TED 633 Week 2 Assignment B

Rogelio Reynoso-Guzman
ID #: 023822157
National University
12/04/2016
 Reynoso
1

Audience: 10th Grade Geometry Class Objectives: Probability

Group Size: 41 students
Time: 55 minutes The learners (student) will: Meet Standards: Students will
Equipment: Elmo, Fill-in the blank notes, iPads demonstrate the understanding of probability and statistics by:
Resources: Visual aids Showing an understanding of the units vocabulary, learning what
Setting: Students are seated in groups of four based on probability is and how it relates to our everyday lives, learning
1/3 plus model, it is a CC class (co-teacher). different ways to express probability numerically: as a ratio,
decimal, and a percentage, learning how to solve problems based
on probability.
Time Concept to be What you (teacher) do or What learners Self-monitoring
Learned show (students) do (Hints for teacher)
Making adjustments that
could not have been predicted
EXAMPLE BELOW
5 Warm-up I will use the Elmo and Will come up May need to summarized the
min. projector to show five words with a short topics covered that week.
Review of the as part of the warm-up: Data, sentence or two
Unit Event, Probability, Odds, describing how Walk around the room to
Vocabulary factorials. the word applies check for understanding.
words. to another
subject or to Tell students that finish to
their own lives. take our notebook.
1 Transition Give small reminder of what Transition. Make sure everyone is on
min. to do. board
Redirecting as needed.
3 Introduction Engage the students, Why Have the Check for understanding and
min. to the lesson. should we care about students come answer questions that come
Students will probability and statistics? up with up.
identify the Talk about the how different ways
connection to probability is the connection statistics may
the real world. between math and the real affect their lives.
world. Its the way we Ex: insurance,
interpret the world. gambling, etc..
1 Transition Give small reminder of what Transition. Make sure everyone is on
min. to do. board
Redirecting as needed.
10 Introducing I will provide example based Take notes from Ask if students have the
min. the Material notes in which I solve the projector in correct packets, provide ELL
and bridging probability problems as well their fill-in the students with dictionary.
it to prior as break down long word notes packets, Reference visual aids if
knowledge. problems. I will cold call necessary.
students to answer questions,
ask students to turn to their
shoulder partners to work on
examples. I will talk about
how probability relates to our
unit of sets and data.
 Reynoso
2

1 Transition Give small reminder of what Transition. Make sure everyone is on

min. to do. board
Redirecting as needed.
5 Assessment Teacher will provide students Students will Make sure everyone is taking
min. with the class set of IPads, refer to their the quiz, and not having
Short guide them to google forms, notes, partners, technical difficulties.
assessment of and instruct them to complete and any Redirecting as needed.
material cover the multiple choice questions. available
in notes Questions will focus on the resource to
differences between dependent complete the
and independent events. assignment.
25 Group In- Teacher will assign each group Students is to Monitor the room and help
min. Class activity of four students with a set of work as a group any struggling students.
problems, the teacher will give but write
refer students to the notes and individual Reteach any materials that
partners for help. Teacher will results which students scored poorly in the
explain the rubric and what to will presented to google forms assessments.
expect out of the activity when the whole class.
it comes to probability. Will Students will
explain how to use the deck of assign roles and
cards and dice within the presentation
activity. duties.
4 Closure Teacher will lead a class Students will Ensure all questions are
min. discussion summarizing the contribute to address at the moment or in
relationship between the discussion as the next class.
independent and dependent well as write
events, the importance of down the HW
probability, and the assignment
application to the real world.
 Reynoso
3

LESSON DESCRIPTION

Content Area: Geometry

Title: General Geometry Lesson Plan

Grade Level: 9-12 (secondary)

Author: Rogelio Reynoso, Rancho High School, Las Vegas, Nevada

Rationale: Probability plays a huge part in our everyday lives, and is one of the most
important topics covered in geometry.

GOALS & OBJECTIVES

Goals: Students will become familiar with the basic concepts of probability and statistics.

Objectives: As a result of these activities, students will be able to:

Meet Standards: Students will demonstrate the understanding of

probability and statistics by

1. Showing an understanding of the units vocabulary

2. Learning what probability is and how it relates to our everyday

lives

3. Learning different ways to express probability numerically: as a

ratio, decimal, and a percentage

4. Learning how to solve problems based on probability

MATERIALS AND RESOURCES

Materials: Paper, Pencil, Ruler, Calculator, Note Book, deck of cards, set of 10 die,
calculator and Highlighters.
 Reynoso
4

Technology Adaptations: This section will utilize the use of a PowerPoint presentation,
notes on an ELMO, quiz taken and graded on the class set of IPad taken on Google
Forms, and will become familiar with the use of Ti-84 graphing calculators.

PROCEDURES

Warm Up (5 minutes): Students will be given a list of vocabulary words for the unit,
and will be responsible for looking up the definition. The students will then write one to
two sentences describing a situation in their lives where the vocabulary word could be
used (Rutherford, 2012).

Introduction: The teacher will explain how the new concepts will be used, and the
connection to the old material. The teacher will explain the applications of the probability
unit.

Presentation (10 minutes): The important content and vocabulary will be divided into
three large posters that will serve as reference to the PowerPoint, these posters will be in
display for the remainder of the class. The teacher will introduce the new material in a
model based system, focus on examples and solutions. The teacher will cold call several
students for each section as to ensure the understanding of the students. The students will
then be asked to turn their shoulder partners in order perform some student teacher
example problems. The student will each do a problem, then alternate explaining their
corresponding problem to each other. Problems in this unit will focus on probability of
events dealing with a deck of cards and pairs of dice. The students will constantly be
asked questions on the differences between independent and dependent events. ELL
students will be encourage to ask question or to talk to their partners (bilingual when
possible).

Group Activity (20 minutes): The class will be broken into groups of four, which will
include one student from each 1/3 plus model category if possible. The students will be
given a deck of cards and a set of dice, along with the attached worksheet. I will assign
the bottom 1/3 student or the ELL student the responsibility of presenting the groups
work. I will assign some problems to each group and will emphasize that their grades will
be graded on the understanding of the person presenting. During the group collaboration,
 Reynoso
5

I will walk around the classroom, to ensure that students are understanding the material
and to answer any question they may have. The students will present their group work
using at least 3 vocabulary words and answering peer questions along the presentations.
Each student will be require to write down all problems presented by their peers and turn
in the completed worksheet for a grade. Students will be given a short quiz after this
activity to test understanding, the quiz will be taken on the class set of Ipads, and will
consist of questions on probability and vocabulary. The quiz will be taken as a Google
Form.

Homework (4 minutes): The homework will be given and explain at the end of class.
The homework will be assigned in 3 groups: top 1/3 will do all problems, the middle 1/3
will skip every third problem, and the bottom 1/3 and ELL students will do every other
problem but will write a description of a situation the problem could be used in.

Closure (5 minutes): The class will have a class discussion to review the concepts
learned, as well to connect the concepts to the real world. This time will also be used to
address major gaps in the content as pointed out by the in class quiz.
 Reynoso
6

References

High School: Statistics & Probability Common Core Standards. 2. (n.d.).

Retrieved July 25, 2016, from
http://www.corestandards.org/Math/Content/HSS/CP/A/2/
Rutherford, Paula (2012). Active Learner and Engagement Strategies. Alexandria, VA:
Just ASK publications & Professional Development
Serdyukov, P., Ryan, M. (2008). Writing Effective Lesson Plan. Boston, MA: Person
Learning Solutions