Assignment 2: lesson plans Ashley shanks S00164983

MATHEMATICS UNIT PLANNER

Topic: Probability (chance) Year Level: 4/5 Term: 2 Week: 3 Date: 7/6/16
Key mathematical understandings Victorian Curriculum Focus
Content strand(s):Statistics and Probability
Chance uses probability to measure how likely an Sub-strand(s): Chance
event is to occur with the likelihood being impossible,
unlikely, equally likely, likely and certain.
Key Level description:
Year 4
Probabilities can also be represented as fractions as Describe possible everyday events and order their chances of occurring (VCMSP175)
well as being presented in many different forms (e.g. Identify events where the chance of one will not be affected by the occurrence of the other (VCMSP176)
line graph, tree diagram, lattice diagram etc.) Year 5
List outcomes of chance experiments involving equally likely outcomes and represent probabilities of these outcomes using fractions
(VCMSP203)
Recognise that probabilities range from 0 to 1 (VCMSP204)

Proficiency strand(s):

Understanding recognizing that probability and chance refers to how likely an event is to occur and that it can be described as being either
impossible, unlikely, equally as likely.

Fluency - recalling and using probability language appropriately when explaining outcomes of events

Problem Solving understand the many different ways of presenting probability outcomes

Reasoning being able to explain why you did what you did justifying your decisions

Key skills to develop and practice Key equipment / resources: Key vocabulary
Interactive whiteboard
The correct language to use when describing the chance of an Impossible not able to occur
event occurring Probability line (2m long) Unlikely not likely to happen
Equally likely same likelihood of occurring
Determining whether an experiment is fair or unfair Post it notes Likely such as well might happen
Certain able to be firmly relied on to happen
Connecting probability experiments to real life experiences Blank spinners Probability the state of which something is likely to happen
Chance a possibility of something happening
Understanding the difference between theoretical and 6 sided fair dice Data facts and statistics collected together for analysis
Justify show or prove to be right
experimental data
Colored marbles Sample space the range of values of a random variable
Continuum a continuous sequence
Unifix Represent constitute amount to
Proof evidence establishing a fact or truth of a statement
Empty tote bag Evidence information indicating whether a belief is valid
 Assignment 2: lesson plans Ashley shanks S00164983

Links to other contexts

Other mathematical contexts fractions and statistics

Possible misconceptions Key probing questions Assessment overview

Commutativity confusion Explain how you know this is going to be likely/unlikely?
Possibility counting Why did you think this was going to happen?
Mathematical language Can you explain your thinking/reasoning
Why did you present it this way?
How did you convince your partner of your answer?
Work samples continuum, spinners, question set
Observations contributions, participation, language,
justifications, recording data, representations

MATHEMATICAL TUNING IN INVESTIGATIONS REFLECTION & MAKING CATERING FOR ASSESSMENT

FOCUS (WHOLE CLASS FOCUS) SESSION CONNECTIONS DIVERSITY STRATEGIES
SESSION

Session 1

Learning intention in Show learning intention
this lesson we are
learning the language
On the Interactive whiteboard
used to describe the
(IWB) write probability in the
chance of an event
middle. Students to use think,
occurring and placing
pair, share to think of a list of
events under the correct
words that could describe the
description of its
chance of an event occurring (e.g.
occurrence
likely, unlikely etc.).
Introduce students to theoretical
and experimental probability and
give them examples
Students are given a blank Enabling:
Children return to floor to discuss Observing students as they
probability continuum (appendix Students given the list of events
learning work and participation in class
1A) and are to come up with a set for them to then place on the
discussions
of events that fit under each continuum
Can you show me your thinking
description.
for placing the events where you Work example does the
Extending:
have? student show understanding of
Teacher to work with small groups Students are to create their
how to classify an event
of students that are less confident continuum on their own (only
What were you saying to yourself according to the chance of it
with probability and assist them given a blank piece of paper) and
as you worked through this task? happening
with the use of the list of events are too think of 2 events per
help sheet to fill in their chance of occurrence
Did you find any parts difficult in
continuum.
this task?
Students are encouraged to share
their continuum with a partner
justifying their choice of
placements of events

Retrieved from:
https://mathspace.co/learn/world-
of-maths/probability/describing-
chance-6789/using-words-538/
 Assignment 2: lesson plans
Session 2
Learning intention: in Visit learning intention
this lesson we are
learning to create
Remind students of vocabulary
spinners that display the
visited in previous lesson
chance of landing on a
certain colour to be
Introduce students to spinners.
either impossible,
Use interactive spinner on the
unlikely, equally likely,
IWB and get students to think of
likely and certain.
key questions you can ask to
investigate chance with the
spinner
(Looking for questions such as;
What colour is it impossible to
land on?
What colour is it certain to land
on?
What colour is it equally as likely
to land on?
Session 3
Learning intention: in
this lesson we are Visit learning intention for the
learning to predict the lesson
outcome of a certain
event Show students a bag full of
different coloured marbles.
Students are told amount of each
colour. In partners they are to
predict the chance each colour
has of being pulled out each time
(marbles dont get replaced).Go
through 3 times students to
practice recording data in a way
of their choice.
Students given blank spinners
where they are to create 5 of their
own that displays a certain colour
being impossible, unlikely, equally
likely, likely and certain to be
landed on (Appendix 2A).
Teacher to work with students
who require extra assistance and
help them toward achieving this
task by providing them with extra
prompts etc.
Retrieved from:
https://mathspace.co/learn/world-
of-maths/probability/describing-
chance-6789/using-words-538/
In pairs one partner fills bag
with colour marbles identifying
how many of each. Other partner
to predict the chance of each
colour being pulled out each time
and record this in a way of their
choice.
Partners then swap roles.
Partners to justify with each other
why they chose a certain colour
each time.
Retrieved from:
file:///C:/Users/Ashley/Downloads/
EDMA360%20Week
%2011%202016%20Tutorial.pdf
Students to gather on the floor at
conclusion of lesson
Students to share their spinners
with a partner to convince they
made 5 spinners that were seen
to be impossible through to
possible
How were you able to convince
your partner you successfully
made the spinners to the
standards?
How have you been able to meet
the learning intention for the day?
Students return to floor to finish
the lesson
What did you say to yourself as
you were working through this
problem?
How did you record the
experiment?
Why did you do it this way?
Is there a better way you can
think of doing it for next time?
Ashley shanks S00164983
Enabling:
Work example does the
students to make 2 spinners 1
student show an understanding
being fair the other being unfair.
of how to represent if an event
is certain, likely, equally likely,
Extending:
unlikely and impossible
Students to create their spinners
Are there any representations
then perform the experiment
that need to be revisited by the
testing whether their theories
student?
were correct
Enabling: Observations teacher looking
Instead of students recording the for students to be working
data on paper, they can just write collaboratively with partner, how
their predictions down and follow well was the student able to
along with the experiment by justify their reasoning with their
using unifix so they can easily see partner? Was the student able
how many of each colour is left to record data in a way that was
manageable and easily
Extending: understood?
Compare the data that you got, to
what the theoretical expectation
would be for this problem
 Assignment 2: lesson plans
Session 4
Learning intention: in Visit the days learning intention
this lesson we are
learning to describe Ask students If they are aware of
probabilities using numbers being used to also
fractions describe probabilities (e.g.
certain=100% or 1, impossible = 0
or 0%).
Give students examples of
probabilities and get them to
comment on the outcomes of the
probabilities using fractions
e.g. 24 cubes in a bag, 6 red, 7
blue, 3 yellow, 4 green students
to comment on the likelihood of
each colour being pulled out by
using fractions as a
representation.
Chance of blue being pulled out =
7/24
Session 5
Learning intention: in Visit learning intention for the
this lesson we are lesson.
learning to collect data,
present it, and use Ask: can anyone remind me of
fractions to describe the what we learnt last lesson?
probability
Model with students how you can
present data in different ways
(appendix A).
Students to create their own list of
probability questions on a data set
of their choice and pose these
questions to a partner. Students
to answer using fractions as well
as identifying the chance e.g.
certain, impossible etc. (appendix
4A).
Teacher to assist students who
need support and to give them
already made up questions to
answer on probability.
Retrieved from:
http://www.acoe.org/acoe/files/Ed
Services/Math/ProbabilityGr3_5v2
.pdf
Students work in small groups,
choose a topic and collect data
from everyone in the room.
Students to present the findings in
a representation of their choice
including the probability of each
data set in fractions (appendix
5B).
Students to compose 5 questions
relating to the probability of the
data
Retrieved from:
file:///C:/Users/Ashley/Downloads/
EDMA360%20Week
%2011%202016%20Tutorial.pdf
Students return to the floor to
conclude the lesson
Are there any other possibilities
apart from the fraction you chose?
Is there another way you can
work this out?
Students return to floor
Why did you choose that certain
representation to display your
data?
Is there a better way you could
have presented it?
Did everyone in the group
contribute equally?
Ashley shanks S00164983
Enabling:
Students are given 3 questions to
answer on probability using
simple fractions
Extending:
Students to also represent their
answer in a graph once they have
found the fraction
Enabling: Give students data
already collected and put into
fractions students to present
results in a way of their choice
Extending:
Present the findings in 3 different
methods
Work sample was the student
able to compile a range of
questions that explore chance?
Does the student understand
how to represent probabilities as
a fraction?
Observations how well do the
students work in small groups?
Does each student participate
and contribute equally to the
group?
Were the students able to
present the data in a way that
was easily understood and
manageable?
 Assignment 2: lesson plans Ashley shanks S00164983

Plan for next sequence of learning (5-7 sessions) that builds on this unit of work:

1 Content/ mathematical ideas

-Describing probabilities not only using chance language and fractions but also as decimals and percentages
-Conduct chance experiments using small and large numbers of trials
-Compare theoretical expectation to experimental expectations
-Using more than one method to represent date sets

2 Aspects of the Victorian Curriculum that could be addressed in the next sequence
-Describe probabilities using fractions, decimals and percentages (VCMSP232)
-Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (VCMSP233)
-Compare observed frequencies across experiment with expected frequencies (VCMSP234)

3 Possible learning tasks that address the content and curriculum demands (include references where appropriate)
-Presenting probability data sets on more than one method and compare these
-Conduct chance experiments that are popular in different cultures
-Conduct larger numbers of trials and identify the variations in results

4 Reasons for these planning decisions (dot points are appropriate)

-In level 6 of the curriculum under probability and statistics students are required to list and explain probabilities of events by using means such as ratios, fractions, decimals as well as percentages
-Students need to be able to interpret and compare a wide variety of different sets of data displays