Jamie+Lukey

Jamie Lukey

Ohio Content Standards: Math: Grade 8: Probability:
 * Daily Lesson GAME Plan ||
 * Lesson Title: Story Time |||| Related Lessons: Probability Fair, What’s in there? ||
 * Grade Level: 8 |||| Unit: What are the chances? ||
 * ==GOALS== ||
 * **Content Standards:**

10. Calculate the number of possible outcomes for a situation, recognizing and accounting for when items may occur more than once or when order is important.

11. Demonstrate an understanding that the probability of either of two disjoint events occurring can be found by adding the probabilities for each and that the probability of one independent event following another can be found by multiplying the probabilities . || Communication and collaboration
 * **ISTE NETS-S**
 * Instructional Objectives:**

The students will work in partners collaboratively to write a short story that involves probability situations using the ZooBurst online program. ||
 * ==ACTION== ||
 * **Before-Class Preparation:**

The students will have recently completed classroom lessons and activities that practice the skill of determining experimental and theoretical probability. They will know how to find the theoretical probability of given situations and then use those theoretical probabilities to predict the outcome for experiments. The students will also know how to find the experimental probability of situations so they can make comparisons between what actually happened in an experiment and what was expected to happen. ||
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 2 - 60 minutes |||| The students will be introduced to the story writing mini-project through reading [|Very Improbable Story: A Math Adventure]  by Edward Einhorn together in class. ( // story synopsis: Ethan wakes up one morning with a talking cat on his head. The cat refuses to budge until Ethan wins a game of probability. Without looking, Ethan must pick out a dime from his coin collection or two matching socks from his dresser, or do something else improbable. A very improbable story about a challenging math concept.) //

The teacher will explain that they will be writing a children’s story that needs to involve probability as well. Each story will be written in pairs or individually and needs to contain at least 2 probability situations (each situation needs to be clearly defined in the story and the theoretical and experimental probability needs to be included.) and be a minimum of 8 pages long.

The studentswill have 2 class periods to work on their story map and write their story. The students will be able to have other pairs proof read their story and also receive feedback from the teacher during this time. || Children’s book: [|Very Improbable Story: A Math Adventure] Story Map graphic organizer

Paper and pencil ||
 * 2 - 60 minutes |||| The students will work in a computer lab to type their story and find pictures to include in their online children’s pop-up book using ZooBurst. The students will need guidance and help during each step since this is the first time they might be using the program. || Website: www.zooburst.com

Computer Lab

The teacher will need to sign up for a zooburst account previously ||
 * 3 days |||| The students will post their story to the class Edmodo site, so the students can all read each other’s stories. The students will then be able to comment and share their thoughts about their peers’ stories. || Edmodo

Computers ||
 * **Note student groupings, environmental modifications needed, etc:**
 * **Note student groupings, environmental modifications needed, etc:**

The students will be broken into pairs or work individually based on their preference. The students will be given time to complete the assignment in class so there are not many modifications that will need to be in place since they will have teacher and peer support throughout the entire assignment. More time might need to be added depending on the class. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**

The teacher will monitor the student’s work through the completion of the story map and planning on the first two days. Then, the teacher will also monitor the progress and work that is completed in the computer lab. The students will also be assessed at the end with their final story. The first two assessments will be based on participation and classroom focus/use of time appropriately, while the book will be assessed using a rubric that measures how well they included the expectations in their story.


 * Accommodations and Extensions:**

The students that need more individual assistance can receive it during class time as needed. If there is more assistance needed, then the students can come in during lunch or their study hall. The students can use the computer lab during those times as well if they just need more time to work on their books than they were given in class.

The students that need an extension in this lesson, might be expected to include more probability situations in their story. Another extension might be pairing them with a student that is struggling with the concepts, so they can help them by explaining the concepts to them in a different way.


 * Back-Up Plan:**

If the website does not work, the students will be able to make the book in the classroom. The students can use construction paper and Word to type up their story. A different option could be for the students to use Flip Cameras to act out their stories in place of making the book. ||
 * ==EVALUATE AND EXTEND== ||
 * **Be specific and include the evaluation that you will use for this lesson:**

After all students have completed their storybooks, they will be assessed using the following categories:

Probability Situation 1 AND 2 (assessed using the same questions): Is the probability situation defined in the story? Is the theoretical probability accurate and included? Is there an experimental probability situation given in the story based on the theoretical situation? Is the experimental probability accurate?

In addition, they will be assessed on: Is the story at least 8 pages long? Are there pictures on each page? Is there are a story line that is developed and followed through to the end?

The students will receive point each day for their participation and work focus for each classroom and computer lab day. These points will be given at the end of each class period.

. LESSON REFLECTIONS AND NOTES: ||

**Week 6 Lesson Plan** Ohio Content Standards: Math: Grade 8: Probability:
 * = Daily Lesson GAME Plan = ||
 * **Lesson Title:** What’s in there? |||| **Related Lessons:** Probability Fair ||
 * **Grade Level:** 8 |||| **Unit**: What are the chances? ||
 * ==GOALS== ||
 * **Content Standards:**

10. Calculate the number of possible outcomes for a situation, recognizing and accounting for when items may occur more than once or when order is important.

11. Demonstrate an understanding that the probability of either of two disjoint events occurring can be found by adding the probabilities for each and that the probability of one independent event following another can be found by multiplying the probabilities . || Communication and collaboration
 * **ISTE NETS-S**


 * Instructional Objectives:**

The students will work in a small group collaboratively to determine the contents of “Santa’s Bag” using experimental probability results. ||
 * ==ACTION== ||
 * **Before-Class Preparation:**

The students will have recently completed classroom lessons and activities that practice the skill of determining experimental and theoretical probability. They will know that they can use experimental probability results to make predictions of what will happen next or the contents of an unknown situation (like Santa’s bag).

The students will also have an Edmodo account and know how to use and sign into their account. ||
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 20 minutes |||| The students will conduct an experiment in the classroom. The teacher will have a bag of marbles (5 red, 2 blue, 1 green, 1 yellow, and 1 black). Each child will draw a marble and replace it back into the bag. The students will record their results in a table and then discuss the results with a partner/small group to determine the actual contents of the bag. The teacher will record the predictions up on the board having each group describe how they determined the contents of the bag, After each result is recorded; the teacher will empty the contents and compare the predictions to the results highlighting some of the methods that were used to determine the contents. || Non-transparent bag

10 marbles

Smartboard

Paper and pencil ||
 * 15 minutes |||| The teacher will open the website “What’s in Santa’s Sack?” and demonstrate how it works. The teacher will explain that the class will be working in 5 groups collaboratively to determine the contents of a bag. Each group will be assigned one of the 5 sacks and they will work in a group on Edmodo to record their experimental results and discuss the actual contents of the bag. The students will then be assigned to their groups, given their group code for their group (so they can log into Edmodo to work together) and then go to the computer lab to be sure everyone can get into their group and then access the site. With any extra time, they can run a trial of their assigned sack. || Website: []

Computer Lab

Edmodo Accounts for each student and then groups established for each student with their group code ||
 * 3 days |||| Outside of class, the students will run the experiments and conduct the online discussions to determine the contents of their assigned sack. The students will need to come to a group consensus and submit their predictions online through Edmodo. The students will then choose a group speaker who will present their experimental results and their predictions to the class. || Edmodo

Computers

Santa Sack Website (above) ||
 * 20 minutes |||| Each group will present to the class and identify their groups’ method for determining the contents of Santa’s Sack. The teacher will reveal the actual contents so the students can see how they did. ||  ||
 * **Note student groupings, environmental modifications needed, etc:**

The students will be broken into 5 groups (group size depends on class size.) If students do not have internet access at home, they need to be given an opportunity to complete their part of the discussion and project at school (study hall, lunch, class time, etc) ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**

The teacher will monitor the groups’ discussions and be sure that each member has participated. The students will need to equally participate and do their fair share of the groups work to receive full credit.


 * Accommodations and Extensions:**

The students that need to use the computers at school will be given access as needed. The students that need individual help will be able to receive this during lunch or study hall during the 3 days that they have to complete their part of the project. The students that need extensions of this concept can take the lead position in the group and help to guide the group discussions on Edmodo. These students will also have the opportunity to present to the class to summarize their group’s predictions.


 * Back-Up Plan:**

If the website does not work, the students will be able to conduct an experiment in class similar to the one online using a bag and marbles. If Edmodo, is not working, the students can conduct their group discussions and predictions during class time. ||
 * ==EVALUATE AND EXTEND== ||
 * **Be specific and include the evaluation that you will use for this lesson:**

After all groups’ presentations, the students will be given separate experimental results and they will need to use these results to determine the contents of a new bag as an exit slip and formative assessment… this will be used to determine that each student has demonstrated their understanding for using experimental probability.

LESSON REFLECTIONS AND NOTES: ||

**Week 5 lesson plan:**

 * = Daily Lesson GAME Plan = ||
 * **Lesson Title:** Probability Fair |||| Related Lessons: ||
 * **Grade Level:** 8 |||| **Unit:** What are the chances? ||
 * ==GOALS== ||
 * **Content Standards:**

Ohio Content Standards: Math: Grade 8: Probability:

10. Calculate the number of possible outcomes for a situation, recognizing and accounting for when items may occur more than once or when order is important.

11. Demonstrate an understanding that the probability of either of two disjoint events occurring can be found by adding the probabilities for each and that the probability of one independent event following another can be found by multiplying the probabilities || Creativity and Innovation / Communication and collaboration Students work in small groups to develop a carnival game for a class carnival. The students will show their understanding of finding the probability of winning their game and their classmates games during the carnival The students will complete an online carnival game to spark some ideas and develop an understanding for finding the probability of different games. ||
 * **ISTE NETS-S**
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation:** The students will already know the difference between experimental and theoretical probability through classroom lessons and homework problems. We will have discussed the idea of probability and the students will be ready to conduct some internet research on how probability is found in fair games and games of chance. The teacher will need to sign out a computer lab for the students to use for this lesson. ||
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 5 minutes |||| The teacher will lead a class discussion on the activities that they may have experiences in real life that deal with probability. The students will hopefully make the connection between the games at fairs and carnivals and the affiliation that they have with probability. || none ||
 * 20 minutes |||| The students will sign into the probability fair and play the games to the best of their ability. The students will be asked to take note of the types of games that are at the fair and the games that have the highest likelihood of winning or losing. The students will play the games individually on their own computers. || Computers with internet access

Website: []) ||
 * 15 minutes |||| The teacher will lead a class discussion about the games that they played at the “probability fair” and what the likelihood of winning each game was. The students will create a chart on the class Smartboard and discuss the games that had the highest likelihood of winning and what improves the chances of winning or not. || Smartboard ||
 * 10 minutes |||| The students will break into groups of 3-4 to begin brainstorming about the type og game that they would like to design for the classroom probability fair that they will be holding in a week or so. || Paper or computer to keep track of group ideas ||
 * **Note student groupings, environmental modifications needed, etc**:

The students will be grouped in groups of 3-4 for the final activity in this lesson (the teacher will need to use their discretion on if the students are able to choose their group or if the teacher is choosing). || The students will complete the handout that helps them guide their thinking in finding the likelihoods of winning each event at the online carnival.
 * ==MONITOR== ||
 * **Ongoing Assessment(s**):

The students will be evaluated on their participation in the group discussion and the participation in the computer activities.

The students will be able to work in pairs if they are not familiar with using the computer, they will also be given extended time to complete the games on the carnival game website if needed. The students that complete early, will be challenged to find ways to improve the carnival games that will help the odds of the player winning and find other changes that will also improve the odds of the “house” winning.
 * Accommodations and Extensions:**


 * Back-Up Plan:** If the computer lab cannot be signed out, then the teacher can set up stations that simulate the games from the probability fair. The students could play them in the classroom instead of on the computer. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

I will evaluate this lesson through an exit slip for the students…. I will inquire what their ideas are for their game at this time and if they felt the carnival game was helpful in identifying good game ideas. I will also self reflect on how the students were engaged while playing the online games and participating in our class discussions.

LESSON REFLECTIONS AND NOTES: I felt that this lesson was a great kick off to the project. The students were able to participate in our class discussion since they each were coming to the table with a common experience. The problem that I have noticed in the past is that many students do not have common experiences that we can reflect upon, but since they all were experiencing the same games, it leveled the playing field. I will use this site again to introduce the carnival, it was a good stepping stone for the students and they were able to brainstorm at the end of class with some very creative ideas, that I am not sure would have been there without the experience. ||


 * Game || Premise of game || Probability of winning || Cost to play ||
 * Ticket Wheel ||  ||   ||   ||
 * Shell Game ||  ||   ||   ||
 * Number Board ||  ||   ||   ||
 * Plinko ||  ||   ||   ||
 * Duck Pluck ||  ||   ||   ||