LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 9 Time: 50 minutes Date: dd/mm/yyyy
Learning Area: Mathematics
Strand/Topic from the Australian Curriculum
Statistics & Probability: List all outcomes for two-step
chance experiments, both with and without replacement
using tree diagrams or arrays. Assign probabilities to
outcomes and determine probabilities for events
(ACMSP225) Elaboration: Conducting two-step chance
experiments and using systematic methods to list outcomes
of experiments and to list outcomes favourable to an event.

Students Prior Knowledge:

Definition of key terms experiment, event,
outcome, probability function, step, sample spaces
e.g. Tree diagram.
Examples of equally likely two-step experiments
e.g. rolling a six-sided dice twice.
Constructing a tree diagram and write the list of
outcomes on the right hand side with associated
probabilities.

General Capabilities (that may potentially be covered in the lesson)

Literacy
Numeracy
ICT competence
Critical and
creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
Asia and Australias engagement with Asia
histories and cultures
Proficiencies:(Mathematics only) Understanding, Fluency

Sustainability

Lesson Objectives (Examples)

As a result of this lesson, students will be able to:
Conduct a statistical experiment (rolling two dice and summing the outcomes) in groups of three or four
students and identify the possible events and outcomes of this experiment.
Describe and justify with reasoning as to whether the statistical experiment of summing two has equally or
unequally likely outcomes, and observe through a sample space
Create an appropriate sample space, e.g. tree diagram, two way table or histogram, for the sum of two dice
and record the experimental frequencies in the form of a tally.
Appreciate the difference between experimental and theoretical probability by comparing and contrasting
their results from the experiment to theoretical probabilities calculated for homework.
Teachers Prior Preparation/Organisation:
Ensure that the Weebly Event 2 Page is fully functional
and all links and resources are accessible.
Group Lists already prepared prior to lesson (based on
student involvement, support required and academic
level).
Prepare the ICTs Tally Counter, Google Forms and
Spreadsheet, Dice Simulator.
Back up Tally Sheets

Provision for students at educational risk:

Lower Level students Place these students in a
group with supportive group members that will guide
them through the experiment, and help when required.
Behavioural Issues - Ensure that the behaviourally
disruptive students are not placed in the same groups,
to avoid class disruption.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

A checklist will be used to determine:
Could the students recognise the relevance of a tree diagram or two way table in this experiment?
Could students recall probability events in their own life and the possible outcomes?
What will the students need to work on/revisit in the next lesson, when we readdress this topic?

Was the concept of the histogram understood by all-level students?

Did the lower level students find the task difficult? Were the experiments assigned to them appropriate for their
learning? Did I give them enough help and guidance to understand their task?
Teacher self-reflection and self-evaluation:
Anecdotal notes will be kept on:

Were the students interested in the lesson that you presented them with?

Did each student participate in the groups?

Were all objectives met?

What aspects of the lesson did the students complete?

How can this be improved?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time

5 mins

Motivation and Introduction:

Greet the class formally and introduce Event 2 of the
WebQuest.
Review from the previous lesson, that we observed the
experiment of rolling two dice subsequently and calculated through
the use of a tree diagram, the probabilities associated to each of the
outcomes. Today we will be looking at how the probability changes
when we add the two dice together and roll them simultaneously.
Write the Focus Questions on the board: How many
possible outcomes are there if we add the two dice together? How
does this affect the probability of each outcome? Are these events
still equally likely? Leave the questions open for discussion but
dont give an answer.
Outline to the students that in this lesson we will be
conducting an experiment to model this scenario.
Split the class into 8 groups of three or four students and
instruct the students to open the WebQuest page and navigate to
Event 2.

Resources/References

www.nd9probability.weeb
ly.com
Student Groups Assigned List prepared
by teacher.

Student Laptops and

iPads

10 mins

5 mins

10 mins

Lesson Steps (Lesson content, structure, strategies & Key Questions):

Task One: Rolling the Dice and Recording the Results

Explain to students the instructions for the experiments In your

groups, using the dice simulator, roll the two dice fifty times. Record
the sum of the dice using the tally app on your iPad.

Encourage the students to assign the following roles in their

groups: Someone to manage the dice simulator, someone to tally
the results, another to keep track of how many rolls have occurred.

Walk around the room checking and assisting students where

necessary.
Task Two: Entering the Data onto Google Forms & Spreadsheets

Once the students have successfully recorded their results on

the tally app, ask them to add their results into the Google Form,
which is accessible through the WebQuest. Teacher Note: Suggest
for the groups of four, that this could be a task for the 4th member if
they were not actively involved in the first process.

Once ALL students have entered their results, ask them to go

onto the Google Spreadsheet (accessible through the WebQuest),
which should show all the results.Teacher Note: Check all results
have been entered successfully i.e. all group results add to 50. If
there are groups that have not got 50, ask them to correct their
results. Instruct students to observe the spreadsheet and compare
their results to other groups. Focus Questions: What do you notice
about the results between the groups? Is there a number that seems
to be most common?

If not all groups have

access to iPads, provide
them with an alternative
Tally Counter or a sheet
to tally.

Google Forms.

Google Spreadsheets
Projector/IWB

Excel or Google
Spreadsheets.

Task Three: Generating a Histogram as a sample space

Direct students to the How to create a Histogram document

where there are clear instructions on how to create a histogram.
Students actively follow instructions on the page to create a
Histogram of the combined results.

Assist students by walking around the room and answering

questions where required. Teacher Note: If the entire class seems
to be struggling with the task, then guide them through the activity
on the Projector/IWB.

Once all students have successfully created their histograms,

ask the class as a whole, What numbers are occurring the most
frequently? What numbers are the least frequent? Why do you
think this is the case?

Guide students to the conclusion that a sum of 7 seems to be

the most common occurrence, and that there are tail ends around
the outcomes of 2 and 12 i.e. not many outcomes.

Ask students to screenshot their Histograms and upload them to

the Student Outcomes page in the WebQuest, labelling the group
members names and titling it Event 2 Histogram of Results.

10 mins

Notes: Brief Introduction to Two Way Tables as a Sample Space

Introduce students to the concept of a Two Way Table and its

features i.e. listing the events across the top and down the left hand
side of the table. Identify that the two way table can be used to
denote steps in probability experiments. Invite students to think back
to the previous lesson on rolling two dice subsequently.

Draw out a Two Way Table on the whiteboard for the previously
conducted experiment and fill the top row and left column with the
events 1 - 6. Label the LHS of the table as Step One (First Roll) and
label the top of the table as Step Two (Second Roll).

Encourage students to recognise the differences between the

previous experiment and todays experiment. The previous
experiment was obtaining ordered pairs as results e.g. (1, 1)
whereas todays experiment was obtaining sums e.g. 1+1=2.

Ask students to quickly complete the two way table example for
the previous experiment by filling the table with ordered pairs.
Lesson Closure:(Review lesson objectives with students)
Have the students think about the necessity of the large
sample size in todays experiment and how that can help the
experimental probabilities tend closer to the theoretical probability.
Reflect on the fact that one groups result showed a trend towards 7
as the most common outcome, however, the whole classes results
together clearly highlighted that trend.
Ask students What was the benefit of visualising the data in
a histogram? Identify that this analysis of a histogram will come up
later in the term.
Transition: (What needs to happen prior to the next lesson?)
Outline Homework Task: Have students download the
Homework document from Weebly and set the deadline for the next
lesson.
Give students the Focus Question of What are the
similarities and/or differences between the experimental probability
and the theoretical probability? Explain to students that the
experimental probability is what we obtain from an experiment such
as today, whereas the theoretical probability is the actual
calculations of what should technically happen.
Assessment: (Were the lesson objectives met? How will these be judged?)
Group Observation: Informally assess how groups worked
together. Were the designated roles within the groups upheld to the
extent that they minimised error and contribute to time efficiency.
Were students able to construct and upload
a histogram to the Outcomes page? This will highlight
student understanding of the mathematical concepts as well
as effective use of ICT in the classroom.