General Information

Lesson Title: Lesson 6.3

Subject(s): Algebra 2

Grade/Level/Setting: High School Algebra 2 class (10th, 11th, & 12th) / Class Length is 45 min

Prerequisite Skills/Prior Knowledge:

Students will rely on prior knowledge of simple probabilities, two-way tables, and relative frequency tables

Standards and Objectives

State/National Academic Standard(s):

A2.S.CP.C.4 – Find the conditional probability of A given B as the fraction of B’s outcomes that also
belong to A and interpret the answer in terms of the given context.

Scope and Clarification:

Calculating conditional probability may be performed via use of a visual model (Venn diagrams,
frequency tables, etc), calculation/formula, or by using counting techniques.

Learning Objective(s):
Condition: Given a conditional probability statement, guided notes, textbook materials, laptop, & TI-84 CE Plus

Behavior: Students will take notes on their guided note packets including example problems and adding contextual
information for deeper understanding. Students will identify individual probabilities and the “given” condition. Students
will calculate conditional probabilities utilizing multiple supporting such as their TI-84 CE Plus calculator.

Success: Students will demonstrate success by accomplishing the following

- Correctly identifying given conditions (formative)

- Solving for conditional probabilities (formative & summative)
- Interpreting the conditional probability to make a decision (formative & summative)

Students will be evaluated using exit tickets, observed work from daily lessons, independent practice work, and must
score a 60% or higher on their unit quiz.

Materials Technology
Students are provided with guided notes & textbook reteach Students will utilize their laptops & TI-84 CE Plus calculators
notes in hard copy. Additional practice and note material is during the lesson. Instruction will include use of the
provided in the text book and Google Classroom. Venn ClearTouch smart board for modeling and presentation.
diagram templates will also be made available for students
that need such a resource. Students will need to bring a
writing utensil to class.

Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s):
Students will be able to apply previous learned skills for simple probabilities and two-way tables to determine
conditional probabilities using the formula for conditional probabilities, two-way tables, and venn diagrams.

Vocabulary:
Conditional probability, relative frequency, Venn diagram, two-way table, Given Condition

Discourse and/or Syntax: Students must be able to extend and apply the concepts learned in the previous
lessons on simple probabilities and two-way tables in order to identify and interpret conditional probabilities. They
need to understand that there are now multiple conditions for success and that the order in which the conditions are
met will matter. Further, they need to be able to read and dissect information presented into a proper Venn diagram
format in order to have a better visual reference for determining the related individual probabilities that relate to the
conditional probability they are being asked about. They also need to be able understand and apply this information
to make an informed decision based on probable outcomes in order to select the best choice.

Planned Language Supports:

Students will be given guided notes where they will fill in the key terms as directed by the instructor. Students will be
led through guided practice during whole group instruction in the model of “I do, we do, you do” instruction. The
teacher will model several examples that include simple examples conditional probabilities. Emphasis will be placed
on connecting prior knowledge and understanding, with specific attention given to dissecting the information provided
to correctly identify the “given” condition. Students will also have a copy of the reteach notes from the text book for
reference following instruction, and there is a vocabulary board in the classroom that will be referenced during
instruction.

Instructional Strategies and Learning Tasks

Anticipatory Set:

Activity Description/Teacher Student Actions

Students will complete a bellringer/warm-up set of Students will complete this work in their Algebra 2
problems to activate prior learning. They will Practice Workbook.
complete this work in their Algebra 2 Practice
Workbook.
 Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher Student Actions

Teacher Will – Students will –

- Review the concepts discussed in lessons - Follow along and fill in the guided notes as
6.1 & 6.2 covering simple probabilities, two- provided by the teacher.
way, frequency tables, relative frequency - Actively engage in the learning by asking
tables, & conditional probability from a table. questions for clarification or additional
- Further the discussion on conditional understanding when needed.
probabilities and present other ways - Copy examples and vocabulary definitions from
students might be given such information, their text and/or those modeled in class.
such as notation or from a word problem.
- Introduce the use of a Venn diagram as a
method for separating data or information
when solving a conditional probability

Guided Practice:

Activity Description/Teacher Student Actions

Teacher Will – Students Will –

- Guide students through practice problems - Respond to and interact with the teacher as they
provided in their guided notes are guided through working on problems.
- Call attention to any special conditions or - Take additional notes for clarification and in their
notes of caution when working with own words to ensure understanding when used
conditional probabilities. for reference at a later time.
- Ensure students are correctly identifying the - Ensure that they reconcile their work with that of
 “given” condition, and the correct total to the teacher prior to moving on to the next
use, either from the row or column. problem.

Independent Student Practice:

Activity Description/Teacher Student Actions

Teacher Will – Students Will –

- Aggressively monitor students while they are - Work independently or with partners to complete
given the opportunity to work sample designated sample problems within the guided
problems notes.
- Ask for additional clarification as needed while
- Provide clarification when asked for or when
working through the conditional probabilities
a misconception is found within student
problems.
work. This reteaching can be individual or if
- Refer back to the notes and examples completed
needed, whole group
during the primary instruction.

Culminating or Closing Procedure/Activity:

Activity Description/Teacher Student Actions

Teacher Will – Students Will –

- Review key highlights from the lesson - Complete the designated problem from their
- Collect exit ticket work from students for guided notes as an exit ticket and submit prior to
further analysis and review the end of class.

Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.

Gifted and Talented:

Students that are capable will be provided with additional practice and increased rigor via independent practice using
the enrichment and extension work via their text book.

EL: Use of anchor charts for visual references and coordination with the ESL coordinator to provide supplemental
instruction if required to assist the English Language learners. Any students that requires material to be provided in
their native language will receive those IAW their ILP, or upon request.

Students with Other Special Needs:

Students that have IEPs or 504 plans will be provided all support and/or accommodation in accordance with their
specific documented plan. Examples would be additional time, read aloud accommodations, chunking, scaffolded
instruction, and simplified note material.

Assessment
Formative
Formative assessment will be on-going during class in the form of questioning students on specific steps and/or actions while
solving for the conditional probabilities. Further assessment will be made through aggressive monitoring of student work as
they complete sample & self-assessment problems during the “you do” portion of the lesson. Students that show lack of
understanding will immediately be provided redirection, clarification, or additional instruction as required.

Summative
Summative assessment will be in the form of a unit quiz as per the pacing guide and Algebra 2 team collaborative calendar. The
quiz will be between 12 to 15 questions and address each of the unit standards. Rigor will vary between level 2 to 3 and contain
questions that assess student’s abilities to mechanically solve problems as well as their comprehension and understanding of
overarching concepts and real-world application.