TheAdditionRule

3/30/2016

TableofContents

TableofContents

Overview

LearningObjectivesandAssessments

Standards

PrerequisiteKnowledge

MathSkills

Vocabulary

Differentiation

IntegrationofOtherContentAreas

InstructionalStrategiestoDifferentiateInstruction

Modifications/Accommodations/Extensions

Materials,Resources,andTechnology

RequiredItems

TechnologyIntegration

SourcesforLessonPlanandResources

TeachingandLearningSequence

Agenda

Sequence

CommonCoreTeachingStandardsandRationales

Reflection

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Overview

TeachersName:NicholasLacasseDateofLesson:
GradeLevelorAges:Topic:
EssentialQuestions:(optional)

LearningObjectivesandAssessments
(asmanyasneeded,usuallynomorethanthree)

Objective:
Studentswilllearn
TheAdditionRule
.
Assessment:
ExitTicket
PreAssessment()Formative(X)Summative()

Objective:
Studentswilllearnnewvocab:
event
,
mutuallyexclusive/disjoint
Assessment:
Kahoot!
PreAssessment(X)Formative()Summative()

Standards
CommonCoreStateStandards

CCSS.MATH.CONTENT.HSS.CP.B.7
ApplytheAdditionRule,P(AorB)=P(A)+P(B)P(AandB),andinterpretthe
answerintermsofthemodel.

Rationale:thislessonisdesignedaroundtheadditionrule.

PrerequisiteKnowledge

MathSkills
Addingfractions
Convertingfractions,decimals,andpercentages.

Vocabulary

Event
(source:dictionary.com)
1.

Mathematics.
Asetofoutcomesofanexperiment.

MutuallyExclusive/Disjoint
(source:dictionary.com)
2.

Mathematics.
Twoeventsaremutuallyexclusiveiftheycannotoccuratthesametime.

Differentiation

IntegrationofOtherContentAreas
(Makecrossdisciplinaryconnections.Considerart,chemistry,biology,spacescience,music,
english,socialstudies.)
English:
Studentswillbeinterpretingtextanddialogue,andcommunicatingwithothers.They
willalsobereceivingdirectinstructiononvocabulary.

InstructionalStrategiestoDifferentiateInstruction

Content
1.

GeometricProbability

2.

TheBasicCountingPrinciple
a.

3.

Permutations
i.
Combinations
1. CombinatoricsProblemSolving
InclusionExclusionPrincipleExtensionoftheAdditionRule

4.

ConditionalProbability
a.
b.

TheFullMultiplicationRule
TestingforIndependence

Allextensionscanbefoundatthe
classroomwikispace
.
The
FullMultiplicationRule
ismostapplicabletothislesson.

Process
MultipleIntelligences:
Verbal:ThinkPairShare.Groupwork.
Logical:Cognitivedissonancewiththemisunderstandingoftheadditionrule.
Visual/Spatial:Thediagramleadinguptolearningtheadditionrulewhereweidentifythedouble
countingissue.
Interpersonal:Groupwork.ThinkPairShare.
Intrapersonal:ThinkPairShare.Independentwork.Personaltoolkitsummary.

Product
N/A

Modifications/Accommodations/Extensions

FromIEPs(IndividualEducationPlan),504s,ELLIDEP(EnglishLanguageLearning
InstructionalDeliveryEducationPlan)
K.D.

Specificstructureandroutinesprovided.
4

S.H.

J.K.

Structureandroutineshavebeenestablished.Inparticulartheclassroom
warmuproutine.
Separateworkspaceandsmallgroupsettingprovidedasneeded
K.D.typicallyworkswithasmallgroupofstudents.
Handsoninstructionandactivities.
Regularpractice/reviewofconcepts.
Thewarmupsallowforthepracticeandreviewofconcepts.
Multipleopportunitiestoapplynewconceptsandskills.
Graphicorganizersareprovided.
Specificstructure/formatsprovidedtoassistwithsequencing&organization
Theagenda,writtenontheboardeachclass,helpssupportthestudents
understandingofthedayssequence.
Initialreviewofdirections/expectationsbeforeindependentworkdirectionswrittenout
Instructionsarealwaysgivenverballybeforeindependentpractice.The
directionsarealwayswrittenonworksheets.
Assignmentsbrokenintosmallerstepswithscheduledcheckinbetweencompleted
portions
Integratedintoscreencastprojectwithgraphicorganizerandscript.
Spaceprovidedatfirstsignsoffrustration/anxietyfor510minutes(inclassroom)before
returningtosupportand/orprocesswithKitara.
Focusingstrategiesavailableduringworkperiods
Useofagendatorecordassignments,assistanceprovidedduringguidedstudywith
workcompletion,andtoverifyunderstandingofexpectationswithassignments.
Agendaispostedinclassroomandontheclasswebsite.
Extendedtimeontimedassignments.
Studentcanhaveextratimeontimedassignments,includingtest,through
academicsupport,andtheCenter.
Opportunitytoretakeassessmentsorally.

Strategicseatingtoavoiddistractions
Strategicseatinghasbeenimplemented.
Teacherencouragementandcheckinsforunderstanding
Implementedthroughoutthelesson.
TeacherswillnotifyparentswhentheyseesignsofstudentsOCDintheclassroom,
allowingparentstimetoconferwithmedicalprofessionalsandadjustmedications.
Observationsareongoing.
StudentwillbeallowedtocometotheGuidanceOffice,ifheranxietyheightens,as
needed.
Teacherswilltrytoaddressconcernswiththestudentprivately.

Retestingallowed
Extendedtimeontests
5

AllowedthroughacademicsupportandtheCenter.
Calculatorokontests
Nopenaltyforgrammarorspelling
Breaklargeassignmentsintosmallerparts

PlanforStudentswhoareMissingPrerequisiteSkills:
Studentswhoaremissingprerequisiteskillswillbehinderedonlyinthecalculationsandnotin
regardstoconcepts.Forthisreason,Iwilldescribethewaywedothingslikeaddfractions(asI
addthem)butwillnotprovideexplicitinstructionfortheentireclass.Explicitinstructionmaybe
providedduring1on1assistance.

Extensions
1.

GeometricProbability

2.

TheBasicCountingPrinciple
a.

3.

Permutations
i.
Combinations
1. CombinatoricsProblemSolving
InclusionExclusionPrincipleExtensionoftheAdditionRule

4.

ConditionalProbability
a.
b.

TheFullMultiplicationRule
TestingforIndependence

Allextensionscanbefoundatthe
classroomwikispace
.
The
FullMultiplicationRule
ismostapplicabletothislesson.

PlanforAccommodatingAbsentStudents
AbsentstudentscanfindmeintheiracademicsupportblockorworkwiththestaffinThe
Center.Iftheseaccommodationsareinsufficient,furtherarrangementswillbemade.

Materials,Resources,andTechnology

RequiredItems

Handouts
Toolkit
ExitTicket

Technology
TeacherlaptoporiPad(forKahoot!)
StudentiPads(forKahoot!)
Kahoot!quizzes

Other

TechnologyIntegration
Technology:
Kahoot!
SAMRLevel:
Modification
Rationale:
Kahoot!ontheiPadssignificantlyredesignstheclassroom.Itallowsforquick,
anonymous,formativeassessmentthatengagesallstudents.

SourcesforLessonPlanandResources
(Addlinkstosourcesandresources)

TeachingandLearningSequence

Agenda
(theagendatobewrittenonthewhiteboardforthestudents)
1. HomeworkAnswersandQuestions
2. WarmUp
3. Vocab
4. CognitiveDissonance
5. TheAdditionRule
6. Summary
7. FormativeAssessment

Goal:
LearntheAdditionrule.

Sequence
SequenceLength:
~66Minutes
1. Homeworkanswersandquestions.
(10minutes)
2. ThinkPairShareWarmUp
(5minutes)
a. Whatarethemaxandminprobabilitiesofanyoutcome/event?
b. Thesumofalltheprobabilitiesinasamplespacesumto1.
3. Vocab:Event
(3minutes)
a. Aneventisacollectionofoutcomes.
4. TheAdditionRule
(33minutes)
Writetheseontheboardsidebysideforeasycomparison.
a. Scenario1:
(2.5minutes)
i.
Experiment:Rollone6sideddie.
ii.
Whatstheprobabilityofrollinganevennumber?
iii.
Whatstheprobabilityofrollinganoddnumber?
iv.
Whatstheprobabilityofrollinganevenoroddnumber?
b. Scenario2:
(2.5minutes)
i.
Experiment:Rollone6sideddie.
ii.
Whatstheprobabilityofrollinggreaterthan2?
iii.
Whatstheprobabilityofrollinglessthan5?
iv.
Whatstheprobabilityofrollinggreaterthan2
or
lessthan5?
c. Additionruleneedsacorrection.Whydidntitwork?
i.
Thinkaboutit,seeifyoucanfigureitout.
(5minutes)
ii.
Reportbackasaclass.
(3minutes)
iii.
Convinceeachother.
(10minutes)
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iv.

LetslookataVennDiagram.Ourtwocircleswillbegreaterthan2,
andlessthan5.
Adiagram:showthesamplespace(writeitontheboard).Askstudentsif
theyagreetheP(>2)=4/6andP(<5)=4/6.Circletheelements.Sowhat
wentwrongforP(>2or<5)?Noticethatwecountedsomethingtwice!
Somedesiredoutcomes(3and4)werecountedtwice!Everythingthetwo
eventsshareincommon(theiroverlap)getscountedtwice.Overlapgets
countedtwice.Soweneedtosubtractoutonecopyofit.Sowehave
P(A)+P(B)P(A&B).
(10minutes)
v. FullStop.Emphasizeimportanceandmoveintotoolkit.
1. Whyisthissoimportant?Becausewecancomputeprobabilities
withoutneedingtoknowalltheoutcomesjustbyhaving
percentages.
d. Examples
i.
Whenweseethat
or
werethenjusthuntingdown3piecesof
information:P(A),P(B),andP(AandB).
(Emphasizethis)
ii.
Abaghas3redmarbles,4greenmarbles,6greencubes,and2redcubes.
Whatstheprobabilityofpickingaredobject,
OR
acube?
iii.
Preassessmentproblem:10%ofpeoplehavefreckles.60%havebrown
hair.5%havebrownhairandfreckles.Whatstheprobabilitysomeone
hasfreckles
or
brownhair?
Addtotoolkit
.Showthemhowto
correctly
setuptheVenndiagramforthis.
5. Summary
(10minutes)
a. Movestudentattentiontothe2factsonthefront:seewhorememberswhatthey
were.Moveonto
Event
,askifanyoneremembers,thenwriteitontheboard.
Finishwiththeadditionrule.
b. Fact:Probabilitiesarebetween0and1inclusive.
c. Fact:Sumofprobabilitiesinsamplespaceis1.
d. Vocab:Event:Aneventisacollectionofoutcomes.
e. Theadditionrule.
6. ExitTicketFA

(5minutes)
a. Smallsamplespace
b. createdistributiontable
c. basicprobabilityformula
d. TheAdditionrule
7. Homework
a. AdditionRuleWorksheet

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CommonCoreTeachingStandardsandRationales

LearnerDevelopment
Standard#1LearnerDevelopment
Theteacherunderstandshowstudentslearnanddevelop,recognizingthatpatternsoflearning
anddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,
andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenging
learningexperiences.
Rationale:
Mystudentsdifferinregardstocontentmastery.ForthisreasonIhaveadded
differentiationforcontent.Thereareseveralextensionsavailableforthislessonthatstudentswill
haveaccesstoandtheywillhavechoiceinwhichextensionismoreinterestingtothem.

Standard#2LearningDifferences
Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunities
toensureinclusivelearningenvironmentsthatalloweachlearnertoreachhisorherfull
potential.
Rationale:
Ihaveintegratedothercontentareastoassistinthelearningprocessaswellas
motivationforparticipation.Multiplemethodsofprocess(groupdiscussion,individual
reflection)showsanunderstandingoflearnerdifferencesaimedatfosteringstudentlearning.

Standard#3LearningEnvironments
Theteacherworkswithlearnerstocreateenvironmentsthatsupportindividualandcollaborative
learning,encouragingpositivesocialinteraction,activeengagementinlearning,andself
motivation.
Rationale:
Ihaveincludedactivitiesthatplacestudentsinindividual,paired,andgroup
activitiestoencouragecollaborationandpeersupport.Overcomingcognitivedissonancealso
supportsstudentsperseveranceandtenacity.

Content
Standard#4ContentKnowledge
Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)
heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthediscipline
accessibleandmeaningfulforlearners.
Rationale:
Tooptimizestudentlearning,mylessonisaimstocreateboldcognitivedissonance
attheonsetofanewconcepttomaketheexperiencememorableandgroundedinreasonand
understanding(ratherthanstudentsmemorizetheformula).Beyondtheintroductionofnew
ideas,thereisampletimetoprovidefeedbackonstudentworkduringthelesson,ensuringthat
studentsreceivedindividualizedsupportthatmakesthecontentofthelessonaccessibleforthem.

Standard#5InnovativeApplicationsofContent
Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengage
learnersincritical/creativethinking,andcollaborativeproblemsolvingrelatedtoauthenticlocal
andglobalissues.
Rationale:
Iwillnotimmediatelydispelthecognitivedissonancethatisbeingengineered.Iwill
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useitsjarringpowertocreateamemorablelearningexperienceinwhichstudentsmustthink
critically.

InstructionalPractice
Standard#6Assessment
Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirown
growth,todocumentlearnerprogress,andtoguidetheteachersongoingplanningand
instruction.
Rationale:
Answeringhomeworkquestionsatthebeginningofthelessonprovidesagood
overviewofstudentsunderstandingofthepreviousclassscontentwhichwillbeused
throughoutthislesson.TheKahoot!showsthegeneralabilityofstudentstoidentifydisjoint
events.Theexitticketwillinforminstructionforthenextclass.

Standard#7PlanningforInstruction
Theteacherdrawsuponknowledgeofcontentareas,crossdisciplinaryskills,learners,the
communityandpedagogytoplaninstructionthatsupportseverystudentinmeetingrigorous
learninggoals.
Rationale:
Theimplementationofdifferentiationintermsofprocessandcontentis
demonstrationofcompetencyinplanningforinstruction.

Standard#8InstructionalStrategies
Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnersto
developdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoaccess
andappropriatelyapplyinformation.
Rationale:
Thislessonwillimplementavarietyofstrategies:teacherled,studentindividual,
studentpairs,studentgroups,classdiscussion,thesocraticmethod,aswellasstrategiesthatare
notimplementedintheplanningphasebutarepresentintheclassroomsuchascoldcallingand
thenooptoutstrategyasdescribedin
TeachLikeaChampion2.0
.

ProfessionalResponsibility
Standard#9ReflectionandContinuousGrowth
Theteacherisareflectivepractitionerwhousesevidencetocontinuallyevaluatehis/herpractice,
particularlytheeffectsofhis/herchoicesandactionsonothers(students,families,andother
professionalsinthelearningcommunity),andadaptspracticetomeettheneedsofeachlearner.
Rationale:
TheKahootalsoservesasformativeassessmenttoinstructwheretimemaybebest
spentwithdifferentstudents.Thisandtheformativeassessmentattheendofthelessoninform
meontheeffectivenessofthelesson.Anoverallreflectivecomponentofthelessonisalso
integratedintothelessonplanningdocument.Thisassistsmeinanalyzingwhatwentwelland
whatdidnot.

Standard#10Collaboration
Theteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudent
learning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,and
communitymemberstoensurelearnergrowth,andtoadvancetheprofession.
Rationale:
Thislessonplanistheresultofcollaborationbetweenprofessionals,directlyand
indirectly.Indirectly,ourcollaborationhasmademeamoreawareeducator,andhasresultsina
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significantincreaseinstudentunderstanding.Directly,thecollaborationinvolvedrevisingmy
originallessonplantobettermeettheneedsofstudents.

Technology
Standard#11TechnologyStandardsforTeachers(NETST)
EffectiveteachersmodelandapplytheNationalEducationalTechnologyStandardsforStudents
(NETSS)astheydesign,implement,andassesslearningexperiencestoengagestudentsand
improvelearningenrichprofessionalpracticeandprovidepositivemodelsforstudents,
colleagues,andthecommunity.Allteacherswillmeetthe
NETSTstandardsandperformance
indicators.
Rationale:
TechnologyisasignificantcomponentintheclassroomandiPadsareoftenusedas
partoftheproblemsolvingprocess.Studentsarefreetousetheirdevicesaspartoftheproblem
solvingprocess.Todayslessondemonstratesseamlessintegrationwiththeimplementationof
Kahoot!.

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Reflection

DBlock
Thelessonwaslargelyasuccess.Studentssuccessfullypuzzledthroughfiguringout
twoimportantfactsofprobabilitybasedonthebasicformulaforprobability.Whenpresented
withthetwoscenariostheywerealittlehesitanttogetinvolvedinthediscussionofhowthe
scenariosweredifferent.Thisisunderstandable.Firstofall,itsnotanobviousdetail.Second,
thiscouldbeanewkindofthinkingforthem.Manyofthemmaybeusedtohavinginformation
deliveredtothemratherthandiscoveringknowledgeontheirown.Theideaofdiscovering
knowledgeiscentraltothislessonas(besidesthevocabularyword
event
)allmajorinformation
isconveyedthroughdiscovery:thetwofactsinthebeginning,andtheadditionrule.Looking
overformativeassessmentresults,Ithinkthatstudentscouldhaveusedacoupleofexplicit
examples.Maybetheycouldaddoneofthosetotheirtoolkitundertheactualrule.

HBlock
Thelessonseemedlesseffectivetoday.Ispenttoomuchtimeonthewarmup.I
shouldnthaveletthemgooffontheirownforsolong.Intheend,itresultedinalotofwasted
time.Thelessonwasoverallasuccess,with13of19studentsstudentsmeetingthegoal
completelyand3of19studentspartiallymeetingthegoal.Thismeansonlythreestudents(that
werepresent)needtohavemoreassistancetogainmasteryofthisskill.
Theopeningactivitytookupfartoomuchtimeandcreatedbothdowntimeandalackof
focus.Inthefuture,Ishouldkeepthepacefastwhenitcomestothesedetailsthatarenot
entirelycentraltothelesson.InHblock,Iimprovedthelogisticsofdeliveringtheformative
assessmentandthehomeworktostudents.ThroughoutthenextfewlessonsIwillneedto

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