Basic Productivity Tools (BPT)
Lesson Idea Name: Probability Activity Using Microsoft Excel
Content Area: Mathematics
Grade Level(s): 7th grade
Content Standard Addressed: MGSE7.SP.7 develop a probability model and use it to find probabilities of
events. Compare experimental and theoretical probabilities of events. If the probabilities are not close,
explain possible sources of the discrepancy.
Technology Standard Addressed: 1- Empowered Leaner, 5- Computational Thinkers, 6- Creative
Communicators
Selected Technology Tool: Microsoft Excel
URL(s) to support the lesson (if applicable):
Bloom’s Taxonomy Level(s):
☐ Remembering ☐ Understanding ☐ Applying ☒ Analyzing ☒ Evaluating ☒ Creating
Levels of Technology Integration (LoTi Level):
☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement
Universal Design for Learning (UDL):
In this activity, students will be rolling a die 100 times and logging their results in a Microsoft Excel
spreadsheet. The results will be analyzed and evaluated to determine the probability of rolling any given
number on the die.
Engagement: This activity uses a common household object, a die, to teach students about probability.
Because they will be using something so familiar to them, this will recruit their interest. The objective of the
activity is clearly described in the instruction packet (which can be found at the end of this lesson plan), which
minimizes the threat of distractions because students know exactly what they should be doing. Students have
the opportunity to work collaboratively.
Representation: As an alternative to physically rolling a die 100 times, students could access an online dice
roller website (https://www.random.org/dice/). This would customize the display of information because
they can select up to 60 dice to roll at the same time. Being able to see more than one dice roll at a time can
also help the students see the pattern because it guides information processing.
Action and Expression: As an option for physical action, students can stand and toss a handful of dice across
their desk in order to do the activity. They will log their results in a tally chart in their notebook, as well as in
Microsoft Excel.
Lesson idea implementation:
As an introduction to the activity, I will have students create a Theoretical Probability as to what they think
each number on a dice would be. For example, a student may think a 3 would be rolled more than a 2 on a
standard dice. That student may write a theoretical probability of ½ for 3 and ¼ for 2. I do not expect the
students to have a firm grasp on the concepts yet because this is an introductory activity. The activity will
have them roll and dice one hundred times. They will log their results into a Microsoft excel spreadsheet. I
would allot approximately 20 for them to log their data into the spreadsheet. When it is logged, they will have
to create a bar graph to represent their data. This part may be difficult for them since I do not expect them to
have much experience using Microsoft Excel. I would allot another 20 minutes for them to complete this.
Spring 2018_SJB
Basic Productivity Tools (BPT)
When they have their graph, they will see that the probability of rolling each number 1-6 is about the same.
They found what is called the experimental probability.
Student learning will be assessed by the completion of a graph. If the students can log their data and create
the graph, they would have learned the concept. They would see the difference between a theoretical
probability and an experimental probability. The students are analyzing their data using the Excel functions
and creating a product, so they are reaching the higher levels of critical thinking according to Bloom’s
Taxonomy.
To conclude this lesson, I would include a short review of the difference between theoretical and
experimental probability. I would ask the students questions and get them to think about the differences
before telling them, because that requires them to think at a higher level. This lesson does not really need too
much feedback. If the students were able to go through the whole activity and create a graph that shows the
probability of rolling each number (1-6) on the dice is about the same, then they understand and have gotten
what I wanted them to get from the lesson. If they could not get the graph, then I would offer one-on-one
instruction (a form of differentiation) to ensure they understand the objective and are able to create the
graph.
Reflective Practice:
This activity would positively impact student learning. I would set it up as inquiry based approach, so the
students would be figuring out the information on their own. This creates a sense of meaning. They would
feel like the connections they make and information they figure out will be their own. For them, knowing the
difference between a theoretical and experimental probability will be their own knowledge instead of just
another fact their teacher told them.
To further extend this lesson, students could combine all their data to have an even bigger data range. This
would take the amount of trial rolls from 100 to around 2,500 depending on the number of students in the
class. by doing this, they will be able to more clearly see how even the experimental probabilities are for each
number (1-6) to be rolled on a dice. To share their data and collect it on one spreadsheet, they can use
different technologies to share their data over the internet. They could use Microsoft OneDrive to share their
data and compile it onto a singular spreadsheet.
Spring 2018_SJB
