Direct instruction
Subject: 7th Grade Math, Likelihood of Probability
Teacher(s): Nancy Avelar
Standard(s):
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Common Core 7.SP.C.5. Understand that the probability of a chance event is a number between 0 and
1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A
probability near 0 indicates an unlikely event, a probability around ½ indicates an event that is neither
unlikely nor likely, and a probability near 1 indicates a likely event.
Objectives (Explicit):

Students will demonstrate application of probability by indicating the likelihood of a given event
happening, and expressing probability numerically: as ratio, decimal, and/or percentage.
Evidence of Mastery (Measurable): Evidence of mastery will be conducted through a quiz after the entire lesson on
probability is complete the following days, which dives deep into theoretical and experimental probability and factors that
influence probability. This should be a three to five question quiz of examples on probability.
Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT write ratios, decimals, and percentages to express probability and circle if the outcome is
likely, unlikely, or neither.
Say:
This event was random/not random.
The outcome is likely or unlikely or neither.
Probability is _____.
The percent of this happening is _____.
Key vocabulary: probability, random, factors of influence,
percentage, ratio, decimal, outcome, likely, unlikely
Materials/Technology Resources to be Used:
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Worksheets (lecture & group practice)
Coin
Mini-white boards
Interactive smart-board
Opening (state objectives, connect to previous learning, and make RELEVENT to real life):
Instructional
Input
Probability exists day by day, so even if you do not believe it, it affects your lives as well. Weather reporters study the
weather patterns and through probability predict how the forecast of the day and week will be. Probability is important and
it is the chance that an event will occur, whether it is likely, unlikely, or neither because it is in-between by 50%. Students
will use the definition of probability and express it numerically and state whether an event is likely or not.
Teacher Will: Lecture will be short, 15-20 minutes long,
defining probability and providing simple examples for
students to understand.
Student Will: Listen and take notes from lecture onto a
given worksheet that allows definitions to be written in
and also write examples below each case of
probability.
Co-Teaching Strategy/Differentiation: The pre-organized fill in definitions and examples worksheet will
Independent Practice
Guided Practice
provide as an accommodation to those students who need it so they can spend less time writing and more
time listening, but it will be helpful to ALL students in the class.
Teacher Will: Students will be broken up into groups of
2. And together they will go through the worksheet and
complete it. I will walk around provide clarification and
once I see majority have completed a section will provide
step-by-step solution to the sections of the group practice.
Student Will: Students will find a partner and together
will complete the worksheet which involves first
predicting the outcome of flipping a coin. And then
will actually conduct it by trails of 10, 50, and 100 and
keep score. All of this will be completed on the
provided worksheet.
Co-Teaching Strategy/Differentiation/Check for Understanding: Each worksheet on the top right corner has a rate
box, from 5-1, where 5 means they understand very well to 1 meaning I do not understand it. The students will
know how this box works, and can circle where they are at this point. I will walk around and check each student,
and they can also flip it over to avoid embarrassment from peers. And a small re-lesson will be given to students
using real examples of probability for those that need extra help.
Teacher Will: Independent practice will follow be at the
end of the class with a separate worksheet consisting of
about 5 simple probability problems. It is independent
work but will not be graded.
Student Will: Students will have to express situations
in ratio form and state whether the event is likely,
unlikely, or neither.
Co-Teaching Strategy/Differentiation: Students will be accommodated with extended time to complete the
independent practice. If further help is needed I will provide help in breaking down the problem, alongside the
student.
Closing/Student Reflection/Real-life connections: Understanding probability in a simple way that does not go far into
factors that influence probability or theoretical/experimental probability. This lesson plan is an introduction into a
following day that will expand on probability and will address this concepts deeper for students. Students should
have an understanding that probability is the chance an event is to happen, and whether it is likely, unlikely, or
neither. Closing lesson for this introduction into probability will be the remainder of the worksheet to take home
and finish as it is unlikely that it will be completed in class for most students.