## Reflection: Student Grouping Compound Probability - Section 1: Do Now

I changed the Do Now for this lesson by using the last question as my discussion launching activity after reviewing the answers to the Do Now.

I also changed the question and answer choices for the second question. I included only 2 questions in this Do Now because I knew I would need to give students additional time to digest the second question.  The comparison of values between theoretical and experimental probability is a great way to spiral the material from the previous day and get students to think deeply about what the question is asking them to calculate: the difference. Moreover, I am reviewing the language of probability in the answer choices. My biggest distractor is letter D. Students who select this choice on their first try at the Do Now will need to be paired up strategically with my group or one led by a strong student that will ensure the question is understood. That is my priority. Students need to understand that some questions will ask for individual values, while others will ask them to compare two or more values.

As I am walking around the room I am checking students’ answers. I am making a list of students marking letters B and D immediately. These are my high and low flags. Those who elect letters A or C are likely to be rounding or confused about which is theoretical and which is experimental probability. These are the students who get my first round of feedback. They are asked to revisit their notes for theoretical and experimental probabilities. If they select the right answer I ask them to follow it up with a paragraph explaining how they know it is correct. When we stop to review, I pair up those who are circled letter D and were still confused with students who wrote the paragraph. Students who selected are sprinkled around the room to ensure the information and strategies being shared are accurate. Students remain in these groups to complete the class discussion activity together.

By grouping students this way I hope to foster leadership and helping among peers. This will in turn strengthen students’ abilities to discuss math and improve their vocabulary.

Student Grouping: Strategic Student Grouping

# Compound Probability

Unit 7: Statistics and Probability
Lesson 11 of 11

## Big Idea: students work in groups and pairs to explore compound probability, focusing on identifying sample space

Print Lesson
12 teachers like this lesson
Standards:
Subject(s):
55 minutes

### Yazmin Chavira MTP

##### Similar Lessons

###### Determine Probabilities
7th Grade Math » Probability
Big Idea: Students represent probabilities using the probability ratio
Favorites(14)
Resources(12)
New Orleans, LA
Environment: Urban

###### Compound Events - Visual Displays of Sample Spaces
7th Grade Math » Probability
Big Idea: Ever wonder how many outfits you can make out of what is in your closet? After this lesson, students will be able to.
Favorites(37)
Resources(18)
Elon, NC
Environment: Suburban

###### Flipping Coins and Exponential Decay
12th Grade Math » Statistics: Using Probability to Make Decisions
Big Idea: Sometimes running multiple trials can help us get a better idea of what we don't know. Other times, multiple trials can help us get real data that is closer to what we expected in the first place.
Favorites(1)
Resources(27)
Worcester, MA
Environment: Urban