Evaluating Statements About Probability
This lesson unit addresses common misconceptions relating to the probability of simple and compound events. The lesson will help you assess how well students understand concepts of:
- Equally likely events.
- Sample size.
This lesson unit is structured in the following way:
- Before the lesson, students work individually on an assessment task that is designed to reveal their current understanding and difficulties. You then review their solutions and create questions for students to answer in order to improve their work.
- After a whole-class introduction, pairs of students work together to justify or refute mathematical statements. They do this using their own examples and counterexamples. Students then explain their reasoning to another group of students.
- In a whole-class discussion students review the main mathematical concepts of the lesson.
- In a follow-up lesson, students again work alone on a task similar to the assessment task.
- Each individual student will need a copy of the assessment tasks Are They Correct? and Are They Correct? (revisited), a mini-whiteboard, a pen, and an eraser.
- Each pair of students will need a copy of the sheet True, False or Unsure?, (cut up into cards), a large sheet of paper for making a poster, and a glue stick.
- There is a projector resource to support whole-class discussions.
15 minutes before the lesson, a 1-hour lesson, and 20 minutes in a follow-up lesson. Timings are approximate and will depend on the needs of the class.
This lesson involves a range of mathematical practices from the standards, with emphasis on:
- MP1: Make sense of problems and persevere in solving them
- MP3: Construct viable arguments and critique the reasoning of others
- MP4: Model with mathematics
- MP6: Attend to precision
- MP7: Look for and make use of structure
Mathematical Content Standards
This lesson asks students to select and apply mathematical content from across the grades, including the content standards: