Subject: Grade 7 Mathematics

Strand: Data Management and Probability

Teachers: Sydney Steinberg, Alex Zeiter-Smith, Stacey Wiley
Lesson Name
Introduction to
Probability:
Student Lottery
Introduction to
summative
evaluation.
(November 1st)

Lesson Plan
Learning Goal: By the end of this lesson I will be able to:

Understand the meaning of odds in real-life applications.

Understand how odds can fluctuate (increase or decrease)
based on risks taken.
Convert fractions to decimals and percentages
(interchangeably)
Know of real-life applications that involve probability.

Vocabulary: real-world application, probability, conversion,

fraction, decimal, percent.

Homework to Review: None

Homework Tonight: Students should begin to think about their
summative evaluation as they will be given time in class the next
day to bring ideas to their group.
Students will do Decimal/Percent/Fraction conversion sheet that will
be collected the next day.

Lesson Sequence:
Hook: Student Lottery (10-15 min)
Give every student 6 little pieces of paper which they can write their
names on. Every student has in front of them a rather monotonous
worksheet of decimals/ fractions/ and percents that all need to be
converted into the remaining two states (eg: if the question shows a
fraction the student must convert it to percent and decimal.) See
PROBABILITY RESOURCE #1. To enter their first ballot into the
student lottery student must do 5 of the 30 questions for homework.
To enter an additional ballot the student must answer another five
questions for homework and so on. Therefore, some students may
decide to answer all 30 questions for homework and enter their name
6 times into the lottery. On a piece of chart paper keep track of the
number of ballots that go into the lottery. Once everyone has entered
their ballots Survey each student and ask them what their odds of
winning are, considering you are only picking one name to win.
Record their odds on a piece of chart paper (to be used for
tomorrows lesson)
Pull a winner for the lottery and give them a prize. Give the rest of
the students a smaller prize for participating.

Discussion: What is probability? (15 min)

Begin by asking student what they think probability is. Refer them
back to the student lottery. Ask them if they felt they had a good

Over/Spec
Exp
K I C A

A 1
B 2
C 3
D

a
b
c
d
e
f

chance of winning? How did they feel about gambling more

homework questions on an extra chance to win?
Have students brainstorm on other concrete real-life applications of
probability. (Eg: the weather, sports averages, real lotteries etc.)
Explain that The probability of event tells us how likely it is that
the event will occur and is always a value
between 0 and 1. This is a good time to formally introduce the
homework sheet that was given out during the student lottery. Tell
the students to note that the numbers on their worksheets are all
methods of representing odds.
As a class explore similar conversion problems at the board. Do
examples first and explain your thinking with the help of student
participation. From there have a few students come to the board and
explain their thinking as they do similar problems.
Assign the worksheet as homework (students will do the number of
questions they agreed to do during the student lottery)

Culminating Activity: Deal or No Deal (30 minutes)

This activity is further practice for conversion of fractions to

decimals and percentages and is also another concrete example of
probability that the students will recognize.
The game is to be played as a class. See PROBABILITY
RESOURCE #2
Each student will receive a graphic organizer to record the
probability of having more than the bank offer in their chosen case
after each round. This will be figured out as a class and the bank
offers will be made by the teacher.
Teacher begins by picking one student to start the game off by
selecting the case they believe has the $1,000,000 inside.
That student will then pick the next student to pick a briefcase to
open (a card to flip around) and so on so all students get a chance.
For the first round 5 briefcases must be chosen before an offer is
made. For the second round 4 will be chosen and so on. It will be up
to the students as a class to take the deal; a show of hands can be
used if it gets too controversial.
If students end up with over a certain amount of money by the end of
the game you can reward them with an additional 10 minutes of
recess for example as an incentive. The game on average takes about
30 minutes but depends on the students. Two rounds can potentially
be played.
(Credit to: http://www.teachforever.com/2008/02/lesson-idea-probabilityusing-deal-or.html)

Before Dismissal (10 minutes)

Hand out summative assessment. Assign groups. Explain in detail

and let students know that the next day is the first in-class period to
work on it. Reference the assignment to the Deal or No Deal game
and give students time to develop questions about the assignment

that you can address the following day. SEE SUMMATIVE

RESOURCES # 1,2,3

Evaluation: The homework sheets can be collected the next day

and used as a diagnostic assessment of students learning.
Observation during the lesson can also serve this purpose.

Materials needed:

Representation
of possible
outcomes.
Time to work on
Summative
Evaluation
(November 2nd)

Ballots/ Fraction, Decimal, Percent Worksheet/ Prizes/

Deal or No Deal Game/ Graphic organizer
Summative Assessment worksheets and rubric. the
Probability Games

Learning Goals: By the end of this lesson I will be able to:

Organize probability outcomes using more than one method

Understand how different independent probability
experiments can relate, and differ.
Work collaboratively to contribute to my groups summative
assessment
Have the outline for my groups game

Vocabulary: Independent events, organization of outcomes, tree

diagram, table, systematic list, models, and theoretical probability.

Homework to Review: Collect Worksheet from the day before.

Homework Tonight: Rough draft/ Division of labour for
summative assessment (due November 4th)

Lesson Sequence
Hook: Riddle (5 min)
The introduction will be a short one today due to time restraints.
Write the riddle on the board for students as they come in. Put
students in small groups. Have them come up with as many answers
as possible. The one with the most answers wins a prize.
Riddle: I have no doors, hinges or a lid but golden treasure inside
me is hid. What am I? (An egg, or whatever else students think of
)

Discussion: Organizing Data (15 minutes)

Have students brainstorm different methods of organizing

probability outcomes. Refer back to the numbers taken from the
student lottery. Ask students how they could neatly organize those
odds to make them more systematic and legible? (eg: tree diagrams,
tables, models, drawings, systematic lists etc). Make a list at the
front of the room of different ways to organize probability outcomes.

K I C A

A 1
B 2
C 3
D

a
b
c
d
e
f

Explain to students what makes a good organizer (make students

aware that these are the elements you will asses for later).
Neatness
Labels
Logical ordering of information

Stations (20 min)

Give every student a worksheet (See PROBABILITY RESOURCE

# 3) that leaves them room to organize the outcomes they are about
to collect at the stations set up around the room. Go over the
worksheet with the students and explain some of the vocabulary
such as theoretical probability, independent event and answer
any questions they may have.
Have four very simple stations set up around the room. (ex: What are
the odds of pulling a red marble from a bag of 12 red marbles and 12
white marbles and 3 blue marbles?) See Station Cards in
PROBABILITY RESOURCES # 4. Students will take their sheets
to three of the four stations and write down all the theoretical odds
that are possible at that station. They will be expected to organize the
possible outcomes using one of the methods discussed during class.
They will then move to the next station and organize their outcomes
in a different way. This will be done three times.
Once the student is done the rotation of the stations they return to
their desk and analyze their data by answering the questions at the
bottom of the worksheet.
Once students finish the worksheet they are to hand it in for
evaluation.
As students finish they are to get into their final assessment groups
and use the rest of the period as a work period

Work Period: Development of Rough Draft an

Division of Labour (remaining time)

This is the first chance students have to work on their final

assessment. They are to use this time to brainstorm key ideas and
materials needed, divide up the work, think of how they can include
other disciplines into their game.
This is a time for the teacher to circulate and help students with ideas
and concerns. The teacher could giver oral feedback and make
anecdotal notes about co-operation and communication amongst
group members.

Evaluation
Collect students worksheet on organizing probability outcomes.
Formatively asses the worksheets using the Chart of formative
assessment (SEE PROBABILITY RESOURCE #5)

Materials needed:

Predictions
about
Probability
(November 3rd)

Riddle/ prize
Organization Worksheet
Station Cards

Learning Goal: By the end of this lesson I will be able to

Understand practical uses of probability in my everyday life.

Represent data in fractions as well as decimals and
percentages.
Explain and justify my choices with the use of odds.
Make logical predictions based on information that is given
to me (data).
Understand that probability is a form of chance and real
data may often show varied results that defy odds.

Vocabulary: Odds, theoretical probability, experimental

probability, chance, independent events, data, outcome.
Homework to Review: None
Homework tonight: Rough draft/ Division of labour for
summative assessment (due tomorrow)

Lesson Sequence
Hook: Grey Elephant From Denmark (10 min)
The Grey Elephant from Denmark prediction will be done as soon as
the students come in. This will be presented to students on a power
point. Each step will be presented on a separate slide so the teacher
can present it to students step by step. See Power Point.
PROBABILITY RESOURCE #6

Discussion: What is Probability to you? (20 min)

What is Probability to you? ask for key terms, how do students use
it in everyday life? When have seen it in the past? Where may
students see it in the future? Remind them of the Grey Elephant
from Denmark trick and ask them to think of probability without
numbers to think of more common uses of probability. They can
write their contributions on the chart paper.

Review/ Group Experiment (15 min)

Review how to express probability with numbers. Do simple

demonstrations with marbles or coins. What is the probability of
picking a black marble when there are 5 white ones, 4 yellow ones
and 7 black ones? Express in fraction then review how to convert to
decimal and percent.
After figuring out the probability of simple tasks such as coin
flipping and marble picking call on a number of students to carry out
the simple task. Discuss the difference between the theoretical

K I C A

A 1
B 2
C 3
D

a
b
c
d
e
f

probability (the fraction/ percent/ decimal they figured out earlier)

and the outcome of actually performing the task.

Minds On: Monty Hall Problem (20 min)

Explain the basis of the game show to students. They have three
doors to choose from. Behind one there is a grand prize (chocolate
bar), behind two others there is a fluke prize (a sock). Have them
pick out the door they choose. Once the students have chosen a door
knowingly open a door that has a sock behind it. This will narrow
down the students choices to two doors. Ask the students now if
they would like to switch their original choice of door to the
remaining one. Generate debate on why we should switch door
choice or why we should stick with our original gut choice. Ask
students if it makes a difference.
Most will answer that it doesnt make a difference. Based on what
they have learned thus far the odds should still be 50/50 once the
game show host reveals a losing door narrowing the contestants
choice down to two doors.
Play out the rest of the game. See which students chose correctly
which did not. Hand out chocolate prize to all students while
students watch the video.
Show the Monty Hall video explaining the ACTUAL odds of the
game. Visit Youtube: https://www.youtube.com/watch?
v=mhlc7peGlGg
PROBABILITY REFERENCE # 7
Discuss video with students to ensure they understand the concept of
the game and how the odds work.
Now survey students to see who beat the odds in practice. Find
those students who were failed by the odds (those who chose to
switch but still lost the prize). Pointing out the differences in the
odds and what actually occurred in practice should introduce
students to the difference between theoretical and experimental
probability.

Materials needed:

Probability
Experiment
Plan for

Grey Elephant From Denmark ppt.

Marbles, coins, bag
Monty Hall Video
Chocolate/ socks/ boards to use as doors
Chart paper/ Markers.

Learning Goal: By the end of this lesson I will be able to:

Understand practical uses of probability in my everyday life.

Represent data in fractions as well as decimals and
percentages.

K I C A

a
b

Summative
Evaluation DUE
(November 4th)

Explain and justify my choices with the use of odds.

Make logical predictions based on information that is given
to me (data).
Understand that probability is a form of chance and real
data may often show varied results that defy odds.

Vocabulary: Odds, theoretical probability, experimental

probability, chance, independent events, data, outcome.

Homework to Review: None

Homework Due: Rough draft/ Division of labour for summative
assessment

Lesson Schedule
Hook: Skunk (15 minutes)
The teacher will begin by writing Skunk on the board with each
letter in its own column so that students can use it as an example.
Students will each receive their own worksheet containing the
SKUNK board as well as the rules.
The teacher will then explain the rules of the game and the objective.
The object of SKUNK is to accumulate points by rolling dice. Points
are accumulated by making several "good" rolls in a row but
choosing to stop before a "bad" roll comes and wipes out all the
points.
Each letter of SKUNK represents a different round of the game. The
game begins with the "S" column. The object of SKUNK is to
accumulate the greatest possible point total over five rounds.
After each roll, players may choose either to remain standing or to
sit down. Those who are standing get the results of the next dice roll;
those who sit down keep the score they have accumulated for that
round regardless of future dice rolls. Once someone sits down, that
person may not stand up again until the beginning of the next round.
See the Worksheet for rules about dice rolls. PROBABILITY
RESOURCE # 8

Minds on: Rock Paper Scissor Activity (30 minutes)

Introduce and explain the Rock, Paper Scissor Experiment that the
students will conduct on their own in pairs. Hand them out the Rock
Paper Scissor worksheet. PROBABILITY RESOURCE # 9
Before beginning, introduce follow up questions that students can
think about in their pairs once they finish their experiment (in case
some finish before others). Hand out worksheet with discussion
questions. PROBABILITY RESOURCE # 10
Students break off in pairs and follow the instructions on the Rock
Paper Scissors handout that was previously explained to them in
class. This activity may take them to the end of the class. Remind

A 1
B 2
C 3
D

c
d
e
f

them to pack up and return to their seats a short time before

dismissal. If the students finish before the end of the period prompt
them to discuss the discussion questions together. If ALL students
finish you may redirect the classs attention to the front of the room
and discuss the discussion questions together, if not lead with the
discussion questions the next day.

Consolidation: Discussion Questions (15-20 minutes)

Regain students attention. Discuss with students their scores and

findings.
Review the difference between experimental and theoretical odds
(Discussed briefly yesterday with group experiment)
Talk about discussion questions, let students fill in their handout as
discussion unfolds in case they didnt finish with their partner.
How can the difference between theoretical and experimental affect
decisions when an important outcome is weighing on that decision?
(Discussion Guide: Is it worth it to rely on theoretical probability in
some cases? Examples? )
Should we rely on probability? (Discussion Guide: Can it help us
make safer more educated decisions?)
Does personality play a role in relying on probability? (Discussion
about risk taking and how it varies with age and individuality, does
it have a limit? What is your risk taking limit?)

Evaluation: Have student hand in their Rock Paper Scissors

Worksheet for evaluation. Formatively evaluate using Have itNeeds more assistance system. See PROBABILITY RESOURCE
# 11

Materials needed:
Skunk Worksheet/ Dice
Rock Paper Scissors Worksheet
Discussion Question Worksheet/ Chart Paper.
Work Period for
Summative
Evaluation
(November 5th)

Learning Goal: By the end of this lesson I will be able to:

Work collaboratively to contribute to my groups summative

assessment
Have the outline for my groups game
Have an idea of rules, and guidelines for my groups game
Pick a name for my groups game
Understand the strengths and weaknesses of my groups
initial plans based on teacher feedback.
Make according improvements to my groups game based on
teacher feedback.

Vocabulary: Bet, for or against the odds

K I C A

A 1
B 2
C 3
D

a
b
c
d
e
f

Homework to Review: Hand back the rough drafts and the

division of labour that the students handed in the day before. Ensure
you have provided feedback on each sheet. Areas of strengths and
next steps students can take for improvement.
This is a work period so ensure that you circulate and provide more
personal feedback in person with each group during this class time.
Homework Tonight: Outline of game or summative assessment
(due tomorrow).

Schedule:
Hook: Card Game (10-15 min)
Break students into pairs and give them a deck of cards. Have one
player be the dealer and the score keeper. Have the other player pick
four target numbers, write them down. Each hand the dealer will turn
over four cards. Have the player bet on the chance that the dealer
will turn over one of the target numbers. If the player bets that the
dealer will turn a target number card over and the dealer does, the
player earns two points. If the player bet that the dealer wouldn't turn
over a target card and the dealer didn't he earns one point. If the
player bet that the dealer would turn over a target card and the dealer
didn't he loses a point, and if the player bet that the dealer wouldn't
turn a target card over and the dealer did, the player loses 1 point.
Have students share overall scores. If more scores in the class are
negative than positive discuss why. The students may have been
playing against the odds more often than they played with them.
(Credited to: http://www.education.com/activity/article/street-hustler/)

Work Period (40-50 minutes)

Students have the opportunity to work in their groups for the final
assessment. Ensure that all students are on task and continuously
circulate and challenge students ideas with further questions. This is
also time to not only give oral feedback to students but it is a time to
assess students ability to collaborate and work on their oral and
listening skills.

Consolidation (10 minutes)

Regain the students attention and discuss how the projects are
developing thus far. Have students ask any questions they need to
during this time. It is also a good time to address reoccurring
questions or issues that you noticed while circulating.

Materials needed:

Decks of Cards
Students rough drafts to return