Pre-practicum 3/ Grad P1 – Lesson Template

Name: Natasha Fortes Date: October 25, 2018

School: Urban Science Academy Grade: 10th

Starting and Ending Time: 7:20 AM to 1:40PM

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards: With
regard to how this lesson fits into the “big picture” of the students’ long-term learning, which
MA framework does the lesson most clearly address?

Using Probability to Make Decisions:

A. Calculate expected values and use them to solve problems
B. Using Probability to evaluate outcomes of decisions.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

Students will be able to calculate the probability of a union. Students will be able to
demonstrate this knowledge by calculating the probability of album and singles sales of
artists in a worksheet that is given. They also will be working with each other in groups to
figure out the probability of these artists having the number one album or single or even
both.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Each student will be handed both notes and a worksheet to work on in groups. During
discussion amongst groups, I will walk around to see if each group of students can explain
how calculate the probability of a union. Students will also be provided an exit ticket which
they will be able to pass in at the end of class.
Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

SWBAT learn:
• What an event is.
• What the intersection of two events are.
• What the union of two events are.
• How to use the Addition Rule to calculate the probability.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Each student will be given a worksheet they will be working on that asks questions about
all the mathematical key terms in this lesson. During their discussions, I will then walk
around and see if each student can explain the terms with their group while working on the
worksheet. Students will be able to use the Exit Ticket as an opportunity to show that they
know all the vocabulary that was given.

Content: What are the specific details of the lesson’s content knowledge?
 PROCEDURES FOR THE LESSON
In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (15 minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

• Start off with saying “Good Morning/ Good Afternoon” and telling students to start the
DO NOW
• Briefly go over the DO NOW
• Say: Today we will be learning about the probability of a union. (Reading off the
objective.)
• Open up and work on the topic of unions with a real-life problem: Winning the Mega
Millions as a whole class.
• Ask Students: What Could the probability be of each number and then the probability of
winning the Mega Millions.
• Asking the students, “What do you think about the chances?”

During Lesson (35 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?

• Use a real-world problem that students may be familiar with like Hip-Hop artists and
their album and single sales.
• Read aloud the mathematical problem that is being given.
• Guide the Students how they can set up their area model for the problem being given.
• Ask Students to Turn and Talk to the people at their tables to help calculate the
probability of artists albums being number one and the probability of their singles being
number one.
• State what an event is and how it relates to the problem that was given.
• State what an intersection of events is within the problem and use markers or
highlighters to physically show what the intersection can be.
• Ask Students to explain whether an argument given in the worksheet is correct or not and
ask them to explain with reasoning.
• State what the union of two events is and how we can correlate it to the problem being
given.
• Ask students to work as a group for the last couple of problems to see if they can
understand how to calculate the probability of albums and singles being on the number
one Billboard Hip-Hop charts.
• Go over the problems as a whole class and ask students to explain their reasonings as to
how they got their answers.
Closing (5 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?
• Sum up exactly what students learned today.
• Tell students to do the EXIT TICKET and to hand it in when they are finished.
• Discuss what students will be in the next lesson and possibly how it may correlate with
this lesson.
• Hand Out the Homework.
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL), and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Overview:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Specifically students on
individual education plans, English language learners (at a variety of English language levels), and
students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another reading Use Braille or large report
print
Pair students Provide on-level Extend time
reading Use manipulatives
Use assistive devices

Give verbal cues to Technology Use interpreter

emphasize main ideas
Give students copy of Give more breaks
Increase number of directions
review activities Allow use of computer

Hand out copies of

notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation.

Support #1: Seat Students Strategically Near One Another

Seating students strategically can help students become engaged more. We tend to seat students
who may have difficulties with math with students who may excel in the subject. By doing so,
students who may not understand the concepts of the lesson can feel less intimidated talking to
their peers than the teacher. Also, it gives students who may not be comfortable speaking to the
larger group a chance to voice their arguments and answers.

Support #2: Hand Out Copies of Notes

Handing out Copies of the notes helps students focus at the topic at hand. This way students can
place the notes in their binder without the worries of losing the information being given. Also,
some students may not have the best organization skills, so handing out copies can help students
clearly identify what they may be learning.

Support #3: Technology (SMART BOARD)

Using a SMART Board can help enhance students learning and gives students the opportunity to
not just rely on the teacher, but also rely on themselves. This creates more independent. Leaners
and gives students motivation to accomplish a task at hand.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

An example that I will use to make sure students are engage and on track with the work at
hand is asking students who may not seem to be engaged to answer the problem that is on
the board. I will most likely help guide them through it. I also will be circling around when
students are in their groups and make sure students are engaging with the problems being
given.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
• SMART Board
• Worksheets
• Markers/ Highlighters
• Printer/ Copy Machine

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

Since this is an introduction to the Unit, we will reinforce the learning throughout the whole
chapter because all units correlate with each other. We also will be teaching part two of this
lesson the following day. Students will also be given a quiz and test on the topics which will
help them work toward the lesson’s overarching goal throughout the unit and chapter.