Lesson Plan 1

Robert Fishel
EDUC 630
Liberty University

I. Mathematics/ Geometry/ 9-12

II. Standards of Learning
A. Common Core State Standard: S-CP.1, Describe events as subsets of a sample space (the
set of outcomes) using characteristics (or categories) of the outcomes, or as unions,
intersections, or complements of other events (or, and, not) (CPM, 2014).
B. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design,
develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop
the knowledge, skills, and attitudes identified in the NETSS
III. Objectives
A. Students will develop more complex tree diagrams to model biased probability
situations. Students will further consider the difference between theoretical and
experimental probability.
B. Given a probability situation students will have to determine the outcome using an
area model or a tree diagram.
IV. List of Materials
SMART Notebook software
Classroom set of TI-83 graphing calculators
Classroom set of iPads
V. Classroom Diversity
The classroom is a very diverse, it includes students that are exceptional learners, come
from low-socioeconomic neighborhoods, and are culturally diverse.
Male/Female ration: 18 Male/12 Female
VI. Technology Inclusion
Every teacher within my school district is given a laptop equipped with the SMART
Notebook software. This instructional software allows instructors to use their laptop with the
functionality of a SmartBoard. In this lesson, this software will allow students to see interactive
instruction with creative check on learning activities.
Every math teacher has a classroom set of Texas Instrument 83 graphing calculators. In
this lesson, students are calculating probabilities for theoretical and experimental scenarios.
https://www.easycalculation.com/statistics/probability-tree.php
The website above will be used to help students understand how to design a tree diagram
to represent the data for each probability situation. Students will navigate this website using the
classroom set of iPads.

VII. Procedures
Instruction will begin will a demonstration showing students how to calculate the
outcome of two spinners with different outcomes using the SMART Notebook software. The
students will be shown how to create a tree diagram, area model, and a list to show the possible
outcomes using the instructional software, and then using the internet website above. This
demonstration integrates technology by using spinner applications using the SmartBoard. The
application provides authentic results that vary with each spin.
Guided Student Practice/ Formative Assessment:
Following instruction, students will be given a scenario similar to the spinners, and will
be asked to create a probability model of their choice that shows the possible outcomes.
VIII. Evaluation
Independent practice/ Formative Assessment:
After demonstrating understanding through the guided practice, the students will present
their probability models to the class using the SmartBoard. Students will describe the probability
model that they like to use the best, and explain why.
Summative Assignment:
Additional practice will be assigned with different probability scenarios.
IX. Risk Analysis
The technology risk involved in this lesson includes network connectivity and experience
with iPad. I consider the risks for this lesson to be low, the lesson objectives can be achieved
without the internet website, and the iPads. However, the inclusion of these technologies
enhances the educational experience because it encourages students to use common technology
platforms for educational purposes.

References
College Preparatory Mathematics A complete, balanced mathematics program for grades 6-12.
(CPM). Retrieved January 21, 2015, from http://cpm.org/
International Society for Technology In Education (ISTE). (1998). ISTE NETS and performance
indicators for students [PDF file]. Retrieved from
http://www.iste.org/docs/pdfs/nets_for_students_1998_standards.pdf?sfvrsn=2