jmorales

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These texts will be used in an 8th grade Algebra I classroom in an urban setting. Students are able to learn at a high-level but the attendance rate is low. The lesson is focused on distinguishing theoretical probability and experimental probability. The goal is to engage students in this mathematical topic and broaden their understanding of its applications.=====

**Text #1:**

 * =====Citation: Einhorn, Edward (2008) //A Very Improbable Story.// Watertown, MA: Charlesbridge.=====
 * =====Text Summary: This text is a children’s mathematics book which introduces the topic of probability through a story. The publisher’s product description states, “Ethan wakes up one morning with a talking cat on his head. The cat refuses to budge until Ethan wins a game of probability. Without looking, Ethan must pick out a dime from his coin collection or two matching socks from his dresser, or do something else improbable. A very improbable story about a challenging math concept.”=====
 * =====Rationale: I selected this text because of its introduction to mathematics from a real-life standpoint. It explores the use of problem solving, deductive reasoning and decision making while applying it to probability. Students will be able to connect the lesson to their own lives.=====
 * =====Use of Text: I will use this text to introduce the mathematical topic for this unit. I will real it aloud then afterwards, lead students in a discussion about the use and need of probability in the real world. This discussion will segue into the teacher input portion of the lesson.=====
 * =====Attachment: This is a 32 page whole book, so I did not include it here.=====

**Text #2:**

 * =====Citation: Glencoe Mathematics (2005) //Algebra I: Student Edition.// Published by Glencoe/McGraw-Hill., 782-788.=====
 * =====Text Summary: This text is the textbook which students will use throughout the year. The last chapter contains the sections on probability needed for the lesson. The publisher’s description states, “//Glencoe Algebra 1// strengthens student understanding and provides the tools students need to succeed—from the first day your students begin to learn the vocabulary of algebra until the day they take final exams and standardized tests.”=====
 * =====Rationale: I selected this text because contains all the content necessary for the class. It provides clear-cut sections of the math topics and gives clear examples and real-life applications. Students will be able to follow the text easily.=====
 * =====Use of Text: I will use this text to model for students the use of probability and the difference between theoretical and experimental probability. I will show students the methods that the section highlights while they take notes for reference and future use. We will go through a few of the examples, ask questions, and solve the problems. Students will be encouraged to ask their own questions about the text as we go along.=====
 * =====Attachment: This is an 884 page book, so I did not include it here.=====

**Text #3:**

 * =====Citation: Troutman, Amy (2000) //Activities in Probability.// Retrieved October 13, 2008 from http://www.math.wichita.edu/history/activities/prob-act.html#rock=====
 * =====Text Summary: This text is an activity which students will be asked to complete in pairs. The purpose is to help students develop the concept of probability and the difference between theoretical and experimental.=====
 * =====Rationale: I selected this text because it is a fun activity for students to become engaged in the topic. It is also flexible and can be adjusted to make it more difficult or cover more math skills. The end of the activity provides some historical information as well which is a good addition to the lesson.=====
 * =====Use of Text: I will use this text after modeling for students other experimental probability examples. Students will be able to practice what they have learned in pairs and help each other overcome any obstacles.=====
 * =====Attachment: See attachment #1 for this text.=====

**Text #4:**

 * =====Citation: Glencoe (2008) //Probability: Lesson 14-5.// Retrieved October 13, 2008 from ** http://www.glencoe.com/sec/math/algebra/algebra1/algebra1_05/extra_examples/chapter14/lesson14_5.pdf **=====
 * =====Text Summary: This text provides more examples which parallel those in the textbook. It continues exploring the use of theoretical and experimental probability while comparing and contrasting both methods.=====
 * =====Rationale: I selected this text because it goes into more depth on this topic. The examples it includes require a higher level of thinking and asks more of the students.=====
 * =====Use of Text: I will use this text to give students a greater variety of applications and ask them questions. Students will be encourages to approach the board and answer the problems given.=====
 * =====Attachment: See attachment #2 for this text.=====

**Text #5:**

 * =====Citation: Glosser, Gisele. (2007) //Probability Worksheet 3: Rolling a Pair of Dice.// Retrieved October 13, 2008 from http://www.mathgoodies.com/worksheets/pdf/unit6_wks3.pdf=====
 * =====Text Summary: This text is a worksheet with one large application problem. It breaks down each stop of the process neatly and allows students to collect data and make use of tables.=====
 * =====Rationale: I selected this text because it is clear and concise. Students should be able to complete this worksheet with ease.=====
 * =====Use of Text: I will use this text as a conclusion to the lesson. Students will be asked to complete this worksheet independently at the end of class. They are allowed to use their notes and look at previous examples.=====
 * =====Attachment: See attachment #3 for this text.=====
 * B. Media Resources**


 * Text #6:**
 * Citation: YourTeacher.com (2008) //Pre-Algebra: Lesson 164: Probability.// Retrieved October 13, 2008 from http://www.yourteacher.com/prealgebra/mathprobability.php
 * Text Summary: This text provides an online video demonstration of the introduction to probability. It is short and straight to the point while providing useful information. It activates prior knowledge of the basic arithmetic needed to work with probability.
 * Rationale: I selected this text because it covers the same material as in the classroom and emphasizes the same points.
 * Use of Text: I will use this text as a homework assignment for students to look at in their own homes. Students will be able to look at the lesson in a different environment, possibly free from the distractions of a school setting.
 * Attachment: See attachment #4 for this text.
 * Text #7:**
 * Citation: YourTeacher.com (2008) //Pre-Algebra: Lesson 165: Probability.// Retrieved October 13, 2008 from http://www.yourteacher.com/prealgebra/experimentalprobability.php
 * Text Summary: This text provides an online video demonstration of the application of theoretical probability. It is also short and straight to the point while covering valuable information.
 * Rationale: I selected this text because it is a follow-up to the previous video and delves more into theoretical probability by providing an example using a spinner.
 * Use of Text: I will use this text as a homework assignment for students to watch in their own homes. Students will be able to recall the methods covered in class through this video.
 * Attachment: See attachment #5 for this text.

**Text #8:**

 * =====Citation: Glencoe (2008) //Chapter 14: Probability, Lesson 5-Probability Simulations.// Retrieved October 13, 2008 from http://www.glencoe.com/sec/math/studytools/cgi-bin/msgQuiz.php4?isbn=0-07-860390-0&chapter=14&lesson=5&headerFile=6&state=ri=====
 * =====Text Summary: This text is an online self-check quiz for students. It provides tables with information regarding the problem, then asks students to interpret the data.=====
 * =====Rationale: I selected this text because it is a similar application to the worksheet in the classroom. This time, instead of just collecting the data for each result, students will be asked to interpret for a given question.=====
 * =====Use of Text: I will use this text as an at home assignment for students to practice and prepare for an in-class assessment.=====
 * =====Attachment: See attachment #6 for this text.=====

**Text #9:**

 * =====Citation: Shodor (2006) //Adjustable Spinner.// Retrieved October 13, 2008 from http://www.shodor.org/interactivate/activities/AdjustableSpinner/?version=1.5.0_06&browser=Mozilla&vendor=Sun_Microsystems_Inc.=====
 * =====Text Summary: This text is an interactive spinner which keeps track of the data and organizes it into a table as you go along.=====
 * =====Rationale: I selected this text because students can test the results of the activity and explore on their own. It is also possible to use this spinner as a means of performing a very high number of trials which is not possible in the classroom with an actual spinner. It shows the correlation between experimental and theoretical as the number of spins increases.=====
 * =====Use of Text: I will use this text as another homework assignment. Students must go home and test this activity. They will also be asked to record their results, thoughts, and observations.=====
 * =====Attachment: See attachment #7 for this text.=====

**Text #10:**

 * =====Citation: Shodor (2008) //Introduction to the Concept of Probability.// Retrieved October 13, 2008 from ** http://www.shodor.org/interactivate/lessons/IntroProbability/ **=====
 * =====Text Summary: This text provides the framework for a lesson on the introduction to probability. It also includes valuable terminology, objectives, standards, prerequisites, and all aspects that are necessary to evaluate. It is a good template for a teacher to use in arranging a lesson plan on probability.=====
 * =====Rationale: I selected this text because it is a clear resource for information on this mathematical topic.=====
 * =====Use of Text: I will use this text as a guide in preparing my own lesson of examples, activities, and assessments for the class.=====
 * =====Attachment: See attachment #8 for this text.=====

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I will use this collection of texts to engage students in the topic of probability. It provides a variety of texts to meet the needs of different learners and also students who miss class frequently. The class itself will consist of texts 1-5. Students will be engaged by the children’s book (text #1) and begin to make personal connections. The textbook (text #2) will be used to model for students the methods of the lesson. Then, the hands-on activity (text #3) will allow students to practice in pairs. To address further questions and provide a greater variety of problems, the extra examples from online (text #4) will be used. This time, students will be allowed to approach the board and complete problems while teaching their classmates. Lastly, the worksheet (text #5) will assess the student’s knowledge and wrap up the lesson. Overall, students will have been able to learn through discussion, lecture, work in groups, and independent study.=====

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For outside of the classroom, I have provided texts 6-9. The online videos (text #6 and text #7) cover the same material as in class. For students that paid attention in class, it will be a reminder. For students that were distracted or were absent, the videos may serve as a substitute for the in-class instruction. Also, the online quiz (text #8) and the interactive spinner (text #9) will allow students the opportunity to test their skills and explore the topic further. Finally, the last text or lesson plan (text #10) will be used for background information and to answer any questions from students, teachers, parents, and/or administrators. In conclusion, this introduction to the unit of probability will engage students in the concept of probability and the future aspects which will be built onto it, while also preparing them for future unit assessments and standardized tests.=====

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M(DSP)–8–5 For a probability event in which the sample space may or may not contain equally likely outcomes, determines the experimental or theoretical probability of an event in a problem-solving situation; and predicts the theoretical probability of an event and tests the prediction through experiments and simulations; and compares and contrasts theoretical and experimental probabilities. (Local) =====

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 Hi Jessica ! I made sure I looked over your text set because Math is difficult for many in the ELA department( myself included). I like your online resource, Probability, Lesson 5-Probability Simulations. I like the hints. Self quizzes usually help me. This resource enables the student to explore math without the PRESSURE to perform well. The hints are great. I also like your rationale for the probability worksheet. You write//,“// I selected this text because it is clear and concise. Students should be able to complete this worksheet with ease.” This is a tremendous and insightful observation. My daughter, for years, thought she wasn’t good at math. She loves it now. The reason why she loves it is simply because she feels she can do it. Being able to be successfully complete something, no matter how minute, can foster a level of confidence that breaks down learning blocks. I can see how this text set can build toward higher level concepts. I have one suggestion to answer that never ending question “How come I need to learn this?” I’m wondering if there is a real life article similar to the //A Very Improbable Story// that shows how this is used in the real world right now. I did a quick search on //NY Times// (financial section) website to explore articles that include the topic of probability. There might be something there. Even if the language is difficult, you could break it down for them. Perhaps probability problems could be fun with how the Presidential election is determined. I think a concrete connection as to how people are actually using Math like this in the real world could really make it tangible and relevant. Good job! Thanks, Denise Simard =====