Overview

Unit Name: Probability Teacher: Linda

Subject: Mathematics (50 minutes) Grade: 9-10th
What is the unit about?
In the 1st unit, students will introduce themselves to fellow classmates. For the rest of the units, students will learn
about probability through the outcome of planned experiments and by creating games. Students will also be taught to
solve real life problems with their knowledge learned from class.

Desired Results
Established Goals:
Establish class rules and build class community.
Students will learn about probability based on prior knowledge and predict/ compute the probability of a simple
event.
Students will engage in the discussions and class activities.
Understandings: Essential Questions:
Students will learn about different cultures in class and What is probability and how probability works in real life?
be respectful to one another. What is the take away from this topic?
Students will learn about basic probability and
approach various problems as a class.
Students will be able to apply their knowledge about
probability to real life situations.
Assessment Evidence
Performance Task: Other Evidence:
Create a probability game or design a color spinner Group discussions
depending on the question Worksheets
Classroom activity sheet
Extension
Ask students to look for examples on how numbers are used in news, magazines or any other media platform and
answer the following questions.
1. Do they use phrases like two out of three, two thirds, or 66% to introduce us to the data that they are trying to
portray? Why or why not?
2. If so, do you think it helps you to better understand their message instead of an arbitrary number being thrown at
you?
Learning Plan
Day Essential Standard(s) Content Resources/ Learning activities
Question(s) Materials
1 Who am I? Students will learn Index cards Icebreaker Name Pictionary (10 minutes)
Who are about each other Safety Ask students to write their names by drawing pictures
Students will learn of the letters. For example, Al will draw an apple and a
you? cards lion. Then his classmates will try to pronounce and
about the teacher
Why are we Syllabuses guess his name.
Students will have a
all in this brief descriptions about (students
class? the course version & Exit ticket (3 minutes)
parents Let students write what their initial thoughts regarding
the class and what they want to accomplish.
version)
HW:
 Signature(s) from parents/ guardians for the syllabus
2 Whats our Set expectations and Name tags Materials check (5 minutes)
goal for this class rules for students Markers Make sure every student has their parents (guardians)
class? We are all Poster
sign the syllabus and students understand the process of
mathematicians materials check.
What are the papers
classroom Setting our rules (40 miutes)
rules? Students will discus in class the following questions
Questions:
1. What are the rules that work best for you?
2. What do you want to learn from this class?
3. How much do you already know about this class?

HW:
Think about how people create fair games using
probability
3 What is PA Core Remember the PowerPoint True of False (5 minutes)
probability?
Standards definition of Boxes On my left hand, you see the poster said Will
CC.2.4.HS.B.1 probability Happen, and on my right hand, you see the poster said
Why do we Summarize, White balls Will Not Happen. I will ask you all few questions and
represent, and
Introduction to solving
need to probability questions and red you will have to pick one of the choices as your answer
interpret data
know about on a single Understand the balls for the questions.
probability? count or importance of (depend on Questions:
measurement probability and know students 1. At standard atmospheric pressure, water boils when
variable. how to use probability heated to 800C.
A1.2.2.1.2, number) 2. Its always heads when you throw a coin.
in real life
A1.2.3.1.1, 3. The absolute value of a real number is not less than
A1.2.3.2.1, zero.
A1.2.3.2.2,
A1.2.3.2.3
A box contains five balls, two red balls, and three white
balls. Allen and Mary will pick balls from this box. If
the picked ball is red, Allen wins, otherwise, Mary
wins. (10 minutes)
Question:
1. Does it matter who picks the ball first?
2. Is this a fair game?

Students play the same game and discuss their results.

(5 minutes)
Question: Did you get the same results as the pervious
question? Why?

Grade Ourselves (2 minutes)

Students will grade their own and teachers
performances and provide reasons to support their
grading.
4 What are the PA Core Review the definition PowerPoint Watch the video clip about the coin toss before a soccer
Standards of probability. game (5 minutes)
rules of CC.2.4.HS.B.5 Boxes
probability? Understand the Couple
(https://www.youtube.com/watch?v=d4EpGpFVJ_c)
Make Students will work in pairs to discuss questions.
inferences and
calculations and
How many applications of White and Questions:
justify
different conclusions probability. red balls 1. Why do we toss a coin before the soccer game
ways to based on Learn three different (depend on 2. Is that fair for both teams? Why?
express sample ways to express students
surveys, probability: ratio, Students will work in groups of four or five for the
probability experiments, number) experiment. Each group touched the ball ten times, and
decimal, and
numerically? and percentage Classroom one of the group members will record the results. The
How can we observational activity
studies. A preliminary trial will last about 10 minutes, and then I will use flash
calculate understanding of the sheet animation to list all the results into one form. Students
A1.2.3.2.1,
probability A1.2.3.2.2, fairness of the game. will be given two minutes to observe the experiment
A1.2.3.2.3, Students will be able to number and percentage of variation in the table. (15
(1)? minutes)
A2.2.3.2.1, design a simple, fair
A2.2.3.2.2, game. Question: What did you notice from the table?
A2.2.3.2.3
5 How can we PA Core Understand the PowerPoint Pass The Ball (10 minutes)
Standards calculation method of Students will sit in a circle and pass the ball to the next
calculate CC.2.4.HS.B.4 Ball
probability person until the teacher says stop. After five rounds,
probability Recognize and Spinner
evaluate
Adopt the ability to students will work in groups of five and write answers
(2)? solve simple Color to discussion questions.
random
How can we processes probability questions papers Questions:
use underlying Design a simple Scissors 1. How many times the ball stopped at boys/ girls?
probability statistical probability model Worksheet 2. What are the possibilities?
experiments. according to the
into our A1.2.3.3.1, Spin the Wheel (20 minutes)
questions
lives? A2.2.3.2.1, Students will work in groups of four or five (different
A2.2.3.2.2, groups than class 4) or individually to make their own
A2.2.3.2.3 color spinners depending on the question on the
CC.2.4.HS.B.7
Apply the
worksheet.
rules of Question: Please make a color spinner so when the
probability to spinner stops, the chance of landing on color red is 8.
compute
probabilities of HW:
compound Finish the Color Spinner outside the class time.
events in a
uniform
probability
model.
A1.2.3.3.1,
A2.2.3.2.1,
A2.2.3.2.2,
A2.2.3.2.3