Lesson Plan and Activity: Experimental Probability Stations
Standard 5. Middle Level Instruction and Assessment
Middle level teacher candidates understand and use the major concepts, principles,
theories, and research related to effective instruction and assessment, and they
employ a variety of strategies for a developmentally appropriate climate to meet the
varying abilities and learning styles of all young adolescents.
Description:
On day 3 of the 8th grade probability unit that I created and taught during my student
teaching practicum the spring semester of 2011 my students learned the difference between
theoretical and experimental probability. To solidify the difference I designed experimental
probability stations where the students got to perform the experiments themselves and then
calculate the probability based on their experiments. The students worked in groups of 3 or 4
and had about 5 minutes at each station. One person in the group was the designated “writer” for
the group.
The activator I did for this lesson was a strategy to teach the new concept of experimental
probability and to get the students into their groups for the day. I put numbers 1-5 on note cards,
3 or 4 of each number, and the students pulled their card from a bag as they walked through the
door. The desks were already in groups and labeled 1 through 5. The students had a white board
and a dry erase marker and they were told to calculate the probability of their group number
getting picked. The data about how many cards were in the bag was on the Promethean board. I
used this to explain the definitions and differences between theoretical and experimental
probability.
This well developed lesson plan demonstrates my proficiency in middle level instruction
and assessment. It is an example of my knowledge of a wide variety of teaching, learning, and
assessment strategies. It proves that I am able to plan effective teaching strategies on an
individual basis. It also shows that I can plan lessons which provide my students with the
opportunity to engage in their learning of new concepts.
Analysis:
This lesson was a GREAT success! The students were engaged, having fun, and they
helped each other answer the probability questions that went along with their experiments. My
students loved the movement around the classroom. I taught the lesson on a Friday, which
worked well because my students typically had more energy at the end of the week with
anticipation of the weekend ahead. There are two things I would do to improve this lesson. I
would have included more experimental probability examples during the mini-lesson and I
would have allowed for more time for the students to be at each station. The class period was
truncated because of the students having outside time that afternoon, which put my lesson under
even more of a time crunch. Having more experimental probability examples would have helped
to solidify the new concept before sending students to practice on their own.
Future Impact:
If I am able to modify and use this lesson again in my future classrooms I definitely will!
It was a very engaging and effective lesson that the students really enjoyed. This lesson taught
me that good planning always pays off. This lesson also taught me that managing the time spent
on warm-ups and activators is important class time that should not be wasted. Activators should
not take up the bulk of the class time. I was over-prepared for this lesson and it definitely came
in handy when time was cut so short. I learned that students love to move around the classroom
and they learn very well with hands-on activities. I plan to add more experimental probability
examples and use this lesson again, hopefully in the near future!
Artifact:
Please see the lesson plan and activity sheets attached below.
LIKELIHOODS AND OUTCOMES UNIT: DAY 3
Amanda Tarr -- Miss Felicia Goode
Room# 418 -- 8th Grade Mathematics
2nd Period -- 10:15am – 11:15am – April 29th 2011
Lesson # 3 of 7
M8D2. Students will determine the number of outcomes related to a given event.
M8D3. Students will use the basic laws of probability.
a. Find the probability of simple independent events.
b. Find the probability of compound independent events.
ESSENTIAL QUESTION
1. Why is probability important to making decisions?
KEY QUESTION(S)
1. How can we apply real life examples to probability concepts?
2. What is the difference between experimental and theoretical probability?
INSTRUCTIONAL OBJECTIVE(S)
1. On the notes organizer, SWBAT compare theoretical and experimental probability.
2. On the data collection sheet, SWBAT perform simple and compound independent events
and record their results.
3. On the data collection sheet, SWBAT incorporate concepts from previous knowledge.
4. On the TTL, SWBAT summarize the difference between experimental and theoretical
probability.
ASSESSMENT STRATEGIES
1. TTW check the notes organizer to monitor students’ progress, for a class participation
grade. Objective 1
2. TTW gauge student application through student participation during activities.
Objective 2
3. TTW evaluate the data collection sheet for evidence of conducted experiments, for a
class work grade. Objective 2
4. TTW check the data collection sheet for completion and accuracy of calculations, for a
class work grade. Objectives 2-3
5. TTW assess the TTL for accurate compare and contrast features of experimental and
theoretical events, for a class participation grade. Objective 4
ELEMENTS OF INSTRUCTION:
PART ONE: LESSON INTRODUCTION (10 MINUTES)
TTW have the desks arranged into 5 groups, and the students will pick a number (1-5) from a
bag and that will be their assigned group for the day. Once the students are into their groups of 3
or 4 students TTW have the students get out their homework practice from yesterday and ask
them if they had any questions. (Since Day 2 was review, there should be minimal questions.)
Once the questions, if any, are answered TTW collect the homework to grade.
Then, TSW will complete the warm up:
On Board:
TTW:
TTW ask the students to take the data of how they
picked a number to get into their group and
calculate the probability of them being assigned to
that particular group.
Each group will have a dry erase board for them to work out their probability for getting
assigned into their group. Once each group is done they will hold up their board and TTW tell
them if they are right or wrong. If their calculations are incorrect they will try again!
TRANSITION:
Not only did we calculate probability, more specifically we calculated the experimental
probability! Can anyone tell me what I mean by “experimental probability?”
PART TWO: DEVELOPMENTAL ACTIVITIES (35 MINUTES)
Mini Lesson: (15 Minutes)
On Board:
TTW:
TTW explain that experimental probability is where
someone actually performs the action and calculates
the results.
TTW explain that all the probability calculations we
have done for the past two days have been theoretical
probability because we have been calculating
possibilities, not actually performing the experiments.
TSW restate what experimental and theoretical
probability means to them, in their own words.
TTW explain each station so that all students are clear
on what they are to be doing at each station. (The
directions will also be on their data collection sheet and
at each station. *See attached materials.)
Stations: (30 minutes – 6 minutes at each station, Set timer!)
Stations:
1. 6-sided number cubes
2. Coins
3. Spinners
4. Bag of Marbles
5. Trash Can Basketball
TTW dismiss groups to their designated stations and walk around observing, assisting, and
answering questions while the groups perform their experiments at each station.
TRANSITION:
Stop what you are doing and return to your seats, still in your chosen groups. Did you enjoy
doing the experiments yourself?
PART THREE: CONCLUDING ACTIVITIES (5 MINUTES)
After some verbal feedback from the students, TTW ask students to turn in a TTL answering the
EQ, “What is the difference between experimental and theoretical probability?”
TTW collect the notes organizer, the station data collection sheet, and the TTL as students leave
the classroom.
MATERIALS
FOR INTRODUCTION:
 Bag with numbers 1-5 (17)
FOR MINI LESSON:
 Notes Organizer (17)
 SmartBoard
 PowerPoint
FOR STATIONS ACTIVITY:
 Data Collection Sheet (5)
 1 Die
 1 Coin
 1 Spinner
 12 Marbles in a bag – 3 different colors
 Rubber toy basketball
 Trash can
FOR CONCLUSION:
 Ticket to Leave (17)
Name_________________________________
Date________________________
Name_________________________________
Group # ______________
Name_________________________________
Name_________________________________
Name_________________________________
Stations: Experimental Probability
Station #1: 6-Sided Number Cube
1. What is your sample space? {_______________________}
2. What is the event? _________________________________
3. Roll the die 20 times, record your outcomes on the chart and calculate your experimental
probability of each outcome:
#
# of times
Experimental
Probability
1
2
3
4
5
6
4. Based on your calculated experimental probabilities, how many times would you expect
to roll a 4 if you were to roll the die 60 times?
________
Station #2: Coin Toss
1. What is your sample space? {_______________________}
2. What is the event? _________________________________
3. What is the theoretical probability of the coin landing on tails? P(Tails) = ________
4. Toss the coin 25 times and record your outcomes on the chart and calculate your
experimental probability of each outcome:
5. Draw a tree diagram for the first two
H/T
# of times
Experimental
coin tosses:
Probability
H
T
Station #3: Spinner!
1. What is your sample space? {_____________________________}
2. What is the event? _________________________________
3. What is the theoretical probability for the spinner landing on Green? P(Green) = _______
4. Spin the spinner 15 times, record your outcomes on the chart and calculate your
experimental probability of each outcome:
Color
# of times
Experimental
Probability
Red
Blue
Green
Yellow
5. Based on your calculated experimental probabilities, how many times would you expect
the spinner to land on yellow if you were to spin the spinner 45 times?
________
Station #4: Bag of Marbles!
1. What is your sample space? {___________________________}
2. What is the event? _________________________________
3. What is the theoretical probability of pulling a red marble? P(Red) = _______
4. Pick a marble out of the bag 20 times (put the chosen marble back into the bag each
time), record your outcomes on the chart and calculate your experimental probability of
each outcome:
Color
# of times
Experimental
Probability
Red
Blue
Green
5. Based on your calculated experimental probabilities, how many times would you expect
to pull a blue marble out of the bag if you were to do this experiment 100 times?
________
Station #5: Trash Can Basketball!
1. What is your sample space? {___________________________}
2. What is the event? _________________________________
3. Try to toss the ball into the basket and record your results. Have each member of the
group toss the ball ONLY 5 times.
Name of Group
Member
Basket Made
Basket Missed
Experimental
Probability
(Each group member)