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Lesson with Rigor and Acceleration:
Topic, Subject, Class, Date:
Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?
Lesson Standards Math SOL
Always include a writing standard.
Engage in writing as a recursive process.
Choose intended audience and purpose.
Use a variety of prewriting strategies to generate
and organize ideas.
Organize writing structure to fit form or topic.
Establish a central idea incorporating evidence,
while maintaining an organized structure and a
formal style.
expository or persuasive forms
Processing Goal
Always indicate the targeted goal/skill
● mathematical problem solvers
● communicating mathematically
● reasoning mathematically
● making mathematical connections
● and using mathematical representations to
model and interpret practical situations
Students Will Be Able To… (Do)
● Skills from standards including thinking
(cognitive verbs).
● This is not activities.
● One or more goals should be Higher Order
Thinking (Levels of Learning 3 or 4), and/or
Reading Comprehension. ●
● Sequence these goals in the order in which they
should be learned. ●
Students Will Know
Knowledge from standards such as vocabulary,
facts, formulas.
Lesson Essential Question
● A question that communicates the Learning
Goals. theoretical probabilities to describe the likelihood of an event
● Reflect the Higher Order Thinking and/or
Reading Comprehension Learning Goal(s).
Planning Step 3: Lesson Instruction: How will students learn?
Teacher:
Kelly Steffen
7.8 a) Determine the theoretical and experimental probabilities
of an event; and
b) Investigate and describe the difference between the
experimental and theoretical probability of an event.
Writing SOL:
7.7 d) Write an explanation.
Use mathematical representations to determine and compare
experimental and theoretical probabilities of an event
● Conduct an experiment and record the results
● Use a ratio to determine experimental probability of an event.
● Describe changes in experimental probability as the number of trials increase.
● Identify the possible outcomes of an event.
● Use a ratio to determine theoretical probability of an event.
Describe the likelihood of an event occuring
Explain how the experimental and theoretical probabilities of an event differ.
● Express a probability in fraction, decimal, and percent forms.
● Probability is a ratio between 0 and 1 and can be represented as a fraction,
decimal or percent.
● Experimental probability is determined by doing an experiment or simulation.
● Experimental Probability =
number of times desired outcome occurs
the number of trials in experiment
● As the number of trials increases, the experimental probability gets closer to the
theoretical probability (Law of large numbers)
● A probability of 0 means the event will never occur
● A probability of 1 means the event will always occur
● Theoretical probability is the expected probability determined by a ratio
● Theoretical Probability= number of possible favorable outcomes / total number of
possible outcomes
How are ratios used to determine and compare experimental and
occuring?
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Lesson with Rigor and Acceleration: Teacher:

Activating Strategy BrainPOP Video

● Plan this after you plan your Learning Activities.
● How will you introduce the Lesson Essential
https://www.brainpop.com/math/probability/basicprobability/
Question?
● How will you draw attention to important
vocabulary in the Lesson Essential Question?
BrainPOP Quiz
● How will you build/link background knowledge?
● What prerequisite content might students need https://www.brainpop.com/math/probability/basicprobability/quiz/
to know before the lesson?
● Which key vocabulary from the Learning Goals
needs to be explicitly taught?
● Are there other vocabulary words that you think Key Vocabulary (for explicit instruction):
need to be taught?
● Which vocabulary strategy will you use?
Experimental Probability,
● Previewing: Event, Outcome, experiment/ simulation, trials,
o Advance Organizer
o Prerequisite Content
o Vocabulary Vocabulary Strategy:
Frayer Model

Previewing:
Visuals

Graphic Organizer KWL GO

● How will students store and organize information (What I Know, What I Want To Know, What I’ve Learned)
as they learn during this lesson?
● Base the organizer on the Higher Order Thinking
or Reading Comprehension in the Will Be Able
To… (Do) Learning Goals.
● Determine how the organizer will be previewed
for struggling students.
● Determine how the organizer will be scaffolded
for struggling students.

Previewing (what, who, when):

The chances of something happening

Scaffolding (what, who, when):

Tell me everything you know about probability.

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Lesson with Rigor and Acceleration: Teacher:

Learning Activity 1 - Experimental Spinner

The Learning Goal(s) for this Learning Activity and
Assessment Prompt:
Dice

Consider: Yellow/Red Chips

● Explicitly teach Higher Order Thinking and/or
Reading Comprehension Strategy
Cubes pulled out of a bag
(if didn’t in a previous Learning Activity)
● Content students need to learn
● Chunk activity: Coins
o Several opportunities for thinking, talking,
writing to learn
o Distributed summarizing and/or practice
o Questions to ask Previewing (what, who, when):
o Higher Order Thinking and/or Reading
Comprehension Questions to ask Open discussion on the materials being used
● Active engagement:
o Collaborative Pairs, Numbered Heads,
Think-Pair-Share, etc.
o Variety Scaffolding (what, who, when):
o Movement
● Previewing prerequisite knowledge/skills
-Do more trials of the experiment
● Scaffolding content and process
-Teach and reteach using guided practice and feedback
-Give prompts
Assessment Prompt for Conduct an experiment (rolling a die)
Learning Activity 1 -Students will conduct experiments, determine their individual
● Formative assessment of the Learning Goal(s). experimental probability, and analyze their results
● Ensure the task meets the expectation of the
Higher Order Thinking and/or Reading
Comprehension Learning Goal.

Learning Activity 2 -Theoretical https://drive.google.com/file/d/1jq604ssG-

The Learning Goal(s) for this Learning Activity and VpF1_gb9nouJnlVvZBDwfgm/view?ts=5bd205e0
Assessment Prompt:

Consider:
● Explicitly teach Higher Order Thinking and/or
Reading Comprehension Strategy Previewing (what, who, when):
(if didn’t in a previous Learning Activity)
● Content students need to learn
● Chunk activity: Discussion on what theoretical means
o Several opportunities for thinking, talking,
writing to learn
o Distributed summarizing and/or practice
o Questions to ask Scaffolding (what, who, when):
o Higher Order Thinking and/or Reading
Comprehension Questions to ask Step-by-step directions, guided notes, and modeling
● Active engagement:
o Collaborative Pairs, Numbered Heads,
Think-Pair-Share, etc.
o Variety
o Movement
● Previewing prerequisite knowledge/skills
● Scaffolding content and process

Assessment Prompt for Students will choose one “probability item”

Learning Activity 2 “Explain what the theoretical probability of your item is and how you
● Formative assessment of the Learning Goal(s). arrived at your answer.”
● Ensure the task meets the expectation of the
Higher Order Thinking and/or Reading
Comprehension Learning Goal.

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Lesson with Rigor and Acceleration: Teacher:

Learning Activity 3 Difference between Experimental and Theoretical

The Learning Goal(s) for this Learning Activity and
Assessment Prompt:

Consider:
● Explicitly teach Higher Order Thinking and/or
Reading Comprehension Strategy
(if didn’t in a previous Learning Activity)
● Content students need to learn
● Chunk activity:
o Several opportunities for thinking, talking,
writing to learn
o Distributed summarizing and/or practice
o Questions to ask
o Higher Order Thinking and/or Reading
Comprehension Questions to ask
● Active engagement:
o Collaborative Pairs, Numbered Heads,
Think-Pair-Share, etc.
o Variety
o Movement
● Previewing prerequisite knowledge/skills
● Scaffolding content and process

Previewing (what, who, when) & Scaffolding (what, who, when):

Discuss Activity 2 and the difference between expected outcome vs.

actual outcome

Assessment Prompt for Jessica rolled a die 14 times and got a 6 twice. How does this
Learning Activity 3 compare to the theoretical outcome. Explain.
● Formative assessment of the Learning Goal(s).
● Ensure the task meets the expectation of the
Higher Order Thinking and/or Reading
Comprehension Learning Goal.
+Add 1-2 additional Learning Activities if needed
Planning Step 2: Lesson Assessment: How will students demonstrate
understanding of the Learning Goals for this lesson?

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Lesson with Rigor and Acceleration: Teacher:

Assignment
● Plan this before planning Lesson Instruction. Learn Zillion Task - My students challenge me to a game where we
● How will students demonstrate their knowledge
will roll dice. If the sum of the two dice is odd (regardless of color),
of the Will Know Learning Goals and the skills in
the Will Be Able To… (Do) Learning Goals then I give them a candy. If the sum of the two dice is even
(especially the Higher Order Thinking and/or (regardless of color), then they give me a minute of quiet in class.
Reading Comprehension)? Should I accept the challenge?
● How will the Assignment be differentiated for
support and challenge?
● Which students receive differentiation? Regatta

My Dog Ate My Homework

https://nrich.maths.org/6123

https://nrich.maths.org/12151

https://nrich.maths.org/9837

https://nrich.maths.org/9525/note

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