FORWARD PLANNING DOCUMENT

TERM/WEEKS: term 3/
weeks 1-2

YEAR LEVEL: 2

Chance: Identify practical activities and everyday events that

involve chance. Describe outcomes as likely or unlikely
and identify some events as certain or

LEARNING AREA/TOPIC: Mathematicsprobability.

impossible (ACMSP047)
Collect, check and classify data(ACMSP049)
Create displays of data using lists, table and picture graphs and interpret them(ACMSP050)
Solve simple addition and subtraction problems using a range of efficient mental and written strategies(ACMNA030)

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy- the use of
Numeracy
childrens literature.

ICT- YouTube, smart

board, PowerPoint, I pad.

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures

WEEK/
LESSON

AUSTRALIAN
CURRICULUM
LINKS
N&A
M&G
S&P

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC LESSON
OBJECTIVE
Prof

MATHEMATICS

ASSESSMENT
(what & how)

Personal and social

Competence- students
will be involved in
collaborative work
including whole class
work, small group work
and partner work.

Intercultural
Understanding

Sustainability

TEACHING &
LEARNING
EXPERIENCES
(include learner
diversity)

KEY
QUESTIONS

RESOURCES

(ACM
SP04
7)

Understandin
g

1.

2.
1
3.

Understand that chance

is part of everyday life
through determining
chance events.
Identify the chance
events within a given
scenario.
Recognise that some
events are more likely
to occur than others
through a class
discussion.

Diagnostic
Prior knowledge
checklist and
anecdotal notes:
taken on students
prior
understanding of
what chance is
and where it is
present. The
teacher will note
the perceived
proficiency level
of each student,
grouping them
into one of three
groups (lower,
middle and
upper). These
groupings will be
used to determine
those at risk.
KWL chart will be
used to determine
the students
current
understanding.

Introduction:

Brainstorm with students what is meant by

the term chance.

Introduce selected childrens literature and

discuss the events.
Activity:

Discuss which events in the story book are

chance events.

Discuss why those events are considered

chance events.

Students will complete a self- assessment

on their perceived level of understanding of
chance.
Conclusion:

Look and create a KWL chart on the topic of

chance.

What is chance?
Which stories in
the events are
chance?
What is likelihood?

Whiteboard
Whiteboard markers
Childrens literature: The Boy
that was Always late by
Self-assessment sheet
KWL chart
Prior knowledge checklist

What were the

chance events in
The Boy That
Was Always Late.
What chance
events occur in
your own life?
What events are
likely and what
events are
unlikely?
Why can we
conclude that the
event is likely?
Why is this event
unlikely?

Checklist
Anecdotal notes sheet
KWL chart
Childrens literature: the boy
that was always late.
Whiteboard
Whiteboard marker

Provisions for students at educational risk:

Class discussion

Direct questions

Seat students who are easily distracted

away from doors and near the front.

Self-assessment
on the students
perceived
understandings of
probability.
2

(ACMN
A030)

(ACM
SP04
7)

Understandin
g

Understand that chance

events are present in
our lives.
Identify chance events
in the real world
context.

Formative
Class checklist on
students verbal
presented
understanding in
class discussion:
recorded as a
level (correlating
with the
groupings).
Anecdotal notes:
will be kept on
targeted students
from each defined
ability group in
regards to needs.
KWL chart
(ongoing
assessment of
student

Introduction:

The teacher will re-read the childrens

literature from the previous lesson.
Activity:

Class discussion on identifying and

confirming the chance events in the story.

Class discussion on what chance events

occur in students own lives or in the lives of
people they know and why these are chance
events.

The teacher goes through each listed

chance event (the students and the story
books), surveying the students on what
events happen in their own day. The teacher
records the results on the board. With the
teachers aid, the students are to complete
simple addition and number comparisons to
help determine which events are more
likely.

Using the surveyed data, the teacher guides

the class to conclude what events are likely
in the day of the class as a whole and which

understandings
from given
lesson).

(ACMN
A030)

(ACM
SP04
7)

Understandin
g

Determine the
likelihood of an event
occurring in a familiar
situation.
Skill:

Formative:
KWL chart (on
going assessment
of students
understandings
and learnings).
Anecdotal notes
will be kept on the
whole classes
perceived
understand. The
teacher will note
those students
who may require
extra support in
the following
lesson.

are unlikely.
Conclusion:

KWL chart.
Provisions for students at educational risk:

Class discussion supports oral learners.

Childrens literature supports linguistic

learners.

Class discussion supports the development

of ideas.

Teacher will prompt students through

questioning.

Extension: provide reasoning for

determining an event as a chance event.
Introduction:

The students review previous lesson.

Teacher hypes enthusiasm by asking

students if they have a favourite M&M
colour.
Activity:

The teacher presents the class with a cup of

M&Ms, pulling each of them out one at a
time and recording them on the board as a
pictorial representation.

The teacher questions the students as to

which ones they think is likely and which are
unlikely to be pulled out of the cup and why.

Teacher returns M&Ms to the cup and asks

the students to predict on their prediction
sheet what colour the M&M will be. This is
repeated 5 times. The results are discussed.

Teacher changes the composition of the cup

and repeats the activity.

Students complete the last question on their

worksheet- analysing their predictions.

What colour M&M

is likely to be
pulled out?
What colour M&M
is unlikely to be
pulled out?
Why is it likely?
Why is it unlikely?
If we have three
blue, 2 red, and
five yellow how
many chances are
there that we
wont pull out a
yellow?

KWL chart
Anecdotal notes sheet
M&Ms
Foam cup
Whiteboard
Whiteboard markers
Prediction sheets

Conclusion:

KWL chart.
Provisions for students at educational risk:

Concrete materials are used.

Teacher demonstration.

Students are extended and prompted

through the use of question.
(ACMN
A030)
4

(ACM
SP04
7)

Understandin
g

Reasoning
Fluency

Determine the
likelihood of an event
occurring in a real world
context as likely or
unlikely.

Formative
Teachers checklist
on work sample.

Introduction:

Students are reminded of the previous

lessons activities.

Annotations of
students work and
the accuracy of

Activity:

Students are given cups of 10 M&Ms all

different compositions and are to complete

Why is that event

likely?
Why is that
unlikely?

Teachers checklist
KWL chart
Annotations sheet.
M&Ms
Foam cup (1 for each student
Activity sheet

their work (score)

will be recorded.
KWL chart
(ongoing
assessment of
students
understandings
and learnings).

(ACMN
A030)

(ACM
SP04
7)

Understandin
g
Reasoning

Determine the likelihood of

an event occurring in a real
world context as likely or
unlikely.

Fluency

Formative:
Teachers checklist
on student work
sample: assessing
the competency of
determining the
likelihood of
events occurring
and the level of
reasoning
demonstrated.
KWL chart
(ongoing
assessment of
students
understandings
and learning's).
The students
score will be
recorded and
annotations noted
from their
completed
worksheet.

(ACM
SP04
7)

Understandin
g

Understand the term

impossible as entities of
chance through defining
their meaning.
Demonstrate understanding
of the term impossible
through the provision of
examples.

their activity sheet.

Conclusion:

KWL chart.
Provisions for students at educational risk:

Concrete materials are used to support

visual concepts.

The teacher will assist those noted in

previous lessons to require support.

Extension: create a cup of M&Ms where

yellow is likely to be pulled out.
Introduction:

Students are involved in a discussion about

other times in their lives they have
probability.

The teacher suggests the situation where

they are at a fish store and they want the
red fish in the tank but the attendant
doesnt care and is just going to get one
out. What is the chance that you are going
to get your favourite colour?

KWL chart
(ongoing
assessment of
students

Fish probability activity sheet

KWL chart.
Teacher checklist

What does
impossible mean?
What are some
examples of
impossible
events?

Anecdotal notes sheet

KWL chart
Concept sort activity cut up a
stored in an envelope.
Smart board
YouTube clip:
https://www.youtube.com/wa
?v=RQ0Ngpax7gw
Whiteboard
Whiteboard marker

Activity:

The students are to complete the activity

sheet, selecting their favourite colour fish
out of the selection.
Conclusion:

KWL chart.
Provisions for students at educational risk:

Students are moved to visual learning

scenarios.

Authentic situation.

Students who require assistance have the

option of using coloured blocks to represent
the fish.

Formative
Anecdotal notes
will be taken on
selected students
approaches to
determining
whats
impossible?students will be
prompted to
explain their
reasoning.

What colour fish is

most likely to be
selected?

Introduction:

The teacher asks the students to recall

everything they remember about chance.

Students are to describe their

understanding of likely and unlikely.
Activity:

The teacher asks students what is meant by

the term impossible.

The teacher plays the Alice in wonderland

clip: https://www.youtube.com/watch?
v=RQ0Ngpax7gw

At the conclusion of the clip, the teacher

asks the students what they think the word
impossible means now.

The teacher records the ideas on the board.

understandings
and learning's).

Children are put into pairs to play Whats

impossible? game. (appendix
) (concept
sort)

Conclusion:

Students are to share in their own words

what impossible is and give examples.

Revisit KWL chart.

Provisions for students at educational risk:

(ACM
SP04
7)

Understandin
g
Reasoning

Understand certainty to
mean something that will
definitely happen through
the provision of examples.
Demonstrate an
understanding of certainty
by distinguishing between
events that are certain and
those that arent.

Formative:
Teachers checklist
on students work
sample on their
understanding of
certainty (tick
when evidence of
achieved).
KWL chart
(ongoing
assessment of
students
understandings
and learning's).
Record of
competencynumber of correct
responses on the
work sheet task
recorded on
checklist- and
annotations on
work sheet will be
made. Students
much achieve a
score of 60% to be
deemed
competent.

Support: students are to chorus repeat

definitions of terms.

Support: students are to phrase the

definitions in their own terms.

Extension: students are to provide their own

examples.
Introduction:

The teacher introduces the idea of certainty

by explaining that certainty means we will
get it no matter what.

The concept is demonstrated by looking

back at the M&M activity from the previous
lesson whereby the teacher has one cup
where they are certain to get a red M&M,
another where it is likely, one where it is
unlikely, and one where it is impossible.

Students are to give examples of certain

events- record on whiteboard.
Activity:

The teacher sets the scene of being pirates

(dressed up as a pirate).

Using there treasure chest activity sheet as

a guide students are to walk around the
classroom looking at the treasure chests
(appendix )
Treasure chests- you want money in one
treasure chest there is only money, in the
other treasure chest there is 4 coins and
one button. In the third chest there is 4
buttons and one coin, in the fourth chest
there is all buttons. If you want money,
which chest do you want most? Which one
do you want least?

Students complete written worksheet

activity: Which is certain? (appendix )

Conclusion:

KWL chart
Provisions for students at educational risk:

Class discussion gives the students the

opportunity to build on ideas.

Concrete pirate activity gives students the

What is certain?
What are some
examples of
certain?
Which treasure
chest would you
choose?

Teachers checklist
KWL chart
Record of competency sheet
M&Ms
Foam cup- 4 cups (one certai
get red, one likely to get red,
one unlikely to get red, one
impossible to get red).
Whiteboard
Whiteboard marker
4 treasure chests:
1.
5 coins
2.
4 buttons, 1 coin
3.
4 coins, 1 button
4.
5 buttons
Which is certain? Activity she
Treasure chest task sheet

(ACM
SP04
7)

Understandin
g
Fluency

Demonstrate an
understanding of the terms
likely, unlikely, certain and
impossible through
categorising events as one
element of chance.
Provide reasoning for
determining an event to be
of a particular likelihood.

Formative:
Anecdotal notes:
will be kept on
students
reasoning (the
teacher will focus
the notes on 4
groups).
KWL chart (on
going assessment
of students
understandings
and learnings).

opportunity to verify the validity of their

understandings.
Extension will occur through questioning
and requesting students to come up with
three certain scenarios.

Introduction:

Students are asked to recall the meaning of

likely, unlikely, certain and impossible in a
class discussion.

Students are to complete an opinion wall

activity.

Is this event likely,

unlikely, certain or
impossible? Why?

A4 signs: impossible, certain,

likely and unlikely.
Scenarios for opinion wall.
A3 sheet
Scenario sort activity
KWL chart
Anecdotal notes sheet

What is the
connection
between data and
determining
likelihood?
How do we take a
survey?
How do we graph?
How do we
determine how
many pictures we
need per option?

Survey sheets: food, music,

game
Survey bucket
Scaffolding data collection sh
Teacher is to create graph ax
on the netball court with chal
one for each group.
Pictures for creating the
pictograph (laminated)
I-pads
KWL chart
Sheet for recording anecdota
notes

Activity:

In groups of 2, students are to

collaboratively determine the likelihood
(certain, likely, unlikely, impossible) of each
event in the scenario sort- and glue it on an
A3 sheet to be submitted.
Conclusion:

KWL chart.
Provisions for students at educational risk:

Students are to work in partners- the

partnership is determined to be similar
ability levels.

Opinion wall activity is used to allow

students to test their understandings.

Opinion wall activity allows students to

develop their ideas and ability to reason.

Open task- students explain reasoning.

(ACM
SP04
7)

66
9

(ACM
SP04
9)
(ACM
SP05
0)

Understandin
g

Recognise that data

collection can assist in
determining the likelihood of
an event.

Formative:
Anecdotal notes:
(the groups will be
asked as a whole)
will be kept on
students
reasoning, and
understanding of
how data helps us
make better
judgements of
likelihood
(acquired through
questioning- see
key questions).
KWL chart
(ongoing
assessment of
students
understandings

Introduction:

Students are reminded that they are going

to be having an end of term party.

Teacher introduces the task of determining

what music, food and game they will have
at their party.
Activity:

Students are to fill out their survey sheets

and distribute them into the corresponding
buckets.

Each group is given a survey bucket (3

groups- 1 for each topic).

Groups determine the number of votes for

each option and record it on their recording
sheet.

Students are reminded of the process of

creating a pictograph.

Students are to move to the netball court

where graph axis have been drawn and
create a pictograph.

Students take a picture of the graph using

and learning's).

the I-pad.
Conclusion:

KWL chart.
Provisions for students at educational risk:

Authentic task

Students work in mixed ability groups so

that their learning is scaffolded and
developed.

Students only have to consider one topic so

they can focus on one area.

Concrete activities.

(ACM
SP04
7)
10

(ACM
SP05
0)

Understandin
g
Reasoning
Fluency

Use data to more accurately

determine the likelihood of
an event occurring.
Provide reasoning for data
conclusions drawn in terms
of likelihood.

Formative
Teachers checklist
on work sample:
ability to
determine events
to be likely,
unlikely, certain or
impossible, and
explain reasoning.
Rating scale: will
be used to assess
the students
ability to reason
for each subject
on the work
sample.
KWL chart
(ongoing
assessment of
students
understandings
and learning's).

Introduction:

Students are to recall what the task was

from the previous lesson.

Lesson focus is discussed: deciding which

music, food and game to have.
Activity:

Students are given a print out of the picture

they took of their pictographs in the
previous lesson.

Using this data, students are to complete

the work sheet on likelihood of the class
liking each scenario.

In a class discussion, the teacher uses the

conclusions to determine what the class
party will involve.
Conclusion:

KWL chart.
Provisions for students at educational risk:

Students arent required to recreate the

pictograph in order to keep the focus on
probability.

Data and conclusions are combined through

a collaborative manner- class discussion.

Tasks are open- students can answer in any

manner as long as they explain their
reasoning.

What is the likely

reaction of each
scenario?
What music, food
and game should
we have at our
party?
What are the four
terms used to
describe different
probability?

Teachers checklist
Teacher is to have the studen
pictograph photos printed ou
Rating scale
Planning the party worksheet
(different one for each group
KWL chart

Rubric available

Rubric available

Rubric available

OUTCOMES

L1

Recognise and identify chance as a part of life (L1, L2).

Provide examples of chance events in real life context (L1, L2).
Recognise that chance involves different likelihoods (L1, L2, L3, L4, L5, L6, L7, L8, L10).
Explain reasoning for given answer (L3, L4, L5, L8, L10).
Determine likelihood of events (L1, L2, L3, L4, L5, L6, L7, L8, L10).
Use and apply likelihood terms likely, unlikely (L1, L2, L3, L4, L5).
Understand the meaning of impossible (L6).
Understand the meaning of certain (L7).
Understand and apply likelihood of a situation as either likely, unlikely, certain or impossible
(L8,
UnitL10).
Title: Probability
Unit Duration: Weeks 1-2
Recognise that data can be used to determine likelihood (L9, L10).
Student Name:
Teacher Name: Sarah Bianchi
Use data to accurately determine the likelihood of an event (L10).
Australian Curriculum link: Identify practical activities and everyday events
that involve chance. Describe outcomes as likely or unlikely and identify some
events as certain or impossible (ACMSP047)

Proficiency
Understanding (L1, L2, L3, L4, L5, L6, L7, L8, L9, L10)
Reasoning (L4, L5, L7, L10)
Fluency (L4 ,L5 ,L8, L10)

Student Name:

Rubric available

Teacher Name: Sarah Bianchi

L2

L3

L4

L5

Key
4 Points: Accomplished
3 Points: substantial progress
2 Points: Some progress
L6
L7 Little
L8 progress
L9 L10
1 Point:

Lesson Title: M&Ms likelihood

Score:
Australian Curriculum link: Identify practical activities and everyday events that involve chance. Describe outcomes as likely or unlikely and identify some events as certain or
impossible (ACMSP047)
Solve simple addition and subtraction problems using a range of efficient mental and written strategies(ACMNA030)

Accomplished (4
points)
Substantial progress
(3 points)

Student determines likelihood of an event occurring using advanced reasoning which includes an explanation of alternatives
and comparisons.
Student determines likelihood of an event occurring using developed reasoning which refers to the quantities in the given
scenario.

Some progress (2
points)

Student determines likelihood of an event occurring using basic reasoning which refers to the context of the scenario.

Limited progress (1
point)

Student determines the likelihood of an event occurring providing limited reasoning and understanding of the scenario.

Student Name:
Teacher Name: Sarah Bianchi
Lesson Title: Fish In The Tank
Score:
Australian Curriculum link: Identify practical activities and everyday events that involve chance. Describe outcomes as likely or unlikely and identify some events as certain or
Accomplished
(4
impossible (ACMSP047)
points)
Student determines likelihood of an event occurring using advanced reasoning which includes an explanation of
Solve simple addition and subtraction problems using a range of efficient mental and written strategies(ACMNA030)
alternatives and comparisons. The student applies chance terminology to high degree in order to accurately convey their
reasoning.
Substantial progress
(3 points)

Some progress (2
points)

Limited progress (1
point)

Student determines likelihood of an event occurring using developed reasoning which refers to the quantities in the given
scenario. The student applies chance terminology to a developed degree in order convey their reasoning to be understood
clearly.
Student determines likelihood of an event occurring using basic reasoning which refers to the context of the scenario. The
student applies chance terminology at a basic degree in order to convey their reasoning that can be understood but requires
extension.
Student determines the likelihood of an event occurring providing limited reasoning and understanding of the scenario.
The student uses chance
terminology
a limited
degree in their explanation or is absent.
Teacher
Name:toSarah
Bianchi

Student Name:
Lesson Title: Whats the Chance?
Score:
Australian Curriculum link: Identify practical activities and everyday events that involve chance. Describe outcomes as likely or unlikely and identify some events as certain or
impossible (ACMSP047)
Solve simple addition and subtraction problems using a range of efficient mental and written strategies(ACMNA030)

Accomplished (4
points)
Substantial progress
(3 points)

The student understands and uses correct chance terminology to accurately demonstrate their reasoning which represents a
critical consideration of their prior experiences.
The student understands and uses chance terminology to a developed degree to demonstrate their reasoning for assigning a

likelihood to a given scenario in an easily understandable manner.

Some progress (2
points)
Limited progress (1
point)

The student uses chance terminology and demonstrates basic reasoning which refers to the context of the scenario with some
extension required.
The student uses chance terminology to a limited degree or is absent.
They determine the likelihood of an event occurring providing limited reasoning and understanding of the scenario.

Student Name:
Lesson Title: Class Party
Australian Curriculum link:

Teacher Name: Sarah Bianchi

Score:
Identify practical activities and everyday events that involve chance. Describe outcomes as likely or unlikely and identify some events as certain or

impossible (ACMSP047)

Create displays of data using lists, table and picture graphs and interpret them(ACMSP050)

Accomplished (4 points)
Student determines likelihood of individuals liking a decision based on
the data collected using advanced reasoning to justify and communicate

their understanding. In their explanation they make specific reference to

other aspects of the data as way of comparison. Their reasoning includes
an explanation of alternatives and comparisons as well as the application
of chance terminology.
Substantial progress
(3 points)
Some progress (2
points)

Limited progress (1
point)

Student determines likelihood of individuals liking a decision based on the data collected using developed reasoning. Their
reasoning makes connections to aspects of data as well as making general comparisons.
Student determines likelihood of individuals liking a decision based on the data collected using basic reasoning which refers
to the context of the scenario. The student applies chance terminology at a basic degree in order to convey their reasoning
that can be understood but requires extension.
Student determines the likelihood of individuals liking a decision based on the data collected to a limited degree. The student
presents a limited reasoning and understanding of the scenario, using chance terminology to a limited degree in their
explanation or is absent.