TECHNOLOGY INTERGRATION FOR MEANINGFUL CLASSROOM USE Daily Lesson Game Plan Lesson title: What is the Probability

of Becoming a Related Lessons: Graphing, Fractions Professional Athlete? Grade Level: 6-7 Unit: Data Analysis and Probability GOALS

y y y y y

Students will engage in simple review problems to solve probability. Student will calculate the number people who try out for their team (total outcome). Students will determine how many students will make their team (favorable outcome). Students will explore websites and determine which ones most closely pertain to their four essential questions. Students will obtain one article featuring one professional athlete who graduated from the institution from which they are researching (College level only) and create a short biography.

ISTE NETS-S Creativity and innovation x x Communication and Collaboration Research and information fluency Instructional Objective(s):
M6D1. Students will pose questions, collect data, represent and analyze the data, and interpret results. a. Formulate questions that can be answered by data. Students should collect data by using samples from a larger population (surveys), or by conducting experiments. b. Using data, construct frequency distributions, frequency tables, and graphs. e. Relate the data analysis to the context of the questions posed. M7P1. Students will solve problems (using appropriate technology). a. Build new mathematical knowledge through problem solving. b. Solve problems that arise in mathematics and in other contexts. c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving.

x x

Critical Thinking, problem solving, &decision making Digital citizenship Technology operation and concepts

ACTIONS At the beginning of each class a warm up (5 minute review) will be completed to discuss how probability is found. During Class: Problem- Many male students plan to be a professional athlete when they grow up, but there are not enough teams to hire every student in middle school. So, how do we move from student athlete to professional athlete? What is your probability of becoming a Professional Athlete?

Time 10-15 minutes

Instructional Activities Materials and Resources Discussion on outcomes. Cornell Notes y What is a total outcome? y What is a favorable outcome? y How do you find a total outcome? y How do you determine what portion of the total is favorable?

15 minutes

30 minutes ( This section can be completed in a Language Art class)

60 minutes

30-40 minutes

Make a team. y With your group determine how many players are needed for each team. y With your group determine how many people will try out for each team. y Contact coaches, look online Using the media center: y Research your University and find at least one professional athlete who graduated from your school. y Write a short bibliography on that athlete (1 page) y Challenge: Find a professional athlete who graduated from your selected high school/ Middle School. Computer Lab: y Find at least four websites that support your essential questions with pertinent information. y Find one website that tells how many athlete your college go on to become professionals in their sport. Organize Bring your information together: y Did you find enough information to determine probability? y Did you answer your essential questions? y What order will the

Internet, Phone

Media Center

Computer Lab

Boards, Charts, Computers

y Notes: The Activities will take multiple days.

information be presented in? How will the information be presented?

MONITOR Ongoing Assessment: y Warm Up problems will be collected daily as a quick check for understanding, and graded with feedback. y Visual- students will be monitored as they collect data to determine population, and the portion of the population that is needed. Verbal teacher feedback will be given to students as it is seen that help is needed. y Student will turn in a copy of their essential questions, along with the list of websites being used and a brief description explaining why the site was chosen as a notable source. Accommodations and Extensions: Accommodations: Warm up can be pre-printed for the student to write on, in order to: y Save time on copying the problem y Allow the student to manipulate if necessary y Allow student the chance to give specific feedback y Allow teacher to highlight and give specific feedback. Notes: y Students can use the Cornell Note Format to organize the thought process. Essential question Websites: y Find web sites that support two of your essential questions with pertinent information. Challenge: Find a professional athlete who graduated from your selected high school/ Middle School. Students can complete the research section, finding a professional athlete who has graduated from their University, as a Language Arts cross-curricular assignment to focus more on structure, grammar, and spelling. EVALUATION Lesson Reflection and Notes: Warm ups will be graded in one of three categories 100 (demonstrates complete understanding), 75 (Some improvements needed), and 50 (multiple errors). All warm ups will receive feedback on what improvements are needed to improve. There will still be a lot of visual and verbal feedback given to the students

Extensions: Back-Up Plans:

Donohoo, J. (2010). Learning How to Learn: Cornell Notes as an Example. Journal Of Adolescent & Adult Literacy, 54(3), 224-227. Illinois Univ., U. g., & Bolt, B. A. (1983). Macrorules for Summarizing Texts: The Development of Expertise. Technical Report No. 270.