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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)

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 Main Body: 11.10 am judge if it is

some events as ‘certain’ Four in a box activity. Teacher to pull out one of four objects (eg likely or

or ‘impossible’ (Year two) shape) from a box and discus what is the probability of pulling this unlikely to

Lesson focus: 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

Students should be able to the total amount (5) and the chances of the same (2) show the

recognise that Probability can students how to write 2 out of 4. The teacher to demonstrate with

be represented by colour and other combinations. The students to represent simple probability on WALT

numbers 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:

The concept on even chance

Extension Have the student make up a game of chance that the Probability

and uneven chance.

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.

Tailored Plan Low – Teacher or EA to sit with the students that do not understand

and scaffold the probability of the sheets pointing out the chance

Low-achievers: 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.

High Achievers: 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.)

Adjusted Lesson Plan 3

- Maths

Content descriptor/

Activities and Management Considerations

elaboration/KU

(ACMSP024) Identify Introduction: 11.15 am: Write Probability on the board and Explain how if Assessment

outcomes of familiar remind the students of what they are learning. something can/will Anecdotal

notes

events involving chance 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

and describe them using

we are looking at even chance. Introduce the word card can’t/won’t happen it

everyday language such (even chance and have the student to put it up on the is impossible. If

as ‘will happen’, ‘won’t probability line. Ask the students what they think it might something might

happen’ or ‘might happen’) mean. Even means it the same on both sides and chance means happen it is possible.

(Year one0 is something that happens cannot be guessed ahead of time. Explain if something is

(ACMSP047) Identify possible we can judge if

practical activities and Ask the focus question. Can you tell me of something that it is likely or unlikely to

everyday events that happened where you had an even chance? (Eg. racing a happen.

involve chance. Describe friend)

outcomes as ‘likely’ or Introduce the two-coloured spinner representing 1 in 2 chance

‘unlikely’ and identify have a game where the students chose the red or the blue and

some events as ‘certain’ sit grouped in their colour choice. Explain how to use the

or ‘impossible’ (Year two) paperclips as spinners. Spin the spinner and put tally marks on

the board to demonstrate how scoring can be done in future

Review the words learnt games. Learnt today:

previously 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:

After 5 or so Minutes: Clap and say “1.2.3. Eyes on me”.

Students should be able to

recognise that having more of Have the students bring their spinners to the mat and explain

one colour on a spinner will the game.

give the colour a higher Math-a-Magician Game

probability of being spun 1. Start the game with all the rabbit counters in the hat.

The concept on even chance 2. Players reach into the hat and take out 4 rabbits each.

and uneven chance. 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

Adjusted Lesson Plan 4

What do students

The previous lesson related the probability concept from using concrete to abstract using colours and

already know/

numbers.

understand/can do?

Content descriptor/ Focus Questions

Activities and Management Considerations

elaboration/

(ACMSP024) Identify Introduction: 11.15 am: Bring the class to the mat and write Explain how if something

outcomes of familiar ‘Probability’ on the board and remind the students of what they are can/will happen- it is certain. If

events involving learning. something can’t/won’t happen

Review Possible, impossible, certain and even chance and use the word it is impossible. If something

chance and describe

cards to reinforce visually. might happen it is possible.

them using everyday Explain if something is possible

“Hokus Pokus everyone focus”

language such as ‘will we can judge if it is likely or

Main Body: 11.27am Favourite Fidget spinner (Choice of four)

happen’, ‘won’t Ask the students to choose their favourite fidget spinner colour unlikely to happen.

happen’ or ‘might (relatable to students) and write it in their journal under the title fidget

happen’) Year one spinner. Nominate a student to take a spinner form the bag and then Even Chance means it is

(ACMSP047) Identify return it. Teacher to note on the board the colour of the spinner that is possible to both win or lose

practical activities and Uneven chance means gives

drawn from the bag. Stop and ask each of the students to identify which

an advantage – helps

everyday events that colour they think will be draw next. Note- This demonstrates that the

someone to win or make them

involve chance. probability does not change, it will always be one out of four. Tally up

lose.

Describe outcomes as which colour spinner was drawn out the most. Note- This demonstrate

‘likely’ or ‘unlikely’ and that the results are random even though the probability stays the same.

What spinner will be drawn

identify some events Teacher to review how to represent the probability in numerals on the

next?

as ‘certain’ or board. Have the students write out what they think about the probability

‘impossible’ Year two 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

Lesson focus: that colour?

Students should be able to do not understand the probability of the Favourite Fidget Spinner and

recognise that results are scaffold how to represent the spinners that were pulled from the bag an

What probability number do

random but probability alternative to numbers (eg. in drawing, or counters) and scribe for the

you think would apply here?

stays the same. student their understanding.

Probability represents the

likeliness of something

happening.

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

Mathematical Focus Checklist of

Understanding – (If time permits) End-off the session with the Skunk game. Model the

Probability can be game. Explain the rules for skunk. The students stand behind their

represented by chairs. A dice is rolled and the students record this on their sheet if they

numbers. want to stay on that number they sit if they want to add to their score

Fluency – Experiments they keep standing. The first round is under the letter s, the next round

can show the students is under the letter K and so forth until Skunk is spelt out. After the

how the use of game ask the students if they can work out the probability for rolling a

numbers can represent one.

probability.

Understanding -. High - The use of numbers can represent Probability. Draw up the

Results of probability numbers and peg them on the washing line (from lesson one). Order in

are random but the position from certain to possible to impossible. (eg. 1out of 2 is possible

probability ratio stays and 3 out of 4 is closer to certain)

the same.

Reasoning – students

can show reasoning

when playing games

numbers to describe

how likely something is

to happen.

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)

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