“Spin, Toss, Predict! The Probability Adventure Begins”

Introduction
  1. Introduction: 5mins
  • Commence by asking intriguing questions like:
  • What is a certain outcome when flipping a coin?

Ans: It is certain that the coin will land on either heads or tails.

  • Is it possible to get heads when flipping a coin?

Ans: Yes, it’s possible

-     is it possible for a coin to land on its edge?

Ans: Technically not impossible, but extremely rare.

  • List down 3 things you learned.
Task
  1. Task: 5mins

Students will navigate a series of web-based activities and curated links to discover:

  • What probability is
  • Identify whether the following sentences is certain, possible, or impossible to happen.
Process
  1. Process: 20mins

Step 1: Research

Step 2: Record Findings:

  • Students will fill out worksheet:

Group 1:

Define Probability?

 

 

 

Certain

Possible

Impossible

  1. The sun will rise tomorrow morning

 

 

 
  1. You will grow taller as you get older

 

 

 
  1. Rolling a 6-sided die and getting a number greater than 10

 

 

 

Group 2:

Define probability

 

 

 

Certain

Possible

Impossible

  1. It will rain somewhere in the world today

 

 

 
  1. Flipping a coin and getting heads

 

 

 
  1. A dog will meow like a cat

 

 

 

Group 3:

Define probability

 

 

 

Certain

Possible

Impossible
  1. You will fly to the moon after school today

 

 

 
  1. Your birthday will happen this year

 

 

 
  1. A person can win a lottery

 

 

 

 

Step 3: Presentation – 20mins

  • Students will present their work to their peers
Evaluation

Evaluation: 5mins

Criteria Excellent (4) Good (3) Needs improvement (1)
Understanding of key terms      
Ability to describe probability      
Participation      
Reflection and participation      

 

Conclusion

Conclusion- 5mins

  • Wrap up the lesson
  • Revisit the learning outcomes
  • Give 3 big hands to mark the end of the session
Credits

Evaluation:

Strengths:

  • The majority of students (about 26-28) achieved the learning objectives shown by their ability to complete and present their given tasks in their groups.
  • Integrating digital tools during the lesson makes the delivery content more interesting and fun whereby students watch YouTube and learn at the same time.
  • Providing positive reinforcements such as giving positive feedback, praising them, and providing marking rubric for their presentation encourage students’ participation to do their very best during the whole lesson.

Weaknesses:

  • Limitation of digital tools to use result in bigger numbers of group members where each group holds about 9-10 members making it difficult to guide and check who is doing the work and who did not.
  • Inadequate constructing feedback from us (peer teachers) where we may struggle to balance explanation and discussion.
  • Not being able to deliver lesson according to the time allocated to each delivery phase

Intervention:

In my next teach,

  • I will provide more digital tools to accommodate the learning by providing more laptops then the groups will be much more than 3. This way each group members will become less than now.
  • I will understand the content of what I delivered beforehand so that I be able to provide constructive feedback whenever asked
  • I will practice designing my lesson content that would be basically covered within the timeframe (1hrs) by assigning time management to each delivery phase and sticking to that strictly.