Lesson Plan (Learning Experience 1)

Learning Area:Math Lesson Focus: Two Step tables with and Date: 30 Aug 17 Year Level: 10
Probability without replacement Time: 1125
Period: L4

Learning Area Outcome/s: Describe the result of two step chance experiments, with and without replacements. SCARSA (ACMSP246)

Specific Learning Goals:

At the conclusion of this learning experience each student should be able to:

a) construct a table with and without replacement

b) Identify probability outcomes from each table
c) Use language of if, then, given,of, knowing that

Assessment: Formative: Students continue lesson with exercises at the end of the chapter
Assessment: How will you monitor? Allow approx 20-30mins for students to go
through the exercises while I walk around the room monitoring
progress.

Students Prior Knowledge: Basic probability - conditional probability, probability using the addition rule. Understand unions and intersection
and Venn diagrams

Preparation and Resources: Examples from text book, 10 & 10A Essential Mathematics (for the Australian Curriculum) 2nd Edition.
Demonstration and problem solving on the white board. Students will have pens/pencils and notebooks to work through the problem and a copy
of the text book to follow the lesson and do the exercises at the end of the lesson.
Time: Teaching and Learning Strategies: Focus Questions/Key Instructions:

Introduction, students settle into the class and sitting down Table drawn on the white board for students to focus on how
ready probability and the two-step experiment works.
15 mins 1 2 3 4
Introduce the purpose of the two-step experiments using tables.
1 1,1 2,1 3,1 4,1
Start the lesson demonstrating two-step experiments using 2 1,2 2,2 3,2 4,2
3 1,3 2,3 3,3 4,3
tables with replacement.
4 1,4 2,4 3,4 4,4

Work through problems on the board, seek student participation Total No outcomes = 16
Pr(2,3) = 1/16
by questioning each step of the process.
Pr(double) = 4/16 = 1/4
Pr(sum equal to 5) =4/16 = 1/4
Pr(sum not equal to 5) = 1 - 1/4 = 3/4
Introduce key ideas, demonstrate an example on the board of the Two-step replacement without replacement:
15 mins 1 2 3 4
two step experiment without replacement. Encourage student
1 X 2,1 3,1 4,1
participation through each step. Ask questions from the class 2 1,2 X 3,2 4,2
3 1,3 2,3 X 4,3
4 1,4 2,4 3,4 X

Total No outcomes = 9
Pr(2,3) = 1/9
Pr(double) = 0 (why?, without replacement)
Pr(sum equal to 5) =4/9
Pr(sum >=5| sum at least 4) = 8/9
 On completion of the lesson, I will leave the example on the Students are to focus on answering the questions at the end of
20 mins
board for students to reference while doing the exercises. In the chapter in the text book.
order for students to understand the content they need to spend a
good amount of time on doing the problems from the book and
producing answers. To check that the students are doing what is
required, at the conclusion of my lesson I will then walk around
the classroom as the students are doing the exercises and offer
help to those individuals who need it. Encourage peer learning as
the students work through the exercises.

Cease work and pack up

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?
I believe stepping through the problems together with the students and highlighting the importance of a particular concept worked well and this
allowed students to follow in their notes and encouraged them to read and follow the examples in the textbook.

I also engaged the students by getting them to answer the questions while working through the solution on the whiteboard. The only issue with
this was that there were only one or two that answered the questions as they followed the lesson. I overcame this by looking for the answer from
those who were reluctant to answer or participate. By focusing my attention around the room I was able to engage those students who would
normally be less proactive and/or interested in the lesson.

What didn't work?

The table I drew on the board was confusing. I should have explained the table more by giving an example of why the table was created that
way.
Again, asking students to raise their hand to answer a question only invited those few students who knew the answer to raise their hand.
Perhaps one of the biggest things that did not work was my assumption that the students know what I am talking about. I assumed everyone
knew the concepts because I went through the textbook prior to the lesson expecting that the students would also be doing the same thing.
What would you change?
In order to change my approach to the lesson, I would introduce the lesson by trying to capture the students attention at the start of the lesson
with a story or reference to a real world problem that would generate the table. I wish I could have related the material to a real world problem
that gave students a reason why we were learning the two step methods.
I tried to provide a warm and welcoming feeling as students entered the classroom which was fine however following that, I should have
captured the students initially by focusing on the problem initiated by the scenario or something they could relate to as I commenced instruction
on probability.
I used a table to start the topic however as I stated before I should have lead with a real world scenario that lead to creating the table. I believe
this would have triggered an idea instead of creating confusion.