Lesson Plan

8th-Grade math
Instructor: Philipiah Antony
Unit: Introduction to probability.
Topic: Probability
Materials: Black Board
Essential Question: What is a possible outcome of an event?
Focus Question:
What is the probability of an event?
Student Learning Goals:
By the end of the lesson, students will be able to: Understand one stage experiments and two stage
experiments
Understand Events and Probability
Calculate probability of one stage and two stage
Probability.
.
LESSON OUTLINE
Time
5 min

Agenda
1.Do now
1.Find all possible outcomes
a. Tossing a coin
b. Rolling a dice
c. Choosing a day of the next week for
picnic
2. Which experiments are equally likely to
occur?

Notes Pivotal Questions (PQ)

After informing the today's topic and unit, students
are asked to do the do now question. The
students will allow writing the answer to the
question for 2 minutes. Next, 3 minutes will ask to
discuss their answer.
The goal of this exercise is to get the student to
brainstorm and access their prior knowledge on
the outcome of an experiment.
The student will find some outcome are equally
likely to occur, and some are not equally likely to
occur.
In each of the first two experiments students
assumes that the outcomes are likely to happen.
They assume that the coin being tossed is
perfectly symmetrical and is to land heads up as
tails up. In the same way, they assume that the
die being rolled as just as likely to show any one
the outcome 1, 2,3,4,5, or 6 as any other.
In the third one, they assume that choosing a day
for a picnic is not likely to occur. Outcomes are
dependent of whether.
Student will
1.learn what are possible outcomes
2.learn what is equally likely outcomes

Pivotal question
What makes the picnic day for not the likely
outcome?
10mi
n

II. The vocabulary of the Day:

Random Experiment
Sample Space
Event
Probability

Student will get the meaning of random

experiment, sample space event
When they toss a coin, they cannot predict with
certainty what the outcome will be head or tail.
Such experiments, in which they cannot predict
called random experiments.
A one staged is an experiment in which one of the
several possible outcomes occurs The set of all
possible outcomes are known as the sample
space.
When toss a coin sample space are {H, T}.
A subset of the sample is called an event.
The ratio of an event to sample space is called
probability.
Student will:
Learn the idea of chance.

30
min

III. Introduction to probability.

Addition rule to probability

After concluding vocabulary of the day, the

student will ask to define probability (the

likelihood or chance that a given event will occur).

The student will get the idea that probability is
usually expressed as a ratio of the number of likely
outcomes compared with the total number of
outcomes possible.
Ask students if they can give an example of
probability.
To help students understand probability, work on
the following problem as a class. A coin is tossing

three times. S=sample space. Set A is Getting two

heads and one tail.
Ask the student to write the set S and Set.
S={HHH,HHT,HTH.THH,HTT.THT,TTH.TTT}
A={HHT,HTH,THH}
Lead the student to calculate n (A) and n(S).
Explain fraction of the n (A)/n(S) is the probability
of A.
That is

P (A) = n (A)/n(S).

Addition rule will introduce to the class.

Addition rule:
Consider events A and B.
Then P(A

B)= P(A) + P(B) - P(A

B)

Students will:
1. learn what probability is,
2. learn different ways to express probability
numerically: as a ratio, decimal, and a
percentage, and
3. learn how to solve problems based on
probability

5 min
IV. Closure:
-

The lesion will be revised through asking

questions on a problem.
If a bag contains 2 red marble, 1 blue marble, 1
yellow marble, 1. What is the sample space of all
likely outcomes? 2. What is the probability of
getting red?

Key Words: Random experiments, sample space, probability, union set, intersection set.
Differentiation:
-

Students with an IEP and ELLs will be paired with active readers.
If necessary, students with an IEP and ELLs will be given extra accommodations (time and handout) to
finish copying class notes.
When needed, challenging questions will be rewarded so that they are scaffolder and broken down into
smaller steps.

Assessments:
Oral:
I bought a lotto ticket. What is the probability of winning the first prize?
St. Johns University basket team and P.S.109 basket teams are going to play basketball match.
What is the probability of St. Johns winning the game?
Written: Student will hand in assessment worksheet, to be graded by the teacher and returned to the
teacher.
Assessment sheet is attached.

Name..
Date..
Question 1: A die is rolled, find the probability that an even number is obtained.
Write the sample space S of the experiment.

S={

Let E be the event "an even number is obtained" and write it down.

E={

Find probability of E.
Question 2: A die is rolled, and a coin is tossed, find the probability that the die
shows an odd number and the coin shows a head.
Write the sample space S of the experiment
S={
}
Let E be the event "the die shows an odd number, and the coin shows a
head" and write down E

E={

The probability of event E

Question 3: Venn diagram shows the relationship between the two events E and F
F be the event throwing at least two heads, and E be the event throwing at least
one head and at least one tail.'

X be the universal set.

A)Find the probability of ( EUF )

B) Locate the probability of ( EUF )