UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Ms. McKell Barnes
Grade Level: High School
Date of Lesson: 10/26/10
Topic: Conditional Probability
Objectives
Student will understand the rules of conditional probability.
Student will know how to describe events as subsets of a sample space.
Student will be able to recognize and explain the concepts of conditional probability and
independence.
Maine Learning Results Alignment
Common Core Standards
Conditional Probability and the Rules of Probability
High School S-CP 1-3, 5
Understand independence and conditional probability and use them
to interpret data
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”).
2. Understand that two events A and B are independent if the probability
of A and B occurring together is the product of their probabilities, and
use this characterization to determine if they are independent.
3. Understand the conditional probability of A given B as P(A and
B)/P(B), and interpret independence of A and B as saying that the
conditional probability of A given B is the same as the probability
of A, and the conditional probability of B given A is the same as the
probability of B.
5. Recognize and explain the concepts of conditional probability and
independence in everyday language and everyday situations. For
example, compare the chance of having lung cancer if you are a smoker
with the chance of being a smoker if you have lung cancer
Assessment
Formative (Assessment for Learning)
Summative (Assessment of Learning)
Integration
Technology: Students will be using an online website to calculate different conditional probability
problems and different independent probability problems.
English: They will then blog on this experience of what they liked, what they didn’t like, what they
didn’t understand…
Groupings
Students will be working in partners by choosing matching numbers out of a hat.
Differentiated Instruction
Strategies
Linguistic- Students will be blogging on their experience of the lesson: what they liked, disliked,
understood, didn’t understand etc.
Intrapersonal- Students will be blogging individually
Interpersonal- Students will be working with a partner to complete the online worksheets
Logical- Students will be using their logical skills to complete the online worksheets
Visual- Students will see examples of conditional and independent probability
Modifications/Accommodations
A student with a visual disability will be partnered with a student who is able to help guide
them through conditional and independent probability. They may also be given more time to
complete the assignment.
I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and
accommodations.
Absent students are responsible for getting the appropriate information given in class by using the
class wiki. The class wiki will have an outline of what we did in class. Any handouts used in class
will be uploaded to the class wiki for absent students to download and print off. Absent students
will have an extra class period to finish the work they missed. If assignments are not completed for
the extra day they will not receive credit for the assignment.
Extensions
Students will be using laptops to complete their blog entry as well as complete the online worksheets
on conditional probability and independent probability.
Materials, Resources and Technology
Conditional Probability Online Worksheet
Independent Probability Online Worksheet
School Laptops
Source for Lesson Plan and Research
Independent Probability
Conditional Probability
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates knowledge of the diverse ways in which students learn and develop by
providing learning opportunities that support their intellectual, physical, emotional, social, and
cultural development.
Rationale: This lesson demonstrates Standard 3 for the Standards for Initial Teacher Certification and
Rationale because students will be learning conditional and independent probability problems through
different ways: discussion, online worksheet, and they will then be blogging about their experience.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals,
and learning and development theory.
Rationale: This lesson demonstrates Standard 4 for the Standards for Initial Teacher Certification and
Rationale because I will give an overview of conditional and independent probability prior to the online
exercise. This will give them the tools and skills in order to complete the online exercise.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to
meet students’ needs.
Rationale: This lesson demonstrates Standard 5 for the Standards for Initial Teacher Certification and
Rationale because here is a list of the different intelligences incorporated into this lesson plan. This will
teach to a variety of students that all learn different ways:
Linguistic- Students will be blogging on their experience of the lesson: what they liked, disliked,
understood, didn’t understand etc.
Intrapersonal- Students will be blogging individually
Interpersonal- Students will be working with a partner to complete the online worksheets
Logical- Students will be using their logical skills to complete the online worksheets
Visual- Students will see examples of conditional and independent probability
Standard 8 - Understands and uses a variety of formal and informal assessment
strategies to evaluate and support the development of the learner.
Rationale: This lesson demonstrates Standard 8 for the Standards for Initial Teacher Certification and
Rationale because students will have a formal assessment as I visually observe and answer questions
when they complete the online exercise for conditional and independent probabilities. Students will be
assessed summatively through their blogs. They will blog on the process they went through and this will
allow me to effectively evaluate how well they know the content.
Teaching and Learning Sequence:
Reflection: