Components of a Lesson Plan
Sarah Rager
EDUC 6110
Spring 2014
Concept Development Model Lesson Plan
I. Mathematics
II. 7th GradeIII. Summary: This lesson will be used as an
introduction and review of the concepts of probability that will be
discussed in a 7th grade mathematics classroom. This lesson will
give students the opportunity to build upon their prior knowledge
of probability and its different concepts as a precursor to our
probability unit which will be taught later.
IV. Standards addressed:
CCSS.MATH.CONTENT.7.SP.C.5:
Understand that the probability of a chance event is a number
between 0 and 1 that expresses the likelihood of the event
occurring. Larger numbers indicate greater likelihood. A
probability near 0 indicates an unlikely event, a probability
around 1/2 indicates an event that is neither unlikely nor likely,
and a probability near 1 indicates a likely event.
CCSS.MATH.CONTENT.7.SP.C.8:
Find probabilities of compound events using organized lists,
tables, tree diagrams, and simulation.
CCSS.MATH.CONTENT.7.SP.C.8.A:
Understand that, just as with simple events, the probability of
a compound event is the fraction of outcomes in the sample space
for which the compound event occurs.
CCSS.MATH.CONTENT.7.SP.C.8.B:
Represent sample spaces for compound events using methods such
as organized lists, tables and tree diagrams. For an event
described in everyday language (e.g., "rolling double sixes"),
identify the outcomes in the sample space which compose the
event.
CCSS.MATH.CONTENT.7.SP.C.8.C:
Design and use a simulation to generate frequencies for compound
events.
V. Objectives:
1. Students will be able to list generalizations about what
probability is and how it is used in real world situations based on
prior knowledge and/or personal experiences.
2. Students will be able to correctly design detailed lists or
diagrams demonstrating their knowledge of what the concepts of
probability are.
3. Students will be able to define probability as the chance of
an event occurring between 0 and 1 on a number line.
VI. Learning Context: Students will begin to work with
probability following a statistics unit. We will then branch the
two concepts together into a March Madness project which will
include the use of both statistics and probability. They will need
to use probability to determine odds of picking winners based on
given events, and then statistics to determine the winner based on
more numerically based information.
A. Specific Rationale: Students are starting to experience
chance outcomes, i.e. weather, options for food at a restaurant,
playing card games that involve probability, in their everyday
lives. With this mini-unit on probability, they will be able to
explore what probability is in a deeper context and can also begin
to grasp how they can correctly predict outcomes based on their
current knowledge of the topic.
B. General Rationale: Probability is a necessary tool for
students to use and become more familiar with. It is a skill that
promotes deeper thinking processes at varying degrees and fits into
the 7th grade curriculum because it promotes problem solving
ability and creative thinking processes.
VII. Instructional Model: I chose to use the Concept Development
Model for this lesson because students already have some idea of
what probability is, but I want them to continue thinking about how
it works, and the variety of forms probability can take. Using the
Concept Development Model will allow students to work together to
create deeper conceptual bonds of what probability is by bringing
prior knowledge to the foreground before building upon those topics
in a large group setting.
VIII. Methodology:
A. Preparation: Read through the Common Core State Standards for
Probability, as well as the chapters on Probability discussed in
the textbook to build upon background knowledge.
1. Materials: Common Core State Standards, Math in Focus
Textbook, Graphic Organizers (varying degrees of concept building),
SmartBoard, Note cards, Different colored pens, pencils, or
markers
2. Leading Questions: What do you know about probability? What
have you learned? What have you experienced?
3. Plans for Grouping: Small, heterogeneous groups with varying
ability levels and personality traits (introverted vs. extrovert,
leader vs. follower, etc.)
4. Location: Classroom; rearrange desks into groups of 4
5. Time Required: 1 Class Period (60 minutes)
Each step of the Concept Development Model should take around 10
minutes (50 minutes)
5 minute opening and closing period
For an introduction and review
6. Instructional materials
Note cards
Different colored pens, pencils, markers, etc.
Concept webs
Varying levels of organization
Blank paper
To create their own concept webs/lists
B. Procedure:
1. Review last weeks lesson [5 minutes]:
a. Last week we discussed what statistics is and how it is used.
Who can remember a few things from that unit?
i. Mean, median, mode, range, etc.
ii. Bar graphs, histograms, circle graphs, etc.
b. Great! Today we are going to branch away from statistics but
I know our next topic is something you all know quite a bit about
Probability.
c. What I am going to have you all do today is work in small
groups (which I have listed on the board) to discuss what you think
Probability is, and then work towards some conclusions about how
you use probability in your daily lives.
d. Have students move to appropriate table numbers based on the
list on the SmartBoard.
2. Listing [10 minutes]
a. Pass out Folders for todays unit
i. Manila folders labeled with each groups number; filled with
the different graphic organizers, blank pieces of paper, and
several note cards
b. Today we will be going through several steps to discuss what
you already know about Probability. Each of these folders has
several different tools you can use today. Please do not use them
in access as I only have a few extra copies for everyone. Take your
time today! This lesson can be extremely helpful if you follow
directions and work closely with your group!
c. What I want you to think about in your group first is what do
you already know about Probability? Looking through your folders,
pick a tool which may be helpful to you so that you all as a group
can start listing ideas that relate to Probability in any way.
These do not have to be in complete sentences. Feel free to use
words, pictures, or numbers to help explain what you think
Probability is as a group.
d. Walk around and make sure that each group member is
contributing. Try not to direct any conversation towards an end
result as this part of the lesson should be steered by the students
themselves. If students are stuck, feel free to help them out while
keeping the focus on what they are trying to say, whether it is
correct or not.
3. Grouping [5-10 minutes]:
a. Encourage students to think about how their ideas are
similar.
b. What I want you to think about next is how all these items
you listed can be grouped together. Before you write anything down,
take a close look at the concepts you wrote, and see how they can
be arranged. Next, please utilize any tool from your folder that
you think may help you appropriately group your concepts. You can
have as many groups as you think you need.
c. Monitor student and group activity throughout this section.
Make sure that students are using the tools available to the best
of their ability.
4. Labeling [5-10 minutes]:
a. Ask each group of students to label each group of
characteristics they created.
b. Now that you have grouped the characteristics, I want you, as
a group, to see if you can come up with labels for each of the
groups. Think about some of the things each group has in common and
what separates them from other groups.
c. Students should be continuing to work on one of the tools
they selected to help them with this activity. Monitor student work
and group activity.
5. Regrouping [10 minutes]:
a. The next step will be to challenge each group to look at
their individual characteristics and their groups to see if they
can come up with any more ideas and/or regroup their current ideas
to different sections.
b. Now that you have your groups labelled, take another look at
your ideas and their groups to see if they can be rearranged in a
different way. Could some of your ideas belong to more than one
group? Could you put them in different groups altogether? Why would
you group them that way?
c. Students may choose to use a new graphic organizer for this
part of the lesson. A Venn diagram may be useful now since students
can group items in two separate groups.
6. Synthesizing [10 minutes]:
a. Students will now need to write down a sentence or two that
explains what probability is. They should use another tool from the
folder; a note card, blank piece of paper, etc., and they should
complete this individually.
b. Now that you have worked together to group these ideas of
probability, you need to use another tool from the folder to write
down in 1-2 sentences what you think probability is. Once you have
your idea written down, feel free to share it with you group
members. If you want to, you can edit your statement to include
ideas mentioned by other group members. I will ask for a few
examples when everyone is done.
7. Review [10 minutes]: Once students are finished discussing
their statements with their groups, ask for individual students to
volunteer to read their responses. It may be beneficial to have a
discussion about the different statements the students present to
clarify any misconceptions or to elaborate on any key information
students present.
a. Now that we have had a discussion on an introduction to
probability, we will begin to delve a little deeper into some
concepts and uses of probability. At the end of our unit, we will
go through this procedure again to see how your ideas of
probability have changed, or what new concepts have been added. We
will start talking about the basics of probability tomorrow and
then progress pretty quickly over the next week. Make sure I have
collected your final statement over your idea of what probability
is before you leave today!
C. Anticipation of Difficulties: I could foresee that students
may use the incorrect tools or that they would include ideas that
dont connect to probability. In either case, as 7th graders, I
would push the students to discover their own misconceptions and
misuses. I would not tell them the correct idea or tool to use, as
this is an individual/group activity, but I would try to steer them
towards the right idea. Students who need help (differentiating the
lesson) can and should be provided with tools that provide more
structure for them throughout this lesson.
IX. Assessment:
A. Student Assessment:
Monitoring students during their group work
Collecting their final statement
Using a rubric to assess their final statement for key points
and if they correctly identified the concepts
B. Lesson Assessment:
Monitoring student and group activity
As the unit continues, check to see if students can continue to
relay back upon this lesson as a strong foundation for the unit
High student involvement; not many questions asked
C. Rationale: I chose this method for this unit and my students
because of the content that is going to be taught, the age
appropriateness of the method, and the fact that this information
is being built upon from previous grades. Students in the 7th grade
should be able to develop ideas on their own, especially with the
help of small group activities, choose and utilize the proper
tools, and build connections between past concepts. Students have
already been taught some aspects of probability, but using the
concept development model allows students to bridge their prior
knowledge to new concepts that they have yet to learn by grouping
and assimilating that prior knowledge before the unit starts.
C. Rubrics or Evaluation Tool:
Points Possible
0
1
2
Points Received
Define Probability
No definition included
Missing important concepts
Defined Correctly
Concepts are listed in appropriate groups
Groups not defined
Not all concepts in proper groups
Concepts appropriately grouped
Proper use of tools provided
Did not use any tools provided;
Used one tool inappropriately
Used same tool; didnt change to meet different needs at each
level
Used multiple tools; used them appropriately
Group Work
Did not participate; relied on group to do majority of the
work
Participated only a few times; did not provide insight very
often
Participated frequently; Worked well with others
Different Types of Tools for Student Use:
