The students are indigenous and are in a year three to six class but performing at a year one to three

What do students already

level. They have not been given any work on probability this year. The teacher has advised that this is a
know/ understand/can
difficult concept for the students to gain.
do?

Lesson Plan 1
Content descriptor/ Focus Questions
Activities and Management Considerations Assessment
elaboration/
(ACMSP024) Identify Introduction: 9.30 am: Possible and impossible washing line- What words
outcomes of familiar Review “will happen, might happen and won’t happen” by (if can we use to Group
events involving chance available) by playing a video What are the chances? describe if an activity:
and describe them using http://ecm.det.wa.edu.au/connect/resolver/view/S4353/latest/video event is Observe
everyday language such /index.html possible? students are
as ‘will happen’, ‘won’t identifying by
Then discuss the meaning of certain, possible and impossible. Can you tell pointing to the
happen’ or ‘might
Brainstorm words that people use to describe events happening. me of an event correct event
happen’) (Year one0
Explain how if something can/will happen- it is certain. If something or of label.
(ACMSP047) Identify can’t/won’t happen it is impossible. If something might happen it something that
practical activities and is possible. Explain if something is possible we can judge if it is likely is impossible? Checklist of
everyday events that or unlikely to happen. students as
involve chance. How can you tell if an event is possible? (Eg. I want an ice- Can you tell they students
Describe outcomes as cream) me of an event peg the event
‘likely’ or ‘unlikely’ and or of cards in the
identify some events as Show the students the washing line and explain that the left side is something that correct place.
‘certain’ or ‘impossible’ certain/will happen, the middle is possible/might happen and the far is possible?
(Year two) right is impossible/ won’t happen. Peg the labels to the line. Have Anecdotal
fun asking the students to name some impossible / possible / and Can you tell notes of
certain questions and have them point to where they think it would me of an event student
Mathematical Focus or of responses to
KU1 Some things we go on the washing line. Have examples to ask students if they are something that reflection
are sure will or will not reluctant to start. is certain? focus
happen questions.
KU2 There are special Main Body: 9.45 am (Eg. Will it sun
words we use to Model some questions (Eg. Will I see a dragon in the playground this fall out of the Photograph
describe how likely we week?) peg the question card to the line near impossible. sky tomorrow? the line at the
Bring out the Magicians hat and have the students take turns pulling Will my hair go end of session
think things are to
an event card out of the magician’s hat, reading it out loud and curly for teachers
happen
determine where it will go on the washing line. (teacher to read for overnight? Will own records.
KU3 We can compare lower students) an egg crack if
order things by whether Explain that you want the students to draw or write an event that I drop it?) Work samples
they are more likely to will have a possible, impossible, or certain outcome. Ask the
happen. Explain that each student is to write or draw on a card. (Teacher to students how
Proficiency Strand/s scribe for lower students) they decided
Understanding what was the
10.15: Conclusion likeliness of an
 The students will Bring the students together and ask them to peg their card up on the event
have an opportunity to probability line near the word that represents the chance of the happening?
learn new words that event happening.
Have the students explain why they place it on the line. Survey the Ask the
have been modelled
students’ perception of the key focus/ understanding. students of
and use them
If time permits - Discuss with the students that you overheard the situations
appropriately. teacher (Ms Hamilton) tell the Principal that we were going to do when they
 The students will something on the weekend but you did not hear what they said. could use
use their own ideas to What could that be? Write these ideas in their journals under the probability?
explain probability headings of possible, impossible and certain.
language by generating
their own events that
reflect the meaning of
the language.
Tailored Plan Low – Use the cards with pictorial representation of events (eg. High: Ask the
riding a bike or a pig flying) instead of written event card. Teachers students to
Low-achievers: to scribe their event for the student. Students may need to play sort think of other
the pictorial cards into will, might, won’t piles. Student may use a words that
pre made picture card. they use to
High Achievers: express
High - Ask the students to do event cards that might be hard for me probability and
to determine the likeliness of it happening (eg. does the doctor come what word
to town on Tuesday) This will demonstrate the need for probability they relate to
thinking in everyday life and in using additional data to judge the on the number
probability of events happening while also linking colloquial words line. (eg. dead
with formal terms. cert, no way)

Adjusted Lesson Plan 2

Content descriptor/
In the previous lesson the class covered an introduction to
elaboration/KU
Probability terminology - possible, impossible and certain.
(ACMSP024) Identify Introduction: 11.00 am: Explain how if Assessment
outcomes of familiar  Review the words learn yesterday and indicate to the visual something
representation on the washing line. can/will  Levelled
events involving chance Worksheets
 Play this short video The Giraffe Ate it. happen- it is
and describe them using  Anecdotal notes
http://splash.abc.net.au/home#!/media/1566284/ certain. If  Checklist of
everyday language such  Use a clear plastic bag to drop 5 red apples into it. Ask “Is it something participation
as ‘will happen’, ‘won’t possible. impossible or certain to pull out a red apple?” Take can’t/won’t and
happen’ or ‘might out the apple and display to the class (certain). Repeat the happen it is understanding
happen’) (Year one0 experiment again with five red apples “Is it possible, impossible impossible. If
(ACMSP047) Identify or certain to pull out a Green apple?” Take out the apple and something
practical activities and display to the class (impossible). Repeat the experiment again with might happen
everyday events that three red and two green apples, ask the same questions. Take out it is possible.
involve chance. Describe the apple and display to the class (possible). This will reinforce the Explain if
probability words with colours. something is
outcomes as ‘likely’ or
possible we can
‘unlikely’ and identify
some events as ‘certain’
or ‘impossible’ (Year two)
Lesson focus:
 Students should be able to
recognise that Probability can
be represented by colour and
numbers
 The concept on even chance
and uneven chance.
Tailored Plan
Low-achievers:
High Achievers:
Main Body: 11.10 am judge if it is
Four in a box activity. Teacher to pull out one of four objects (eg likely or
shape) from a box and discus what is the probability of pulling this unlikely to
object from the box (1 in 4) what will be the chance on pulling that happen.
object if I place 2 of that object in the box. Open the box and count
the total amount (5) and the chances of the same (2) show the
students how to write 2 out of 4. The teacher to demonstrate with
other combinations. The students to represent simple probability on WALT
sheets (Low- colour in pre made sheets; Med – represent simple Learnt
probability (eg. 1 in 4); High – represent higher numbers (eg 2 in 8) today:
Extension Have the student make up a game of chance that the  Probability
whole class can play. Supply dice for them to incorporate into their words can
games. This will provide them with experiencing relating numbers to represent
probability. (eg. Everyone is given 10 smarties. The first one to roll colours
the di to add up to ten wins 5 smarties. If you roll over ten you lose  These colours
and lose 5 of your smarties) can be
represented
by numbers.
11.50am: Conclusion: Review what the students have learnt today.  We use
with Use a checklist to indicate the students that have understanding probability
Play heads and tails using one coin, Aske the students what is the when we play
probability of getting heads/or tails Then use two coins and after games like
the game ask the same question. heads and
Extra Activities: Play the dice game that the student has made tails.
Low – Teacher or EA to sit with the students that do not understand
and scaffold the probability of the sheets pointing out the chance
elements to them
High – Have these students think of an alternate game of chance
with smarties. Supply dice for them to incorporate into their games.
This will provide them with experiencing relating numbers to
probability. (eg. The first one to roll the di to add. up to ten wins
5points. If you roll over ten you lose and lose 5 of your points.)

- Maths
Content descriptor/
elaboration/KU
(ACMSP024) Identify
outcomes of familiar
events involving chance
and describe them using
everyday language such
as ‘will happen’, ‘won’t
happen’ or ‘might happen’)
(Year one0
 (ACMSP047) Identify
practical activities and
everyday events that
involve chance. Describe
outcomes as ‘likely’ or
‘unlikely’ and identify
some events as ‘certain’
or ‘impossible’ (Year two)
 Review the words learnt
previously
Adjusted Lesson Plan 3
Activities and Management Considerations
Introduction: 11.15 am: Write Probability on the board and Explain how if Assessment
remind the students of what they are learning. something can/will  Anecdotal
notes
Review Possible, impossible and certain (relate to basketball happen- it is certain. If
goals from yesterday) and indicate using the word cards. Today something  Checklist
we are looking at even chance. Introduce the word card can’t/won’t happen it
(even chance and have the student to put it up on the is impossible. If
probability line. Ask the students what they think it might something might
mean. Even means it the same on both sides and chance means happen it is possible.
is something that happens cannot be guessed ahead of time. Explain if something is
possible we can judge if
Ask the focus question. Can you tell me of something that it is likely or unlikely to
happened where you had an even chance? (Eg. racing a happen.
friend)
Introduce the two-coloured spinner representing 1 in 2 chance
have a game where the students chose the red or the blue and
sit grouped in their colour choice. Explain how to use the
paperclips as spinners. Spin the spinner and put tally marks on
the board to demonstrate how scoring can be done in future
games. Learnt today:
 Even Chance means
Main Body: 11.25am Making spinners. While on the mat it is possible to both
demonstrate how to make the three coloured spinners that the win or lose
students will be making to play the math.a.magician game. Tell  Uneven chance
the students to go back to their desks and that they have five means gives an
minutes to make their spinners and that you will be playing a advantage – helps
fun game using the magic hat. Ask the EA to help with the lower someone to win or
students. make them lose.
Lesson focus:
 Students should be able to
recognise that having more of
one colour on a spinner will
give the colour a higher
probability of being spun
 The concept on even chance
and uneven chance.
After 5 or so Minutes: Clap and say “1.2.3. Eyes on me”.
Have the students bring their spinners to the mat and explain
the game.
Math-a-Magician Game
1. Start the game with all the rabbit counters in the hat.
2. Players reach into the hat and take out 4 rabbits each.
Place the hat back in the centre of the playing area. Low – sit with the
3. The object of this game is to be the first player to put all students that do not
your rabbits back in the hat. understand the
4. The youngest player goes first. probability of the
Player 1 spins and then puts one rabbit back in the hat that game and scaffold
matches the colour on the spinner. how to do the use
5. Player 2 spins and puts one rabbit back in the hat that the spinners and
matches the colour on the spinner. identify chance
6. If a player does not have any rabbits that matches the elements to them.
spinner colour, find a player with that colour rabbit and put it High – Have these
into the hat. (optional rule after they have experienced the students think of an
game) alternate game of
7. The first player to put all the rabbits back in the hat is the chance with smarties.
winner! Supply dice for them
to incorporate into
First let the students use their spinners then put in the other their games. This will
colour weighted spinners and let then decided what spinner they provide them with
want to choose. (This concept is higher and may not be achieved experiencing relating
by the lower students but they can still participate and they have numbers to
been exposed to the concept) probability. (eg. The
first one to roll the di
12.05pm: Conclusion: Finish the game and review what the to add. up to ten
students have learnt today by asking them. Use a checklist and wins 5points. If you
anecdotal notes to indicate which students that have roll over ten you lose
understanding of the learning focus. Ask the EA take photos for and lose 5 of your
assessment. Extra activity. Play the bingo game where the points.)
students can fill in their own numbers from 1 to 6 and then the
teacher rolls the di and calls the number

What do students
already know/
understand/can do?
Content descriptor/
elaboration/
(ACMSP024) Identify
outcomes of familiar
events involving
chance and describe
them using everyday
language such as ‘will
happen’, ‘won’t
happen’ or ‘might
happen’) Year one
(ACMSP047) Identify
practical activities and
everyday events that
involve chance.
Describe outcomes as
‘likely’ or ‘unlikely’ and
identify some events
as ‘certain’ or
‘impossible’ Year two
Lesson focus:
 Students should be able to
recognise that results are
random but probability
stays the same.
Adjusted Lesson Plan 4
The previous lesson related the probability concept from using concrete to abstract using colours and
numbers.
Focus Questions
Activities and Management Considerations
Introduction: 11.15 am: Bring the class to the mat and write Explain how if something
‘Probability’ on the board and remind the students of what they are can/will happen- it is certain. If
learning. something can’t/won’t happen
Review Possible, impossible, certain and even chance and use the word it is impossible. If something
cards to reinforce visually. might happen it is possible.
Explain if something is possible
“Hokus Pokus everyone focus”
we can judge if it is likely or
Main Body: 11.27am Favourite Fidget spinner (Choice of four)
Ask the students to choose their favourite fidget spinner colour unlikely to happen.
(relatable to students) and write it in their journal under the title fidget
spinner. Nominate a student to take a spinner form the bag and then  Even Chance means it is
return it. Teacher to note on the board the colour of the spinner that is possible to both win or lose
 Uneven chance means gives
drawn from the bag. Stop and ask each of the students to identify which
an advantage – helps
colour they think will be draw next. Note- This demonstrates that the
someone to win or make them
probability does not change, it will always be one out of four. Tally up
lose.
which colour spinner was drawn out the most. Note- This demonstrate
that the results are random even though the probability stays the same.
What spinner will be drawn
Teacher to review how to represent the probability in numerals on the
next?
board. Have the students write out what they think about the probability
of this game (eg. I choose red and it was drawn out 4 times out of ten,
What probability will it be
the number is 4/10). Low - Teacher or EA to sit with the students that
that colour?
do not understand the probability of the Favourite Fidget Spinner and
scaffold how to represent the spinners that were pulled from the bag an
What probability number do
alternative to numbers (eg. in drawing, or counters) and scribe for the
you think would apply here?
student their understanding.
 Probability represents the
likeliness of something
happening.
Mathematical Focus
Understanding –
Probability can be
represented by
numbers.
Fluency – Experiments
can show the students
how the use of
numbers can represent
probability.
Understanding -.
Results of probability
are random but the
probability ratio stays
the same.
Reasoning – students
can show reasoning
when playing games
KU5 We can use
numbers to describe
how likely something is
to happen.
12.05pm: Conclusion What is the probability of
Review what you have learnt today: rolling a one?
Whole class activity. Play the bingo game where the students can fill in
their own numbers from 1 to 6 and then the teacher rolls the di and calls Assessment
the number.  Anecdotal notes
 Checklist of
(If time permits) End-off the session with the Skunk game. Model the
game. Explain the rules for skunk. The students stand behind their
chairs. A dice is rolled and the students record this on their sheet if they
want to stay on that number they sit if they want to add to their score
they keep standing. The first round is under the letter s, the next round
is under the letter K and so forth until Skunk is spelt out. After the
game ask the students if they can work out the probability for rolling a
one.
High - The use of numbers can represent Probability. Draw up the
numbers and peg them on the washing line (from lesson one). Order in
position from certain to possible to impossible. (eg. 1out of 2 is possible
and 3 out of 4 is closer to certain)
What do students
already know/ The previous lesson related the probability concept from using concrete to abstract using colours.
understand/can do?
Content descriptor/ Focus Questions
Activities and Management Considerations
elaboration/
(ACMSP024) Identify Introduction: 9.30 am: Whole class activity. Bring up the Ice-cream How many
outcomes of familiar app on the whiteboard. different two
events involving http://www.transum.org/Software/SW/Starter_of_the_day/starter_Nove scooped ice-
chance and describe mber12.ASP .(If the internet is unavailable use the printed form.) The creams can be
them using everyday teacher introduces the concept that probability can be abstract using made?
language such as ‘will numbers. The teacher poses the question. The students write down how
many combinations could be made. Each student then has a go at
happen’, ‘won’t
making a different a two scooped ice-cream until all combinations are
happen’ or ‘might
made (21). Let the student brainstorm, discuss and explain to each
happen’) other.
(ACMSP047) Identify What is the
practical activities and Main Body: 9.45 am. The teacher will have the students stand up and probability of
everyday events that play heads and tails. Play two games and then have the students work winning Heads
involve chance. out how many chances they have in winning. Scaffold for the low group and tails?
Describe outcomes as (--- chance in ----) The teacher to display, on the board, how probability
‘likely’ or ‘unlikely’ and is written (1 in 3) Note- This exposes the students to a higher
identify some events understanding to the concept. Probability is a measurement of chance What spinner will
as ‘certain’ or and we use numbers to understand how likely something will happen be drawn next?
‘impossible’
What probability
Favourite Fidget spinner (Choice of four) will it be that
Mathematical Focus Ask the students to choose their favourite fidget spinner colour colour?
WALT (relatable to older students) and write it in their journal under the title
KU5 We can use fidget spinner. Nominate a student to take a spinner form the bag and What probability
numbers to describe then return it. Teacher to note on the board the colour of the spinner number do you
how likely something is that is drawn from the bag. Stop and ask each of the students to think would apply
to happen. identify which colour they think will be draw next. Note- This here?
KU6 sometimes we list demonstrates that the probability does not change, it will always be one
and compare all the out of four. Tally up which colour spinner was drawn out the most. Note-
possible things that This demonstrate that the results are random even though the
could happen to predict probability stays the same.
how likely something is Four in a box activity. Teacher to pull out one of four objects (eg
to happen. shape) from a box and discus what is the probability of pulling this
KU7 Sometimes we use object from the box (1 in 4) what will be the chance on pulling that
data about how often object if I place 2 of that object in the box. Open the box and count the
an event has happened total amount (5) and the chances of the same (2) show the students
to predict how likely it how to write 2 out of 4. The teacher to demonstrate with other
is to happen in the combinations. Students to write on the KWLChart What is the
future. probability of
10.15: Conclusion rolling a one?
End-off the session with the Skunk game. Model the game. Explain the
rules for skunk. The students stand behind their chairs. A dice is rolled
and the students record this on their sheet if they want to stay on that
number they sit if they want to add to their score they keep standing.
The first round is under the letter s, the next round is under the letter K
and so forth until Skunk is spelt out. After the game ask the students if
they can work out the probability for rolling a one. Have the students
write out what they think about the probability of this game (eg. I How can we
choose red and it was drawn out 4 times out of ten, the number is predict what
4/10). football team is
Optional- The Teacher questions the students to think about how we use going to win?
probability data to predict the chances of events.
Proficiency Strand/s
Understanding – Probability can be represented by numbers.
Fluency – Experiments can show the students how the use of numbers
can represent probability.
Understanding - The students can show there understanding using their
journals and responding to open focus questions.
Reasoning – students can show reasoning when playing games.
Tailored Plan Low – Scaffold the students to complete activity by scribing and
simplified questioning. Explain the outcomes of the games/activities.
Low-achievers: Four in a box activity may be too difficult for low student to grasp. They
can continue with the fidget spinner activity while the teacher works
with the higher students.
High Achievers: High – The students to devise games where there is a greater
probability of winning using either or spinners, dice tally sheets. (eg.
throwing a combination of two dice where the outcome is of 7 is needed)