# MAT-151 Lesson Plan 1 GCU

**Math Lesson Plan**

**Subject:** Mathematics

**Content: **Simulation

**Grade:** Seven (7)

**Simulation**

**Overview**

Simulation is defined as the process of re-creating a real world in a controlled atmosphere. It incorporates developing laws and structures to represent the actual life, and the run those structures to observe the outcomes. The of aim this class is to design and use a simulation to assist students generate frequencies for compound events. For instance, the class will utilize random numbers as simulation equipment to evaluate the answer to different questions.

**Objectives **

- Students will be able to predict the frequency of multiple equations before structuring and conducting a simulation.
- Students will develop an appropriate simulation to produce frequencies for multiple factors.
- Students will calculate the probability of multiple factors upon their experimental simulation trials.

**Time**

The activity will take approximately 45 mins, including the assessment period.

Students will have two minutes to read and evaluate the tool they will utilize as a simulator. 5 mins to present reasons why they chose a specific simulator.

**Materials **

- Smartboard
- Markers and Whiteboard
- Outlined note packet
- Bag of simulation tools. These include six coins, two dice, a deck of cards, and the 1000 numbers of pi.

**Activity **

Students are to create a simulation to assist them in foreseeing the possibility of an incident occurring that is complex to evaluate. Thus, students are obliged to develop a reasonable experiment, a cost-effective approach to predict probability. This class is assessed through the student’s capability to work in predetermined groups that permit them to interact with other students who have the exact mathematical capacity. Each team of students will have an easy time using the various simulation tools upon how to distinguish an incident. For instance, one student studying ability may utilize dice as an essential tool, while others prefer six pennies as a straightforward approach to making predictions.

First, the teacher will arrange the students in groups and assess their existing knowledge concerning simulation through a KWL chart to keep them focused at the beginning of the class. The teacher will then give the students time (approximately 2 mins) to express what they know concerning simulation. Acting as a class, they will develop a combined KWL chart on the front board that incorporates questions they want to address before the end of the lesson.

Students will have an outlined set of notes on their desk when they walk in the classroom.

As a warm-up, the students will be directed to complete the first two columns of the KWL chart concerning simulations. As they warm, the teacher will collect their previous homework for the teacher to check. Acting as a class, both the students and the teacher will assess and summarize the information on charts and develop a list of questions about “what I need to know” during this class.

The students will be informed to work in groups, and each team is given a bag of equipment to assist them in answering the questions. Each side will have 2 mins to read and select their simulator. The students will assess the issues using the steps discussed to develop a simulation. When there are ten minutes left, the teacher instructs the students to return to their regular seats and return the simulators. Students will then be asked to fill in the “What I Learned” part of the KWL chart. To fill this column, the students will reflect on the activities they did during the class and what they have discovered concerning simulation. Before the end of the lesson, the teacher will direct the students to observe at their notes utilize the information to handle their homework.