COLLEGE OF EDUCATION

Lesson Plan Template

School Spotswood Primary School Year Group Prep B Date 00/10/2015

Focus Area Learning Intentions AusVels
Statistics and probability - introduction Foundation
Answer yes/no questions to collect information
(ACMSP011)
Level 1
Identify outcomes of familiar events involving chance
and describe them using everyday language such as
will happen, wont happen or might happen
(ACMSP024)
Location / Setting Organisation / Student Groups Special Considerations
Classroom Whole class

Key Vocabulary Focus Questions References / Sources / Materials / Resources and

Likely, unlikely, chance, could happen, could Linked to Learning Intentions Equipment
not happen etc. Teachers Resource, Nelson Maths for Victoria,
Jenny Feely 2003

Lesson Plan Template

 INTRODUCTION
Establishing prior knowledge. Tuning in activity.
Focus questioning
Assessment criteria: Assessment FOR learning
Introduce the topic with the question,
Will it rain today?
Ask further questions such as why they think it will rain/will
not rain.
Ask questions such as what else may happen today.
Write on a large piece of paper a timeline.
Introduce the timeline with one end saying Will not
happen and Will definitely happen.
Ask the students some suggestions for the timeline.
Lesson Plan Template
MAIN BODY
Guiding Inquiry and Practise
Assessment Criteria: Assessment AS Learning
Give the students small strips of paper and ask the
students to write down their own possibilities and
impossibilities.
We will then glue their suggestions on the timeline in
the place they think.
CONCLUSION
Sharing, Explaining and Reviewing Inquiry
Share time. Student reflection. What do they now
know?
Assessment Criteria: Assessment OF Learning
Ask the students to come to the floor and explain why they
placed certain events where they did.
 COLLEGE OF EDUCATION
Lesson Plan Template

School Spotswood Primary School Year Group Prep B Date 09/10/2015

Focus Area Learning Intentions AusVels
Statistics and probability use of impossible Foundation
Answer yes/no questions to collect information
(ACMSP011)
Level 1
Identify outcomes of familiar events involving chance
and describe them using everyday language such as
will happen, wont happen or might happen
(ACMSP024)
Location / Setting Organisation / Student Groups Special Considerations
Classroom Whole class

Key Vocabulary Focus Questions References / Sources / Materials / Resources and

Impossible, going to happen, chance, might Linked to Learning Intentions Equipment
happen Teachers Resource, Nelson Maths for Victoria,
Jenny Feely 2003

Lesson Plan Template

 INTRODUCTION
Establishing prior knowledge. Tuning in activity.
Focus questioning
Assessment criteria: Assessment FOR learning
Introduce the idea of things being impossible. Provide a
few examples of things that are impossible to happen.
Ask the students to provide some examples.
With a timeline on the board, ask the students where
impossible would sit.
Compare impossible events to events that would definitely
happen.
Lesson Plan Template
MAIN BODY CONCLUSION
Guiding Inquiry and Practise Sharing, Explaining and Reviewing Inquiry
Share time. Student reflection. What do they now
know?
Assessment Criteria: Assessment AS Learning
Assessment Criteria: Assessment OF Learning
Ask the students to draw up their own timelines. Bring the students to the floor and get them to explain their
Have them place impossible and certain to happen reasoning.
events. Also events that may happen. Ask students
how likely they feel an event may happen.
If they have completed this, there is a worksheet
also available. (Attached)
 COLLEGE OF EDUCATION
Lesson Plan Template

School Spotswood Primary School Year Group Prep B Date 14/10/2015

Focus Area Learning Intentions AusVels
Data collection & statistics and probability. The students will learn about data collection Foundation
The students will learn how to use a table Answer yes/no questions to collect information
(ACMSP011)
Level 1
Identify outcomes of familiar events involving chance
and describe them using everyday language such as
will happen, wont happen or might happen
(ACMSP024)
Location / Setting Organisation / Student Groups Special Considerations
Classroom Whole class

Key Vocabulary Focus Questions References / Sources / Materials / Resources and

Likely, unlikely, chance, could happen, could not happen, Linked to Learning Intentions Equipment
tally, order. How likely are we to get ____ colour jelly bean? Jar of jellybeans
How many of each colour did you get? Worksheet (attached)
What does this tell us? Teachers Resource, Nelson Maths for Victoria, Jenny Feely
2003

Lesson Plan Template

 INTRODUCTION
Establishing prior knowledge. Tuning in activity.
Focus questioning
Assessment criteria: Assessment FOR learning
Begin with relating back to the previous lesson on likely
and unlikely events.
If I have a jar of jelly beans with green, yellow and orange
jelly beans instead, can I get a black jelly bean?
Ask them if they have seen a table before and show them
how to properly colour this in.
Lesson Plan Template
MAIN BODY
Guiding Inquiry and Practise
Assessment Criteria: Assessment AS Learning
Model the worksheet for the students on the board.
This will be easier for them to grasp the concept.
Send the students off with a work sheet and jelly
beans.
(It might be even worth having a worksheet 1
between 2, because the jelly bean amount is quite
large)
CONCLUSION
Sharing, Explaining and Reviewing Inquiry
Share time. Student reflection. What do they now
know?
Assessment Criteria: Assessment OF Learning
Bring the students to the floor with their findings. Ask if the
students have the same results as each other, if not why?
Ask why some people may have had more colour than
another and other thought prompting questions.
 COLLEGE OF EDUCATION
Lesson Plan Template

School Spotswood Primary School Year Group Prep B Date 15/10/2015

Focus Area Learning Intentions AusVels
Data collection & statistics and probability. The students will learn about data collection Foundation
The students will learn how to use a table Answer yes/no questions to collect information
(ACMSP011)
Level 1
Identify outcomes of familiar events involving chance
and describe them using everyday language such as
will happen, wont happen or might happen
(ACMSP024)
Location / Setting Organisation / Student Groups Special Considerations
Classroom Whole class

Key Vocabulary Focus Questions References / Sources / Materials / Resources and

Likely, unlikely, chance, could happen, could not happen, Linked to Learning Intentions Equipment
tally, order. How likely am I to land on ___? Worksheet (attached)
How likely are we to roll a 1, 2, 3, 4, 5, 6?
Dice

Teachers Resource, Nelson Maths for Victoria, Jenny Feely

2003

Lesson Plan Template

 INTRODUCTION
Establishing prior knowledge. Tuning in activity.
Focus questioning
Assessment criteria: Assessment FOR learning
Relate back to the previous lesson about probability.
Show the students a cube with different coloured faces.
Ask them how likely it is to land on a certain colour.
Write a tally up on the board with the colours and have
students roll the cube. Keep count for the landed on
colour. Ask the students what would make this fairer/
unfair?
Lesson Plan Template
MAIN BODY
Guiding Inquiry and Practise
Assessment Criteria: Assessment AS Learning
Show the students their tally worksheet. Explain they
will be using dice instead. Demonstrate this sheet to
the students. Send them off in pairs to complete the
worksheet.
CONCLUSION
Sharing, Explaining and Reviewing Inquiry
Share time. Student reflection. What do they now
know?
Assessment Criteria: Assessment OF Learning
Bring the students to the floor and have them explain their
findings.
Why did ___ come up more than the others?
Why didnt you roll any of ___ number?
How could we roll six more? Or 1 less?
What happens if we use a ten-sided dice?