Lesson Cycle

Bethanie Diffenderfer and Kenneth Griffith

Lesson Title/Topic: 7TH Grade Mathematics
Target Concept: Proportionality

Standards/Rationale:
(A) Represent sample spaces for simple and compound events using lists and tree diagrams

Lesson Objectives:
The student will formulate sample spaces
for simple events using diagrams with 70%
accuracy.

Assessment:
Shoe Game*

Materials: M&Ms, color list worksheet, tree diagram worksheet

Lesson Cycle: (Direct instruction)

The teacher will:

Focus/Mental Set:
3-5 Minutes Handout tree diagram
worksheet and small bag of M&Ms to
each student. Remind them not to open the
bag before instructions are given.
Teacher Input:
Define sample space as the range of
values of a random variable, give multiple
examples of different sample spaces. Such
as classes in a school, different types of
insects.
Explain a simple sample event (dealing
with shoes and not socks.
Define simple event as an event that
consists of exactly one outcome give
examples of different simple events such as
rolling a dice and flipping a coin.
Introduce a tree diagram using the example
of flipping a coin.
Define a tree diagram as The diagram
starts at a single node, with branches

The student will:

Partner up. Separate M&Ms by colors,
and fill out the color list worksheet to be
used during their notes of making a tree
diagram. They will then be allowed to eat
the M&Ms.
Taking notes in Cornell format.
Students give example of a sample range
and simple events.

emanating to additional nodes, which

represent mutually exclusive decisions or
events. From the examples given, show
tree diagrams.
Guided Practice:
Hand out worksheet on formulating tree
diagrams from simple events and sample
spaces.
Walk around and help students better
understand the new definitions taught.
Independent Practice:
Break students up into groups of 5 and ask
students to play shoe game detailed below.
Explain to student that their pile of shoes is
a represented sample space. *The students
will stand in a circle and toss one of theirs
shoes into the circle. They will then turn
their backs to the circle and take five steps
to their right then turn around. Then they
will run to the circle and grab a shoe and
run out. Ask them if they thought they
would grab their shoe and what would the
probability of getting their shoe back?
Continue helping students understand and
stay on track to their work.
Closure:
Ask:
What was the probability of grabbing a
green M&M out of the bag?
If you are wearing the shoes of the person
left of you, what is the probability you
would grab your own shoe?
Options:
Enrichment:
Modifications/Correctives:

References:

Take their tree diagram worksheet and

complete a tree diagram for their simple
event of M&Ms.

Put in groups of 5. Play shoe game and

create a tree diagram of their sample space
of their shoes.

Answer questions.

Reteach: