Year 2

Learning Area: Mathematics

Duration: 1 Week

Teaching Sequence
Topic

Chance

Topic Duration: 5 Lessons

Overview

Learners will be able understand and use the language of chance and classify events according to how likely or unlikely they are
to occur. Learners will be able to classify everyday events under the heading likely, unlikely, certain and impossible and
explain their reasoning.

Lessons

Teaching and Learning Sequence

Resources

Differentiation

Assessment

Lesson objectives

Mini white board

Support

Evidence of Learning

Teacher or peer assist

with understanding the
meanings of the words
likely, unlikely, certain
and impossible.

Students can:

Extension

Checklist of each
learners answers

Lesson 16week 4
Monday

Learners will:
Classify certain words relating to likelihood.
Recognise chance events relating to the
weather.
Teaching Sequence

White board
Projector

Warm Up

Explain the words likely, unlikely, certain and

impossible using appropriate language such
as might happen, will happen. Explain a
situation such as will it rain today? Learners
write which word they think is appropriate for
the situation on their mini white board.
Explicit Teaching

Write the words likely, unlikely, certain and

impossible on the white board and write a
sentence using each likelihood word in in for
the learners to refer to throughout the
coming weeks.

ABC Splash
http://splash.abc.
net.au/media/-/m/2
9637
Learners
Workbooks

Peer assistance with

learners who need
support.
Learners can write two
paragraphs using the
words likely, unlikely,
certain and impossible.

Diagnostic
Assessment

Formative Assessment
Checklist of each
learners progress on the
worksheet
Collect short paragraphs

Learners watch the first three minutes of the

ABC clip Will it rain.
Discuss with the learners the likelihood
words they heard and in what ways they
were used to predict the weather.
Learners re-watch video and explain to
learners to listen for the words likely,
unlikely, certain and impossible and how
they are used to describe the chance of
certain weather patterns.
Provide learners with a worksheet, which
has questions such as, will the sun set
today? Will I go to sleep tonight? What is the
chance of it hailing today? Learners to write
the appropriate likelihood word next to each
question.

Open Ended Phase

Learners write a short paragraph in their

books using the words likely, unlikely, certain
and impossible.
Reflection

Lesson 17Week 4
Tuesday

With elbow partner, learners have

conversation about their daily life using the
language of likelihood.
Lesson objectives

Projector

Support

Evidence of Learning

Students will:

Whiteboard

Teacher or peer assist

with understanding the
meanings of the words
likely, unlikely, certain

Formative Assessment

Identify the words likely, unlikely, certain and

impossible and how they are used in

ABC Splash

everyday context.
Teaching Sequence

http://splash.abc.
net.au/media/-/m/2
9637

Warm Up

Learners are given a handful of assorted

coloured counters and asked to predict the
likelihood of choosing a certain counter with
their eyes closed. Discuss with learners why
they made their decision. Ask why is it
impossible to pull out a black counter?
Explicit Teaching

Learners watch the video clip will it rain

today from 3min to 4.30min.
Instruct learners to write the words likely,
unlikely, certain and impossible on their
whiteboards and place a tally mark next to
the word each time they hear it.
Discuss the clip with the learners and
answer any questions

Open Ended Phase

Learners complete a worksheet, which

relates to the clip about when I grow up.
Students will place the appropriate likelihood
word next to questions such as when I grow
up I will be a ballerina? When I grow up a
will be a famer? When I grow up I will be a

Mini whiteboards

and impossible.
Extension
Peer assistance with
learners who need
support.

Checklist of learners
participations and
progress in warm up

Chance worksheet

Mark and record results

from the chance
worksheet

shark?
Learners draw one of the situations about
when they grow up on the worksheet.

Reflection

Lesson 18Week 4
Wednesday

With elbow partner learners discuss the

event they drew and the likelihood of that
happening and explain why they think this is
likely, unlikely, certain and impossible to
happen.
Lesson objectives

Whiteboard

Students will:
Learners will make predictions using the
words likely, unlikely, certain and impossible
Teaching Sequence
Warm Up

Learners watch the clip will it rain form

4.30mins to 7mins

Projector
ABC Splash
http://splash.abc.
net.au/media/-/m/2
9637
Mini whiteboards

Explicit Teaching

Discuss the clip and ask learners why Dodly

was more likely to win when she used a
bigger spade? Was this fair for their
competition?

Fruit loops

Support

Evidence of Learning

Learners work in pairs

for the fruit loop exercise

Students can:

Teacher or peer assist

with understanding the
meanings of the words
likely, unlikely, certain
and impossible.
Extension
Peer assistance with
learners who need
support

Formative Assessment
Checklist of learners
contribution to class
discussion
Checklist of the learners
progress in the
prediction and tallying of
fruit loops

Ask learners how the chances of Flynn

winning the digging competition change
when Dodly uses a bigger spade? Is it still
possible for Flynn to win, and why?
Ask learners to think about what makes a
competition fair and what affects the
chances of a person winning?

Open Ended Phase

Learners are given a cup of fruit loops and

asked to describe which colours will be
likely, unlikely, certain and impossible to be
pulled out after ten attempts.
Learners tally their results on white boards

Reflection

Lesson 19week 4
Thursday

Discuss with learners their predictions and

results after the experiment
Lesson objectives

Whiteboard

Students will:
Make predictions about the likelihood of
events
Teaching Sequence
Warm Up

Learners roll dice 20 times in pairs and

predict the likelihood of landing on each
number

Workbooks

Support

Evidence of Learning

Teacher or peer assist

Students can:

Group work
Formative Assessment

ABC Splash
http://splash.abc.
net.au/media/-/m/2
9637

Extension
Peer assist
Write down a paragraph
about what they learnt

Checklist on learners
participation in activities
Mark and record each

Learners tally results

Discuss with learners, is it likely that you
would get similar results if you rolled the die
another 20 times?

Explicit Teaching

Learners what the clip will it rain form

7mins to 11mins.
Discuss making predictions and using an
informed judgment to make your prediction
Relate to fruit loop exercise and explain that
it would be likely to pull out more yellow than
purple because there are more many more
yellow fruit loops than purple.
Discuss fair and unfair chances.
Open Ended Phase

In small groups learners will predict what will

happen in a variety of activities using the
language of chance. The activities will
include tossing coins, picking counters from
a jar, rolling a number twice on a dice,
balancing a soft ball on your head and
catching a ball.
Learners write down their prediction then
what happened in their workbooks
Reflection

Discuss and reflect as a class what took

place and what students learned during the
lesson

Die
Soft balls
Coins
Counters

during the lesson during

the reflection

learners
predictions
after the group activity

Lesson 20Week 4
Friday

Lesson objectives

Projector

Students will:
Understand how likelihood words can be
used to describe everyday events
Teaching Sequence
Warm Up

Learners watch from 11mins to the end of

the clip will it rain.
Discuss with the learners an everyday event,
which would be more or less likely to happen
at a certain time of day. Such as is it
possible to see a snake a night? When is it
most likely to see a snake?

Explicit Teaching

Discuss with learners an everyday event you

could record, like the girl in the video, to find
the best time to see something?
Discuss how the girl used likelihood words to
explain her findings, such as dinnertime is
the most likely time to see a dolphin.
Open Ended Phase

Learner to draw an everyday situation with a

small paragraph explaining it using the
language of chance. For example, it is likely
I will see a snake on the lawn in the middle
of the day. It is impossible I will see a snake

Whiteboard
Workbooks

Support

Evidence of Learning

Help learners with ideas

for an everyday situation
they can draw a picture
and write a paragraph
for

Students can:

Extension
ABC Splash
http://splash.abc.
net.au/media/-/m/2
9637

Peer assist

Formative Assessment
Checklist of learner
participation in class
discussions
Mark and record each
learners
picture/paragraph of
everyday event and also
the sentences using the
words likely, unlikely,
certain and impossible.

in the air (with picture of snake on a lawn).

Reflection

Discuss with students what they have learnt

during the week. Ask students to write a
sentence using the words likely, unlikely,
certain and impossible.