability is calculated.

Assessment: Formative assessment. How will you monitor? Walk around the class and checking that students
understand the concepts to complete the questions and offer assistance
as required.
Students Prior Knowledge: Students have covered a review on probability, unions and intersections, the addition rule, conditional probability, two-
step experiments using tables and tree diagrams. Approximately 90% of chapter 8 on probability.

Preparation and Resources: Students will draw copies of the textbook, Yr 10 & 10 A Essential Mathematics for the Australian Curriculum.
Example will be derived from the textbook and students will finish the lesson by going over the exercises at the end of chapter 8G.

Time: Teaching and Learning Strategies: Focus Questions/Key Instructions:

Introduction to the class. Students are to collect the textbooks Understanding independent and not independent.
5 mins
ready for the lesson. Since this is my second lesson with these
year 10 students, I have already some familiarity with them. I
will begin the lesson with a definition and then lead into
strategies used to understand what independence is.
 Commence instruction, scaffold through the lesson referencing
25 mins
the textbook at each step. For independent events discuss the
probability given an event then step through an example.
Relate to a real life event of going to a restaurant given that
somebody I know will be going.
Go through question 4 in the exercise book.
If the Pr(A) < Pr(A|B) then it is not independent
If the Pr(A) = Pr(A|B) then it is independent
If the Pr(A) > Pr(A|B) then it is not independent
If I know x is going to the restaurant then there is a less chance
that I will go so then event is not independent
If I know x is going to the restaurant and I am going regardless
then the event is independent
If I know x is going to the restaurant then there is a greater
chance that I will be going since I want to hang out
Q4. I have 8 offers for printers which includes 3 with a free
printer cartridge and 4 with a free box of paper, and 2 have both
a free printer cartridge and a free box of paper.
Let A = choosing a printer with a free printer cartridge
Let B = choosing a printer with a free box of paper
First a Venn diagram
Then find Pr(A) = 3/8
Pr(A|B) = 1/2
The event is not independent because
 At the conclusion of the lesson, I will recap on example
20 mins
highlighting the necessary point of Independent Events and ask
students to turn to the page in the exercise book to review. I will
then ask if anyone has any questions or needs assistance. I will
then make myself available to assist students who are
struggling. Students are to complete exercises in chapter 8G of
the text book.
Pack up books and tidy desks
5 mins

The following sections are to be completed AFTER the learning experience

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

What Worked?
The examples I used from the text book and the way I approached the problem starting with a definition. I then demonstrated a strategy on the
board to further enhance the meaning of when we say independent and not independent in probability.

What did not work?

I was unclear in my example and made an error in my example by writing an incorrect statement on the board and then changing it. If I was to use
an example from the textbook I must follow the example consistently since students are asked to read along as I step through the example.
What would I change?
My preparation could have been better. I should have worked through the example in my own mind before I tried to step through it with students.
My introduction was good and we already had familiarity. I should have used the students to help me step through a strategy of understanding
independent and not independent variables. Next time I will ensure that I have prepared thoroughly and staged the lesson so the students are
involved in stepping through the problem also. I did stop to ask questions however I should have placed more emphasis on students giving me the
answer since most of the material was right in front of them in the text book as we moved through the examples. I also found that dividing the
whiteboard where one side had the definitions and other side with working. The only downside is running out of room and you have to wait for the
students to finish copying down for notes. Next time I will take my time and allow students to finish taking notes before moving on to the next part
of the lesson.