Contextual Details

Name: Billie Tanner School:

Year Level/Age Range: Year 3/8-9 year olds
Number of Students: 55
Location: Room 8 and 8a
This was a double classroom with no dividing wall. A student
with ADHD will find it incredibly difficult to concentrate. A
modification may be using a dividing wall to separate the 55
students so there is less noise and fewer distractions.
Curriculum or Learning Area: Mathematics
Topic
• Chance
Content Descriptor
• Conduct chance experiments, identify and describe
possible outcomes and recognise variation in results
(ACMSP067 - Scootle)
Broad Outcome
I will...
• Be well prepared, engaging, active and have presence
in the classroom, ensuring students are grasping
concepts and assisting where necessary
• Ask prompting questions to ensure objectives are well
understood
• Ensure instruction is clear, structured and concise.
Provide check lists for students who have difficulty
remembering direction
• Incorporate elements of physical activity where
possible
• Allow students to move freely around the classroom
• Allow for breaks
• Manage impulsivity by introducing behaviour plans
and immediate discipline for infractions
• Use low level interventions to minimalise disruption
Resources
• PowerPoint presentation
• Worksheet
• Whiteboard & markers
• Pencil & eraser
Date: Thursday 17/5
Estimated Duration of Activity: 50 mins
The original lesson plan did not include a conclusion. Removing
one of the activities will ensure students are able to maintain
attention for 40-45 minutes. I consider 50 minutes to be too long
and in my lesson evaluation, noted the difficulty in
stopping/starting students several times to move them onto the
next activity, especially given that there is a broad level of
diversity between 55 students.
General Capabilities
• Critical and Creative Thinking
• Numeracy
• Literacy
Elaborations
• Conducting repeated trials of chance experiments such
as tossing a coin or drawing a ball from a bag and
identifying the variations between trials
Specific Learning Outcome/s:
The students will…
• Understand learning area vocabulary
• Consider the likelihood of a ‘poison number’ appearing
on a 6-sided die
• Describe possible outcomes
• Predict outcomes and select ‘best fit’ spinners
• Work in pairs to consider the outcome when 2 die are
rolled
• Work collaboratively in pairs
• Be accepting of peers and their responses/contribution
to classroom discussion by not calling out or talking
when someone else is talking
• Be respectful of peers possessions, conversations and
activities
• Scrap paper
• Dice (2 for each pair)
• Spinner template
• Spin and label interactive activity

Process
Activity 1: Greedy Pig (10 min)
• Ensure structure and clear expectations. Given the fun, competitive nature of this task, expect student speak
out of turn, call out and appear impulsive. Student and teacher should have mutually negotiated secret
gestures and words to enable teacher apply low level interventions that do not disrupt the rest of the class.
The clear instruction and expectations should be addressed to the entire class, but with intention of benefiting
student with ADHD.
• Nominate one number on the die to be a ‘poison number’
 • All students stand
• A 6-sided dice is rolled, and everyone standing received points according to the number rolled
• The die is rolled again, and students add their totals
• If a student is satisfied with their number, they may sit down
• If the die lands on the ‘poison number’, all those standing will lose their points
• Continue until no one is standing
• Students will become excited and loud. Use pauses to gather attention and do not move onto the next number
until noise has settled.

Discussion Questions:
Provide students with ample time to formulate responses. Do not call upon student with ADHD unless they raise their
hand or appear prepared to share.
• What can you tell me about this game?
• Is it fair? Why? Why not?
• Did everyone have an equal chance if winning?
• Who was lucky? Why?
• What outcomes can occur during this activity?
• What is the likelihood is rolling a 2?
• Which outcome is more likely?
• What is chance?
Activity 2: Making a Spinner (15 min)
Activity Link: http://www.scootle.edu.au/ec/viewing/L2379/index.html
• Play “Spin and Label” as a class
• Students select the spinner that best satisfies the predicted outcomes
• Then, students’ complete spinner worksheet individually
• Ensure student is seated away from doors and windows
• Provide individual checklist for students to reference
• Students with ADHD have difficulty following instruction. This is an activity used to establish a student’s prior knowledge.
The task is difficult and the student will require a more knowledgeable other (MKO) such as a peer or educator to deliver
instruction in smaller parts.
• Extension activities available for those who complete promptly
Activity 3: 2x Die Game (20 min)
This activity has a naturally competitive nature. Rather than having students calculating their totals individually, they
might work together in their peers to collectively add their totals, working together to reach the highest value.
• In pairs, students roll 2 die and calculate their totals
• 55 students in pairs rolling two die at once will create a very disruptive and loud learning environment. It is proposed that
an educator have grip placemats to reduce noise.
• Provide the student with ADHD two of their own die. Dice work as a manipulative for the student to fiddle with.
• They consider the totals that are more likely to be rolled and why this occurs
• Students make predictions for future rolls
• Discuss predictions as a class. Students will form their predictions based on class discussion. Students with ADHD often
have low self-esteem and discussing the likely predictions as a class will set them up for success.
• Bring students to the mat at the conclusion of this activity for a discussion
• Again, be prepared for student to have an outburst (may appear aggressive or rude) and have impulse needs. Apply
immediate disciple for infractions by giving them a sense of control over their day, provide individualised, specific
feedback when low disruptive behaviour becomes complex, violent of highly disruptive. Allow student to have a break in
between each activity (e.g. take the IPad down the oval and complete a 1minute run around the oval) and if a the student
is heavily agitated, ask them to run an errand or provide a stress ball or tailored stool.