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Basic&Productivity&Tools&(BPT)&

Lesson&Idea&Name:'Coin'Flip&
Content&Area:'Mathematics''
Grade&Level(s):'7th'Grade&
Content&Standard&Addressed:''''
•! MGSE7.SP.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'1/2'indicates'an'event'that'is'
neither'unlikely'nor'likely,'and'a'probability'near'1'indicates'a'likely'event.''
'
•! MGSE7.SP.6:'Approximate'the'probability'of'a'chance'event'by'collecting'data'on'the'chance'process'
that'produces'it'and'observing'its'longLrun'relative'frequency.'Predict'the'approximate'relative'
frequency'given'the'probability.''
'
Technology&Standard&Addressed:''''
ISTE'Standards:'
•! 1c:'Students'use'technology'to'seek'feedback'that'informs'and'improves'their'practice'and'to'
demonstrate'their'learning'in'a'variety'of'ways.'
•! 1d:'Students'understand'the'fundamental'concepts'of'technology'operations,'demonstrate'the'ability'
to'choose,'use'and'troubleshoot'current'technologies'and'are'able'to'transfer'their'knowledge'to'
explore'emerging'technologies.''
•! 5b:'Students'collect'data'or'identify'relevant'data'sets,'use'digital'tools'to'analyze'them,'and'
represent'data'in'various'ways'to'facilitate'problemLsolving'and'decisionLmaking.''
•! 6a:'Students'choose'the'appropriate'platforms'and'tools'for'meeting'the'desired'objectives'of'their'
creation'or'communication.''
&
Selected&Technology&Tool:''''
•! Microsoft'Excel&
&
URL(s)&to&support&the&lesson&(if&applicable):'''&
•! N/A&
Bloom’s&Taxonomy&Level(s):''''
&

''Remembering'''''' ''Understanding'''''' ''Applying''''''' ''Analyzing'''''''' ''Evaluating''''''' ''Creating'


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Levels&of&Technology&Integration&(LoTi&Level):''
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''Level'1:'Awareness'''''''' ''Level'2:'Exploration''''' ''Level'3:'Infusion'''''' ''Level'4:'Integration'


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''Level'5:'Expansion''''''''' ''Level'6:'Refinement''''''
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Universal&Design&for&Learning&(UDL):&&!
'
The'basic'productivity'tool'selected'for'this'lesson'was'Microsoft'Excel.'This'productivity'tool'can'support'the'
UDL'principles'and'enhances'the'learning'experience'for'all'students.'As'a'reminder,'the'principles'for'the'
UDL'are'representation'(the'“what”'of'learning),'expression'(the'“how”'of'learning),'and'engagement'(the'
“why”'of'learning).'Excel'is'a'great'tool'for'providing'multiple'means'of'representation.'Students'can'see'data'
in'tables,'as'well'as'pictured'in'many'different'graph'forms.'For'the'second'principle'of'the'UDL,'expression,'
students'can'show'what'they'know'by'correctly'creating'their'own'tables'and'graphs.'The'last'principle'of'the'
UDL'is'engagement.'Excel'is'also'a'great'tool'for'keeping'students'engaged.'I'say'this'because'Excel'has'many'

Spring'2018_SJB'
Basic&Productivity&Tools&(BPT)&
different'functions.'This'will'allow'students'to'explore'Excel,'get'creative'in'how'they'want'to'display'their'
knowledge,'and'also'use'a'tool'that'they'many'not'have'had'much'prior'experience'with.'Overall,'this'
technology'tool'has'many'different'functions'that'appeal'to'many'different'types'of'learners,'so'everyone'can'
enhance'their'learning'of'the'content.''
&
Lesson&idea&implementation:''!
'
I'intend'on'this'project'being'introduced'when'students'first'start'learning'about'probability.'I'would'start'this'
lesson'by'asking'the'students'what'they'know'about'probability'and'if'they'know'of'any'examples.'I'will'then'
introduce'important'vocabulary'(ex:'probability,'data,'outcome,'etc.),'and'give'a'few'simple'examples'of'data'
and'probability.'Students'will'then'be'introduced'to'this'project,'Coin'Flip.'Coin'Flip'is'intended'to'be'a'starter'
project'so'get'students'thinking'about'data,'how'data'is'collected,'and'also'how'data'can'be'represented.'
Students'may'work'individually'or'in'pairs'and'will'have'about'1L2'class'periods'to'complete'this'project.'
Students'will'then'get'a'coin'and'flip'it'10L20'times.'Each'time,'they'must'record'if'they'get'a'heads'or'a'tails.'
After'students'complete'all'trials,'they'will'create'a'table'in'Excel'and'input'their'data.'Once'their'table'is'
created,'they'must'also'create'a'pie'chart'and'bar'graph.'Lastly,'students'will'answer'5'questions'(displayed'
on'the'whiteboard)'on'the'excel'file.''
'
As'students'are'completing'this'project,'I'will'be'walking'around'the'classroom'assisting'students'with'
questions'they'have'on'the'content,'or'even'questions'they'might'have'on'how'to'use'Excel.'Once'students'
complete'this'project,'we'will'compare'and'contrast'everyone’s'data'and'graphs,'and'also'discuss'the'
questions.'By'doing'this,'I'will'be'able'to'assess'student’s'learning'of'how'to'collect'data'by'looking'at'their'
tables'and'graphs,'and'also'how'they'answered'the'questions.'If'I'notice'a'student'is'struggling,'I'will'provide'
realLworld'examples'of'data'and'how'it'is'collected,'and'also'walk'through'a'few'of'the'trials'with'the'student.'
However,'if'a'student'is'thriving'on'this'project,'I'will'then'challenge'them'to'do'twice'the'number'of'trials'
than'they'did'originally,'or'maybe'even'flip'2'coins'at'one'time'and'compare.'This'project'differentiates'
learning'because'students'have'the'ability'to'see'the'information'in'written'form,'in'picture/graph'form,'and'
they'will'also'have'the'use'of'manipulatives'(coins).'Students'also'have'the'freedom'to'work'in'pairs'to'have'
extra'support,'or'work'individually'if'they'do'not'need'extra'support.'Lastly,'students'can'decide'how'many'
trials'they'do.'If'they'are'still'uncomfortable'with'the'concept'of'collecting'data,'they'can'do'only'10'trials.'Or,'
the'student'can'choose'to'do'up'to'20'trials'if'they'feel'comfortable'with'the'content.'This'project'will'then'
lead'into'how'to'find'the'probability'of'an'outcome'and'possibly'converting'that'probability'to'a'percentage.''
'
Reflective&Practice:&!
!
After'creating'this'lesson,'I'feel'as'though'students'would'get'a'lot'out'of'this'lesson.'Since'this'lesson'is'for'
middle'school'students,'it'is'easy'for'them'to'get'distracted'and'bored'during'a'normal'lecture.'By'allowing'
them'to'be'in'charge'of'their'own'learning'and'having'the'opportunity'to'be'creative,'then'they'have'the'
freedom'to'do'what'they'want,'which'will'help'them'stay'more'engaged.'However,'this'lesson'may'be'
difficult'for'students'who'have'no'prior'knowledge'of'Excel'or'how'to'use'it.'Reflecting'back'on'this'lesson,'it'
will'be'helpful'to'know'how'much'students'know'about'Excel'and/or'have'a'mini'crash'course'on'the'basic'
functions'of'Excel.'Or,'students'could'possibly'do'their'own'research'on'how'to'do'certain'functions'while'
completing'the'project.''
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Spring'2018_SJB'