s2 Unit Planner 2

EDMA310/360 Mathematics Unit Planner
Alyce McConnell
Topic: PROBABILITY
Year Level: 3
Key mathematical understandings

(2-4 understandings only; written as statements believed to be true
about the mathematical idea/topic):
Understand that there is equal likelihood for an

outcome if the device is independent event
!
(rolling the dice is chance for each number)
!
Understanding when an experiment is fair.

Knowing how to find a sample space to determine
the fairness.
Developing language of chance to describe future
events, with realistic explanations.
Term: 2
Key AusVELS Focus / Standard (taken directly from AusVELS documents):

Content strand(s):
Number and Algebra
Measurement and Geometry
Sub-strand(s): Chance
Key skills to develop and practise (including strategies, ways

of working mathematically, language goals, etc.) (4-5 key skills only):
Luck will change in their favour to produce ideal

result; no understanding of equal likelihood
Randomness: tendency to think there is

something wrong if experimental results do not
fit closely to theoretical expected values.
For the children to develop chance language and

experiences using dice, spinners and cards through the
exploration of games and activities.
Developing language of chance to describe future events,

with realistic explanations.
Ways to find the sample space, and ways to

represent the outcomes of each trial.
Key probing questions (focus questions that will be used
Links to other contexts (if applicable, e.g., inquiry unit focus,
to develop understanding to be used during the sequence of

lessons; 3 5 probing questions):
current events, literature, etc.):
Learning
strategies/
skills
How do you know you have found all possible

outcomes?
How can you show it another way and still get
the same result?
If we change this, what will happen?
Is it a fair game? Why or why not?
Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
Statistics and Probability
Fluency- identifying and describing outcomes of chance experiments.

Reasoning- creating and interpreting variations in the results of data collections.
to the mathematical idea/topic that students might develop):
Subjective probability: an outcome of a trial will

be their favourite colour/number.
Date: 20/09/2013
Level descriptions:
Conduct chance experiments, identify and describe possible outcomes and recognise variation in results

Proficiency strand(s):
Understanding
Fluency
Problem Solving
Reasoning
Possible misconceptions (list of misconceptions related
Week: 4 5
Inquiry: investigative experiments conducted to find

possible outcomes.
Weather forecasting
Likelihood of student winning the race at athletics
Possibility of Hawthorn beating Fremantle.
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
Key equipment / resources:

Dice, spinners, coins, coloured counters,
Appendix 3: statement continuum sheet
Appendix 4: Crazy animals sheet
Appendix 5: Get out of my house
Appendix 6: Start your engines
Key vocabulary:
Likely, unlikely, certain, impossible
Frequency, even chance,
Outcome: result of one trial
Variation: differences between experiments
Trial: single performance of the process
Sample space: set of all possible outcomes.
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising
Testing
Viewing
Visually representing
Working independently
Working to a timetable

MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)
Session 1
Language focus in
first session. See
where the students
intuitive ideas are
currently based.
TUNING IN
(a short, sharp task relating to the
focus of the lesson; sets the scene/
context for what students do in the
independent aspect. e.g., It may be
a problem posed, spider diagram,
an open-ended question, game, or
reading a story)
REFLECTION & MAKING

CONNECTIONS SESSION
(INDEPENDENT LEARNING)
(extended opportunity for students
to work in pairs, small groups or
individually. Time for teacher to
probe childrens thinking or work
with a small group for part of the
time and to also conduct roving
conferences)
(WHOLE CLASS FOCUS)

(focused teacher questions and summary to
draw out the mathematics and assist children
to make links. NB. This may occur at particular
points during a lesson. Use of spotlight,
strategy, gallery walk, etc.)
Show students
powerpoint:
Language of
probability.
Students work
independently, placing
statements on the line
(1-4)
[See Appendix 3]
Each pair to share one of their

statements made, and they
should justify their choice of
likelihood.
(WHOLE CLASS FOCUS)
Use relatable examples

and ask students to
determine whether it
would be impossible,
unlikely, even chance,
likely, certain
Do at least 8 examples,
making sure students
explain their reasoning.
Tossing two coins

Session 2
Students will be
able to identify and
describe all
possible outcomes
of given
experiment(s).
Crazy Animals
[See Appendix 4]
Alyce McConnell
INVESTIGATIONS
SESSION
Brainstorm as a whole
class, What are the
likely outcomes when I
flip two coins.
Teacher to display
results as a tree
diagram so student can
see visual
representation of first
coin outcomes, then
second coin outcomes.
Make a group list of all
possible outcomes
(HH, HT, TH, TT).
After students write their

own four statements,
they work in pairs, swap
sheets, and place the
statements on the
continuum, based on
their experiences.
Students to work in
mixed ability groups.
Each group has 3
animals divided into two
sections, top and bottom
Groups are to work out
how many possible
crazy animals you
could have by
combining animals
together (half horse, half
duck as one outcome).
Each group to display
their outcomes using a
list and a tree diagram.
Whole class discussion based

around analysing student
responses.
Question students responses if
they put certain as this is a
harder concept to grasp.
What if something happened,
and you didnt play sport
Tuesday, unlike every other
week?
Each group to share and reflect
on what they discovered with this
task. Also focus on the
effectiveness of tree diagrams as
a way to display all possible
outcomes.
Discuss the students initial
predictions and the combinations
found. Have we found all
possible outcomes?
ADAPTATIONS
- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to
the initial goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)
Extend: using continuum,

students are to make
samples of a spinner with
two colours that would
show the following:
Impossible
Very unlikely
Equally likely
Very likely
Certain
ASSESSMENT
STRATEGIES
(should relate to objective. Includes
what the teacher will listen for,
observe, note or analyse; what
evidence of learning will be collected
and what criteria will be used to
analyse the evidence)
Formative assessmentmake anecdotal notes

about students use of
language and ability to
explain their probabilistic
reasoning.
Enable: Teacher to
converse with child(ren)
who are not using the
language of probability
correctly as yet.
Extend: Can children
identify and describe the
outcomes of 3 animals cut
into 3 body parts.
Assessment based on
students understanding of
the following concepts:
Ways of recording
the sample space.
Language used in
explanations.
How many different

animals could you make?
Can you explain how you
reached this number?
How do you know you
found all possible
outcomes?

Session 3
Students to play Get out

of my house
[Appendix 5]
Is it a fair game?
Students will be
able to recognise
variation in results.
Each player has 7

counters. Roll two dice
and add numbers
together. Place counter
on the given number. If
opponent gets the same
number, they remove
partners counter saying,
Get out of my house.
First player to have all
counters on the board
wins.
Prompt students to think
about the possible
combinations of rolling a
particular number.
Students to play Start

your engines game in
groups of 6.
[See Appendix 6]
Each player has their
own car, with 1 or 2
numbers attached to it.
Player rolls two dice,
adds the two numbers to
find result. The car with
that number moves their
counter one place
forward. (i.e. 4 + 1 = 5,
so car with 5 moves)
What outcomes can you
see? Record what
numbers are rolled and
the consequent result.
What variation can you
see?
Alyce McConnell
As a whole class, reflect on what
they saw happen in each game?
What results had the highest
probability?
What results had the lowest
chance?
How can we display our results
so that every possible outcome
has been shown?
Was it a fair game? Why or why
not?
Be sure to use language of
probability and prompt students
to alter their explanations so they
too are use the key vocabulary.
Enable: Give students a

table where they can
systematically record the
results of each dice and
the total when added
together.
Extend: How can we
display our results of the
two dice so that every
possible outcome has been
shown.
Students can explore
various ways, one being a
lattice diagram,
In what ways can we adapt
the game to make it fair?
Assessment based on
students understanding of
the following concepts:
Fairness of the
game.
Ways of recording
the sample space.
Language used in
explanations.
Possible variations
to the game.

s2 Unit Planner 2

Uploaded by

Copyright:

Available Formats

s2 Unit Planner 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

s2 Unit Planner 2

Uploaded by

Copyright:

Available Formats

EDMA310/360 Mathematics Unit Planner

Key mathematical understandings

Understand that there is equal likelihood for an

Understanding when an experiment is fair.

Key AusVELS Focus / Standard (taken directly from AusVELS documents):

Key skills to develop and practise (including strategies, ways

Luck will change in their favour to produce ideal

Randomness: tendency to think there is

For the children to develop chance language and

Developing language of chance to describe future events,

Ways to find the sample space, and ways to

Key probing questions (focus questions that will be used

Links to other contexts (if applicable, e.g., inquiry unit focus,

to develop understanding to be used during the sequence of

current events, literature, etc.):

How do you know you have found all possible

Statistics and Probability

Fluency- identifying and describing outcomes of chance experiments.

to the mathematical idea/topic that students might develop):

Subjective probability: an outcome of a trial will

Possible misconceptions (list of misconceptions related

Inquiry: investigative experiments conducted to find

Key equipment / resources:

EDMA310/360 Mathematics Unit Planner

REFLECTION & MAKING

(WHOLE CLASS FOCUS)

Each pair to share one of their

(WHOLE CLASS FOCUS)

Use relatable examples

Tossing two coins

After students write their

Whole class discussion based

Extend: using continuum,

Formative assessmentmake anecdotal notes

How many different

EDMA310/360 Mathematics Unit Planner

Students to play Get out

Each player has 7

Students to play Start

Enable: Give students a

You might also like