UNIT PLAN PROBABILITY AND STATISTICS FOR 9 th AND 10 th GRADE By EVANS ASUBONTENG

Stage 1 – Desired Results Established Goals: Students engage in problem solving, communicating, reasoning, connecting, and representing as they: Select, create, and interpret an appropriate graphical representation use appropriate statistics (e.g., mean, median, range, and mode) to communicate information about the data. Use these notions to compare different sets of data.. Use technology when appropriate. Describe and explain how the relative sizes of a sample and the population affect the validity of predictions from a set of data.

Stage 1 Understandings: students will understand that: -Probability can be use to make decisions -Working together with peers will help them build that social skills

Stage 1 Essential Questions: -what is probability? How is it happen in our life? - A single 6-sided die is rolled. Do you think it is hard to roll an odd number or an even number? Why? - what is the mean, mode and median of a set of numbers? Objective: Students will be able to: -Calculate the Mean, Median and Mode of a set of number  Write definition of probability teams- Range,Mean, Median and Mode  Use technology to in solving mathematical problems

Stage 1 Students will know Different approaches to solve mathematical problems Know importance of the statistical data How to conduct a survey

Stage 1 Objective: students would be able: - Conduct a survey and calculate probabilities - To calculate Mean, Median and Mode of a set of number - Use data to make educational Judgment

Stage 2 – Assessments evidence Performance Task Students would be asked about chapter vocabulary: Mean, Median, Mode and Range. Student would assess on Standard Deviation, Correlational vs. Experimental Research, Dependent vs. Independent Variables

Lesson Activity(25 Min) 1.Begin the lesson by asking students to define probability (the likelihood or chance that a given event will occur). Probability is usually expressed as a ratio of the number of likely outcomes compared with the total number of outcomes possible. Ask students if they can give an example of probability.(10 min) 2.A single card is chosen from a standard deck of 52 playing cards randomly. What is the probability that the card chosen is a joker card? (5 min) 3. A glass jar contains 15 red marbles. If a marble is chosen at random from the jar, what is the probability that it is red? (10 Min)

Assessment Timeline Before Project BeginsDuring the projectAfter the project Students have to know and familiar with Vocabulary words Lessons and activities equip students to effectively to prepare for their final performance task. Further more, students would think about the deep meaning of the games we played last time. Every group will have minutes to show their task When playing card, there could be several kinds special suits: One pair, Two pair, Three of a kind, Straight, Flush, Full House, Four of a kind, Straight Flush, Royal Flush. Can you calculate the probability of every kinds special suit? they see the lessons and activities are connected and flow together. They know the big idea, overarching questions. Most students know clearly what is the most important and could connected all the lessons and activities.