Finalat 2

S00172363
Gaining insights from research for classroom

planning
Literature review, critique of curriculum and Planned unit of work
EDMA360: Assignment 2 Natashi Jayasinghe: S00172363
Table of Contents
Introduction..................................................................................................................................................................................................................1
Literature review..........................................................................................................................................................................................................2
Critique of the Curriculum...........................................................................................................................................................................................4
Conclusion....................................................................................................................................................................................................................5
Mathematics Unit Planner............................................................................................................................................................................................5
References....................................................................................................................................................................................................................13
Appendices:................................................................................................................................................................................................................14
Introduction
This paper focuses on the mathematical concept of probability. The aim of this paper is to illustrate the importance of a proper
construction of content knowledge for grade 4 students with regards to chance. A variety of research articles have been utilised to justify the
theoretical ideas that are addressed within the paper. These ideas frame the literature review, and also act as a framework for the unit of work that
is presented in the latter part of the paper.
Literature review
In recent times, probability has been deemed a subject that has rather unique characteristics that are not commonplace in other
mathematical content areas (Jones, 2005). Probability is seen as a multifaceted topic which requires highly perceptive thinking skills to
comprehend it. Due to this notion, it is clear that special challenges may arise for teachers and learners when dealing with its content. Contrarily
however, the distinct features present within probability broaden and strengthen the curriculums content variety.
In order to address the strengths and shortcomings of probability, it is important to break down what probability encompasses in a
classroom context. In a general sense of the term, probability is defined as the likelihood of something occurring. Although the content is
specifically covered in the mathematics classroom, Sharma (2015) states that probability straddles a number of disciplines (physics, economics
and sciences) because of its wide range of applicability. Moreover, the language of probability pervades almost everything we do (p.78). This is
true because real life situations only occur because of its probability of happening. For instance, a child going to school is probable, but not
certain because other factors such as transport may come into play. This heavy link to real life situations allow children to readily understand
how one thing can lead to another (Bullock and Gelman, Schultz as cited by Bryant and Nunes, 2012, p.9). Since children have an innate
capability to understand that events are somewhat sequential, teachers use physical objects to help students visualise the concept of chance.
Kulkarni & Harman (2011) illustrate a manipulated event usually modelled in classrooms to show the finite outcomes of an event:
We have an opaque bowl containing balls of various colours. A ball is randomly drawn from the bowl, its colour is noted, and then it is
placed back in the bowl. The probability of getting a ball of a particular colour is the fraction of the balls in the bowl that have that
colour (p.10).
Much like the above example, my lesson plan includes a range of activities that allow students to physically manipulate objects when exploring
probability. This further assists them with conceptualising that the number of outcomes of a certain event happening acts as the numerator when
writing probable chances in form of a fraction. Further to this, students should be taught that independent and dependent events can either be
foreseen, or random. Bryant & Nunes (2012) state that this randomness is highly useful due to the vital role it plays in fairness for example,
tossing a coin to decide who will have the first turn in a game. Although the lessons in the plan do not focus on fairness, it is a concept that many
young people struggle with understanding, and should be taught to them through scaffolded strategies.
Teaching children probability at a young age allows them to enhance different skill sets. For instance, probabilistic reasoning is a mode of
reasoning that refers to judgments and decision-making under uncertainty and is relevant to real life. This could assist children to evaluate risks
(Falk and Konold, as cited by Batanero, Chernoff, Engel, Lee, & Snchez, 2016). This type of skill building, although not obvious, is vital for
students in their adult life. With the teacher being the scaffolder in the classroom, probability is best taught in a socio-constructivist environment
that allows students to gain new knowledge through interaction (Vygotsky, 1978). However, notwithstanding the positive aspects of probability,
much like everything else, it is open to misinterpretation. Edwards & Hensien (2000) state that students commonly believe that equally likely
events must involve just two possibilities (p.525). Due to such misconceptions, we as teachers must provide students with a variety of different
opportunities that present equi-probable situations, allowing them to discover from practical experience that multiple factors may affect the
outcomes of events.
It is important to understand that probabilistic thinking can be established gradually and methodically. Sharma (2015) states that using
carefully designed sequences of activities in appropriate learning environments, which challenge students to explore, conjecture, reect on any
discrepancies they observe, evaluate and explain their reasoning may help to create a classroom environment that supports students in their
exploration and enquiry, and feel safe expressing their views (p.83).
Critique of the Curriculum

The Victorian curriculum addresses a few methods that are backed by the theories and suggestions made by researchers. At level 4
Students are supposed to identify dependent and independent events, and list probabilities of everyday events. However, prior to being formally introduced to
probability related language and conditional events, students begin grade 1 by identifying outcomes of familiar events involving chance. Although not in-
depth, students are exposed to the concept of uncertainty in an easy-to-learn manner at the beginning of primary school. As the years pass, students are slowly
introduced to probability experiments. This is aligned with the idea that "students in grades 3-5 begin to actively consider the likelihood of events and at these
levels, informal explorations involving probability are appropriate" (NCTM, 1998, p.181). This sets children up incredibly well for level four and five
probability, as their knowledge has been built and their curiosity about such experiments are at its peak (Edwards & Hensien, 2000). This provides teachers
with the framework to construct and scaffold students conceptual understanding of probability in the latter grades of primary school.
Conclusion
At its core, this paper underpins the importance of teaching probability in primary school, the types of teaching strategies that research has deemed to
be effective and the misinterpretations that students may encounter throughout this content area. Although there are challenges that teachers face when
teaching this topic, it is important to note that the provision of varied opportunities to test out chance plays an imperative role in consolidating childrens
understanding and preventing doubts.
MATHEMATICS UNIT PLANNER

Topic: Probability (Chance) Year Level: 4 Term: 4 Date: 11/4/2016
Week: 3
Key mathematical Victorian Curriculum Focus
understandings
Events can have different Content strand(s): Statistics and Probability
chances of occurring. Sub-strand(s): Chance
Key Level description:
Some events are probable Year 4
and others are unlikely. Identify everyday events where one cannot happen if the other happens
Some events are equally (VCMSP176)
likely Identify events where the chance of one will not be affected by the occurrence of
the other (VCMSP177)
Proficiency strand(s): Understanding Reasoning
problem solving
Understanding: Describe possible everyday events and explain their chances
of occurring.
Reasoning: Justify why some events are dependent on another event, and why
some are not.
Problem solving: Seek possibility of an event occurring after another event
has already occurred.

Key skills to develop and practise Key equipment / resources: Key vocabulary
To reason about situations that coloured marbles Certain, likely, highly likely, unlikely,
involve uncertainty. wide cardboard box impossible, possible, most
Brown paper bags likely,50/50, even chance, chance,
To make predictions when dealing
Coloured popsicle sticks less than even chance, predict,
with randomly selected events.
Dice probable, almost, maybe,
To utilise the correct vocabulary dependent, outcomes, equally likely,
Coins
when talking about the chance of random, conditional.
Giant die
something o
Ipads/computers/laptop
ccurring. Print based texts (See appendices)
Be able to systematically organise all
possible outcomes of multiple Links to other contexts
occurrences using tree diagrams. Ask students where probability is
applicable to real-life situations.
(Example: What are the chances of
you having ice cream for breakfast?)
Literature: Read aloud
Possible misconceptions Key probing questions Assessment overview
Students could overgeneralise What is the meaning of chance? Work samples through open-ended
equiprobability. Why is it important for us to know tasks
Students could think an event is about probability? Anecdotal assessment through
more likely if it is drawn to their Are some events dependent on observation and note-taking
attention. another event? Self-assessment through reflection
Students are often unaware of how What happens when events occur and mathematic journal entries.
much variability to expect in random Summative assessment through:
randomly?
experiments. Exit slips, Traffic light strategy
MATHEMATIC TUNING IN INVESTIGATIONS REFLECTION & CATERING FOR ASSESSMENT

AL (WHOLE CLASS SESSION MAKING DIVERSITY STRATEGIES
FOCUS FOCUS) (INDEPENDENT CONNECTIONS
LEARNING) SESSION
(WHOLE CLASS
FOCUS)
Session 1 (15 minutes) (30 minutes) (15 minutes) Enabling Formative

Predicting prompt: assessment to be
the Introduce learning Discuss meaning of Give students sticky Read Probably done through
probability intention and the words certain, notes and have the Pistachio in a observation and
of an discuss what they possible and question What smaller group Traffic light
events know about impossible as a class. have you learnt and specify the strategy acts as a
occurrence. chance/probability. about probability words that are Summative
Justify Students should be today? Write down related to assessment.
reasoning Read Probably split into groups and 2 examples. on the probability in an
Pistachio by Stuart given Probability whiteboard. explicit manner. Can students
behind Murphy (appendix sheets (See appendix Extending predict the
prediction. 1). 2) to collectively write Once the students prompt: outcomes of an
Learning down 5 events that have all finished Ask students event?
intention: While reading, occur in their daily writing their ideas, whether there Are students
Today we are pause when a lives that are certain, allow them to swap are instances
utilising the
learning what chance related 5 events that are their notes with where chance is
chance is and event occurs in possible, and 5 events each other and random, ask correct
the words we the story, and ask that are impossible. collaborate on ideas them to explain terminology in
are meant to the students that are similar or with examples. their
use when what do you think Ask students for a few different. predictions?
talking about will happen?, examples they wrote, Are the
the probability why didnt jacks and ask: why do you Traffic light strategy
students
of an event prediction come think your events fit (see appendix 3)
occurring. true? into those categories? justifying their
And why do you predictions with
think that? Next, ask if there are logical
any other words that explanations?
End with mean the same as
discussion of the certain, possible
words used in the and impossible.
book to describe Write student ideas on
the chance of the board for everyone
each occurrence. to see.
Session 2 (15 minutes) (25 minutes) (20 minutes) Enabling Anecdotal

Identifying prompts: assessment:
that some Show students the Define the term Instruct students to Allow students Observation-
events are learning intention. conditional probability sit on the floor. Give to play The The students are
dependent to class. them each a Sludger game, justifying their
on another On computers random coloured and ask them to thinking in an
event. allow them to Show the students a counter and tell justify why they articulate and
Identifying explore and play brown paper bag and them to group choose each logical manner.
that some the The sludger the contents inside of themselves answer. Make
events online to activate the paper bag (specify according to their suggestions if Can the
occur prior knowledge of that the bag contains colour. they are students
randomly. probability (See 10 popsicle sticks; 5 Ask them to call out struggling. notice that
appendix 4). red sticks, 3 blue the amount of one event is
sticks, 1 yellow stick people in each Extending dependent on
Learning Ask probing and 1 green stick- group. Then take prompts: Ask the other?
intention: We questions: Have this information the counters from students Are the
are learning to what was the written on the them and put them whether there students able
recognise that game about? whiteboard) into a paper bag. are instances to notice that
some events why did you Ask: what has the Let the students where one event
some events
dont happen if answer no to some highest probability of know that each does not affect
are random.
another event questions? getting pulled out? counter represents anothers
happens what had to Why? each of them. occurrence.
before it. happen for the If I take one red stick Allow them to
sludger answer to and dont put it back, Pick out a counter explain.
be maybe? would the chance of and dont show the
pulling out a red still students. Ask them
stay the same? to predict which
counter it is. Then
Allow students to tell one student
answer, and then in from the colour that
pairs, allow them to do was picked to stand
the same activity with up.
a different Ask the students
combination of what the next
popsicle sticks. Allow question could be.
each partner to take Then ask them if
turns and predict what the probability of
might happen. pulling out a colour
depends on how
Conduct roving many students are
conferences and ask: already standing.
why does the
probability change if
one of the sticks are
taken out?
are the events
random? What does
that mean?
Session 3 (12 minutes) (28 minutes) (20 minutes) Enabling Open ended dice
Identifying prompts: task:
that some Show students the Introduce the term Students must Use 2 coins to Do students
events are following clip on independent event to create their own illustrate that answers
independen YouTube: the students. (Discuss dice and colour it the outcomes or reflect
t and https://www.youtu prior knowledge) the way they like. not dependent understandin
unrelated to be.com/watch? on each other. g of
other v=2cBZrr2ZUsg Present pairs of two They then drop their (Less outcomes/ independent
events. with 2 6 sided dice. dice in a large doesnt require events?
Learning Ask: did the Ask one person to roll, cardboard box at them to add)
intention: mother go through and the other to the front of the Extending
We are the tv screen record the outcomes room and go back prompts: Use Can students
learning to because she was of rolling both dice to their seats. dice with more distinguish
recognise that cleaning? together and adding The teacher shakes sides, or add between
some events did the dragon them up. Allow the box to mix up more dice and independent
are unaffected king die because students to explore the dice and ask all roll all together. and
by other the sword was this on their own for the students to
dependent
related events. green? 10 minutes, observe if come up to the box
events?
they notice that the once more and grab
Discuss why the two numbers rolled are the first dice that
answers to both independent. falls into their hand.
the questions were Following this, ask
no. students: are the two Once everyone
numbers being rolled picks up a dice and
affected by each die?, sits down, ask them
does the probability the following:
of having a higher have you got your
outcome get affected own dice?
by the amount of give an example of
times the dice are two dependent
rolled? events
state an
Independently, independent event
students write down
how some events are Ask students to
not affected by other write reflection in
events, although they their mathematics
are connected in their journals about 1
mathematics journal. thing they learnt
and 1 thing they
couldnt
understand.
Session 4 (15 minutes) (30 minutes) (15 minutes) Enabling Marble fraction
Identifying prompts: answers:
what the Ask students what Ask: why do you think EXIT CARD: Give Use fewer
numerator they know about fractions are related to each student an A4 marbles, and Are students
and fractions and probability? paper and allow model the game accurately
denominato percentages. Explain that the them to draw up a first. identifying
r are when numerator is the Venn diagram of Extending the
calculating Refresh prior number of times an everyday events prompts: numerator as
probability. knowledge by event occurs and the with 0% chance of Ask students to the number of
Learning telling them to denominator is the occurring, 50% draw out times an
intention: finish a fraction total number of chance of occurring multiple marbles event occurs?
Today we are sheet in 8 minutes possible outcomes. and 100% occurring and write down Are the
learning to (See appendix 7). with. Percentages. the probability
students
describe Roll a giant die onto Underneath their of doing so.
linking that
probabilities Discuss a few the floor for everyone diagram they must
50% and
using fractions answers. to see. write 1 thing they
Ask what was the did not understand are the same
and
probability of landing about probability?
percentages.
on this number? percentage/fraction
Answer the question in s in probability.
the form of a fraction.
Discuss.
Marble fractions:
Refer to appendix 8.
Introduce children to
the idea that the
certainty of an event
occurring is 100%, the
chance that either of 2
events occurring is
50% and no chance is
0%.
Session 5 (15 minutes) (30 minutes) (15 minutes) Enabling Work samples:
Systematica prompts: Tree diagrams:
lly Introduce learning Ask students to play Ask students to Students can be
organising intention. Rock paper scissors for write up a PMI. (See asked to draw a Are students
(show appendix 6) 3-5 minutes. appendix 9) tree diagram accurately
all possible Ask students what with less organising all
outcomes of they know about Read aloud the outcomes/option possible
an event tree diagrams. minuses, and ask s such as a coin outcomes
using tree other students to toss. using a tree
diagrams. Watch the raise their hands if Extending diagram?
following YouTube they agree. prompts:
Learning clip starting at Give students
intention: 0.30s: Ask: What could multiple events
We are https://www.youtu we have changed in that can have a
learning that be.com/watch? this lesson? larger number of
sometimes v=1Ch0wb4MAS8 outcomes.
events have
many different Allow students to
possible ask questions,
outcomes. pause the clip for Now instruct the
elaboration. students to
independently draw up
a tree diagram of all
the possibilities
amongst 2 people if
only 3 rounds were

played.
Roving conference.
Encourage students to
use iPads and find
unique events that
occur with multiple
outcomes on a topic of
their choice. Ask them
to draw it on an A4
paper and label the
branches accurately
and have them swap
their work with others
and allow them to
explain.
Plan for next sequence of learning that builds on this unit of work:
1 Content/ mathematical ideas:

Conceptualising and representing probabilities that range from zero to one.
Use different graphic organisers to show the range of possible outcomes.
2 Aspects of the Victorian Curriculum that could be addressed in the next sequence:
Recognise that probabilities range from 0 to 1. (VCMSP204)
3 Possible learning tasks that address the content and curriculum demands:
Zero, half or one game: Students get a list of everyday events and they are to categorise which event has the probability of
0, or 1.
Dice rolls: the teacher asks a range of questions about the rolling of a die. The students have to answer with a fraction,
percentage and the single number (0 or 1)
4 Reasons for these planning decisions:
Students are introduced to the idea that all proper fractions fall between 0 and 1.
Clarifies understanding of equiprobability.
Enhances fractional understanding.
References
Batanero, C., Chernoff, E., Engel, J., Lee, H., & Snchez, E. (2016). Research on Teaching and Learning Probability. ICME-13 Topical Surveys.
http://dx.doi.org/10.1007/978-3-319-31625-3
Bryant, P. & Nunes, T. (2012). Childrens understanding of probability: A literature review. London: Nuffield Foundation. Retrieved from
https://leo.acu.edu.au/pluginfile.php/1908439/mod_resource/content/1/childrens%20understanding%20of%20probability%20
Nuffield.pdf
Edwards, T. & Hensien, S. (2000). Using probability experiments to foster discourse'. Teaching Children Mathematics, 6(8).
Jones, G. (2005). Exploring probability in school. New York: Springer.

Kulkarni, S. & Harman, G. (2011). An elementary introduction to statistical learning theory. Hoboken, N.J.: Wiley.
National Council of Teachers of Mathematics [NCTM] (1998). Principles and Standards for School Mathematics: Discussion Draft. Reston, Va.:
NCTM.
Sharma, S. (2015). Teaching probability: a socio-constructivist perspective. Teaching Statistics, 37(3), 78-84.
http://dx.doi.org/10.1111/test.12075
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes Cambridge, Mass.: Harvard University Press.
Appendices:
Appendix 1:
Print based text used in lesson 1.
Murphy, S. & Winborn, M. (2001). Probably pistachio. New York: HarperCollins

Publishers
Appendix 2:
Probability sheet
In your groups find 5 events for each level of probability (If you can find
more, even better!)
CERTAIN POSSIBLE IMPOSSIBLE
Appendix 3:
Traffic light strategy for reflection of learning:
Strategy:
Students will be given colourful paddles on their tables, and

they each pick up a paddle that they think is reflective of
their understanding of the lesson to show the teacher
where they stand.
Adapted from:
Rivera, K. (2016). Pondering Assessments. Retrieved from: http://krjtuym.blogspot.com.au/2016/07/pondering-
assessments.html
Appendix 4:
THE SLUDGER- Online probability game.
The Sludger vending machine has four possible flavours. Students are to guess what flavour of slushy they are likely to get.
They are then asked to answer questions about what flavour they think it will serve them. At other times they are asked to fill
the machine with flavours so that the possibility varies.
ABC online education - ABC Splash. (2016). Splash. Retrieved from; http://splash.abc.net.au/home#!/media/32264/the-slushy-
sludger-questions
Appendix 5:
Dice template.
Blank dice template (SB223) - SparkleBox. (2016). Sparklebox.co.uk.

Retrieved from: http://www.sparklebox.co.uk/thumbs221-
225/sb223-cut-out-box-net.html
Appendix 6:
Tree diagram introduction

Appendix 7: Fraction worksheet
Math-Aids.Com | Dynamically Created Math Worksheets. (2016). Math-aids.com. Retrieved 27 October 2016,
from http://www.math aids.com/cgi/pdf_viewer_3.cg
i?script_name=fractions_visual.pl&denom_
5=1&image=3&type=2&print=0&language=0&memo=&x=127&y=15
Appendix 8:
Marbles and fractions: probability game
In pairs, give students a selection of 10 coloured marbles.

Ask one student to put the marbles into a container and pick one out. Tell the same student to ask their
partner to write down the possibility of drawing that coloured marble in a fraction.
After the other student writes down the fraction they think is true, they will discuss
whether or not it is true, and why.
The two players switch roles, and are allowed to construct a different
question that will allow their partner to answer with a fraction.
A few rounds of this will be played, until both students understood how to
represent probability of events through fractions.
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S00172363

Gaining insights from research for classroom

is presented in the latter part of the paper.

Critique of the Curriculum

understanding and preventing doubts.

MATHEMATICS UNIT PLANNER

MATHEMATIC TUNING IN INVESTIGATIONS REFLECTION & CATERING FOR ASSESSMENT

Session 1 (15 minutes) (30 minutes) (15 minutes) Enabling Formative

Session 2 (15 minutes) (25 minutes) (20 minutes) Enabling Anecdotal

only 3 rounds were

1 Content/ mathematical ideas:

Jones, G. (2005). Exploring probability in school. New York: Springer.

Print based text used in lesson 1.

Murphy, S. & Winborn, M. (2001). Probably pistachio. New York: HarperCollins

Traffic light strategy for reflection of learning:

Students will be given colourful paddles on their tables, and

THE SLUDGER- Online probability game.

Blank dice template (SB223) - SparkleBox. (2016). Sparklebox.co.uk.

Tree diagram introduction

Marbles and fractions: probability game

In pairs, give students a selection of 10 coloured marbles.

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