Digital Unit Plan Template

Unit Title: Probability in Your Life

Name: Rogelio Blancas

Content Area: Mathematics (Algebra 2)

Grade Level: 9-12

CA Content Standard(s)/Common Core Standard(s):

Use probability to evaluate outcomes of decisions.

[Include more complex situations.]

6. (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
7. (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling
a hockey goalie at the end of a game).
Big Ideas:
Students should be able to determine the number of possible outcomes in relation to an event.
Students should be able to determine the chance of events and compare their likely hood of occurring
Students should be able to interpret real life events in terms of probability and make choices using this knowledge.
Unit Goals and Objectives:
Students will be able to determine likely hoods of both experimental and theoretical probability
Students will be able to collect and organize data in order to determine the probabilities of certain
events
Students will be able to determine relationships and probabilities between data and events

Unit Summary:

This unit plan has been created for students in Algebra 2 from grades 9-12. We will be introducing concepts of probability and will explore how
these concepts are intertwined in your everyday lives. Probability is used to figure out the likelihood of certain events occurring. We will be using
activities in order to reinforce these concepts. Finally, we will have students gather information from the classroom and incorporate technology in a
presentation in order to help expand your knowledge of probability and your peers.

Assessment Plan:
Entry-Level:

Probability Survey:

The above link sends you to SurveyMonkey

where you will be given a short survey
about probability. It is intended to be used
prior to the lesson. This assessment allows
us to determine the prior knowledge of
students in relation to probability. It also
allows us to introduce terms and concepts
that students will need to be familiar with in
order to completely understand the lesson.
The survey format allows the students to
answer simple questions using their prior
knowledge in an easy and efficient way
through a web browser. This survey can
also be accessed through a mobile devise
with no trouble at all. This increases the
efficiency as well as accessibility of the
survey for students.

Flashcards:
Identifying Theoretical and
experimental Probability
Formative:

This activity will be used to assess the

students ability to distinguish whether or
not the events on each card describe
theoretical probability or experimental
probability. Each card will give a small
description and on the other side of the card
will be the answer. An example of
theoretical probability might be "The
probability that you get heads when flipping
a coin is 1/2". An example of an
experimental probability might be "When
flipping a coin ten times, we got 4 heads
and 6 tails". Although it is also possible to
get five heads and five tails, the use of
multiple trials gives the students a hint that
they are being given an experimental
probability instead of a theoretical one.
There will be about fifteen flashcards that
will have various difficulty levels in order
to give students an opportunity to selfassess their ability to identify the different
probabilities.

Summative: Probability Presentation

In this activity, students will be placed into

groups of four. They will be instructed to create
a multimedia presentation (PowerPoint, Prezi,
ect.) where they will present a problem of their
choosing. This problem is based on the idea
that the students will gather information from
other students and anyone else outside of
class. They will survey the other students and
present their findings. A question each group
will have to answer the question "If you were
to choose one random person from your survey
group, what is the probability they are in the
lowest group response group?". Students must
create similar questions for themselves to add
to the presentation. Sample topics the students
groups may choose include favorite types of
movies, music, pizza preference, ect. The
student groups may also present their own
original topic with my approval.

Lesson 1
Student Learning Objective:
Students will be able to
determine likely hoods of
both experimental and
theoretical probability

Acceptable Evidence:
Identifying real world
examples of probability
and how probability is
applied to the real world
examples.

Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:

Acceptable Evidence:
Students gather data and
create a short multimedia
presentation where they
show theoretical and
experimental probability.

Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
Probability Webercise
This Webercise was made in order to help you expand your knowledge of
probability. It contains many website that provide basic concepts we will be
going over during class. The activity in the webercise can be done using a
fun size bag of Skittles and you will be asked to answer a series of
probability based questions. This provides an individualized hands-on
experience for each student.

Acceptable Evidence:
Students reflect on the
importance of theoretical
and experimental
probability based off the
Probability Trees of the
other group

Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
Probability Trees
Students will be divided into groups of three. Each group will be asked to
create three different probability trees. The topic for each probability tree
needs to be approved. Students will conduct surveys for each topic. Each
probability tree must include

Students will be given a Prezi presentation as an introduction to

probability. There, students will learn about its importance and the real
world applications of probability. There will also be guided notes that will
help students throughout the lesson. The students will work in groups to
identify real world events that use probability. The concepts of theoretical
and experimental probability will be introduced by flipping coins and
writing down the results. We will them compare both the theoretical and
experimental probability based off the results each group.

Lesson 2
Student Learning Objective:
Students will be able to
collect and organize data in
order to determine the
probabilities of certain
events
Lesson 3
Student Learning Objective:
Students will be able to
determine relationships
and probabilities between
data and events

A minimum of 2 independent events

A minimum survey size of 20
A minimum of 3 follow up questions
Labels for each event
Probabilities for each event

Unit Resources:
https://www.khanacademy.org/math/probability
https://www.khanacademy.org/math/probability/independent-dependent-probability/basic_probability/a/probability-the-basics
http://www.mathplanet.com/education/algebra-2/discrete-mathematics-and-probability/probabilities
http://www.mathsisfun.com/data/probability.html
http://www.onlinemathlearning.com/theoretical-probability.html
http://www.aaamath.com/sta-prob-simple.htm
http://www.youtube.com/watch?feature=player_embedded&v=uck_xkJYuDU

http://www.youtube.com/watch?feature=player_embedded&v=wqt2RVgBSmQ
http://www.youtube.com/watch?feature=player_embedded&v=uzkc-qNVoOk
http://www.youtube.com/watch?feature=player_embedded&v=-8eSOmTPUbk

Useful Websites:
https://www.youtube.com/watch?v=j0AcUr-JxqU