Learning Sequence

Lesson 1 Assessment of, for and Required Resources

Specific Lesson Objectives (KUDS): as aligned with the adjustments
content descriptors
Time:
Introduction Phase - Assessment as Learning: The required Chance Quiz
Intro - Leveraging prior adjustments for this PowerPoint –
Phase – Outline Learning intentions knowledge lesson will be
- Listening and focused on
10 and objectives for the unit.
observing students behaviour strategies t2-m-4096-year-4-ch
minutes understanding of as there is no ance-quiz-acmsp093-powe
Introduce topic: chance and the topic physical (Twinkle, 2020)
data investigation. mathematics
Assessment for Learning: involved within this - Interactive
Prior Knowledge – - Observations of lesson. The use of Whiteboard
Pose questions: student whole class - Computer
- What is chance? engagement and discussions and class - Chance and
- What is data? learning process participation is used data
to help cater for Investigation
- Are they related?
Assessment as Learning: diversity within the booklet
- Do you need data to
- Evaluation of classroom. This is
figure out the chance of lesson and learning used to allow
something? processes students of all
abilities to feel TeachStarter_ChanceandDataMathsInvestigationRol MeaSix_9060 6 (3).pdf
Develop Development Phase – valued and useful in (Teach Starter, 2020)
ment the mathematics.
Phase – Chance quiz PowerPoint: Year
40 4 standard to work on prior
minutes knowledge Links to the
Language Model –
- Work through
PowerPoint with
In this lesson,
students. students will have to
- Students answer the work through a
questions and mentally mathematical quiz
record how they go. on chance and
statistics. This means
Reflection on quiz: that students will be
- How did we go? involved in some
- Re-visit wrong answers mathematical
thinking, for
and discuss why this
students who are in
might have been the students and
assumed materials language
- Talk about chance and stage this may prove
data and its importance to be a difficult task,
in the real world so to help cater for
this, students will
Conclusio Conclusion Phase - have the option to
n Phase – - Briefly discuss use familiar objects
10 “assessment” for this or mathematical
objects to help with
minutes unit
this quiz. Students
- Briefly show students who are working in
data and chance the mathematics
investigation booklet and symbolic

1|Page
 which is the focus and language stage will
summative assessment be required to use
foe this unit. only their brains as it
will challenge these
students and allow
Pose questions:
the teacher to
- What did we enjoy about gather an
today’s lesson? understanding of
- Re-cap chance and their prior
probability knowledge.

Lesson 2 Assessment of, for and Required Resources

Specific Lesson Objectives (KUDS): as aligned with the adjustments
content descriptors
Time:
Introduction Phase – Assessment for Learning: The required - Computer
Outline Learning intentions - Poses questions adjustments for this - Interactive
and objectives for the unit. about previous lesson include, pair whiteboard
lesson. work and whole
class work which is Video:
Re-cap on last lesson: Assessment as Learning: incorporated to help https://www.youtub
- What did we learn? - Poses questions to all types of learners e.com/watch?
- What were the main build students be involved and v=uzkc-qNVoOk
concepts? understanding of learn appropriately
the content. throughout the Video:
Play Video – Explains - Recap questions on lesson. https://www.youtub
Probability and Statistics informative video. e.com/watch?
https://www.youtube.com/wa - Class discussions Links to Language v=au8hf0-A27s
and observations model: This lesson
tch?v=uzkc-qNVoOk
involves minimal PowerPoint:
Assessment of Learning: mathematical
Pose Questions about video – - Online game thinking and
- What did we understand results reasoning which EDMA413
about probability? - Recap on lesson means students of ASSIGNMENT.pptx
- What don’t we observing and all abilities should
understand about writing down easily be catered for
probability? students during this lesson. Game/assessment
Etc. understanding of Students are placed Link:
the lesson. in pairs for the https://mrnussbaum
activity which means .com/probability-
Development Phase –
students of all fair-online-game
abilities will be
Discuss what the class knows catered for during
about probability and the duration of this
statistics? lesson.
- Where did he come
from?
- Are there theories
behind this?
- Who thought of
probability and
Statistics?
- Do we see probability
and statistics in everyday
life?

2|Page
 Discuss “Games of Chance”.
What is it?
What does it have to do with
probability and Statistics?

Work Through PowerPoint –

Working from slide 5 onwards
is most relevant for this class.

EDMA413
ASSIGNMENT.pptx

Read through as a class for

students to understand the
relevant theories and the
timeline of probability and
statistics.

Students in pairs, will then be

allowed to use computers to
play the game Probability Fair.
This is a good introductory
game which allows students to
see probability in a fun and
engaging way.
Link to game -
https://mrnussbaum.com/pro
bability-fair-online-game

Conclusion Phase –
Pose Questions –
What did we Learn today?
Who played a part in
discovering probability?
What did we enjoy about
today?

Play Probability song for

students –
https://www.youtube.com/wa
tch?v=au8hf0-A27s

Any additional information/description/explanations:

3|Page
Lesson 3 Assessment of, for and Required Resources
Specific Lesson Objectives (KUDS): as aligned with the adjustments
content descriptors
Time: - Computer
Introduction Phase - Assessment as Learning: The required - Interactive
- Leveraging prior adjustments for this whiteboard
Outline Learning intentions knowledge lesson could be the
- Listening and use of an assistant Website:
and objectives for the unit.
observing teacher to help https://madabouts
students students throughout
Re-cap on last lesson: cience.weebly.com
understanding the lesson. Another
- What did we learn? of the topic adjustment which is /prediction-vs-
- What were the main - Inquiry based placed in the lesson hypothesis.html
concepts? learning is the extra
Discuss topic of the lesson – (students are worksheets for Video:
Making predictions and finding 3 key students who are https://www.khan
hypothesis about probability components of achieving at a high academy.org/math
predicting) standard this will /probability/proba
and data
allow them to bility-
Assessment for Learning: proceed further with
Development Phase - - Completing the content and
geometry/probabil
formative allow them to ity-
Pose Questions – assessments; showcase their basics/v/making-
- What do we know about Predicting ability to the predictions-with-
making predictions? worksheet. teacher. probability
- What is another word - Observations of
for this? student Links to the Website:
- Why do we make engagement Language Model: https://www.khan
and learning In this lesson
predictions? academy.org/math
process students are working
/probability/proba
alongside the
Explicit Teaching – Assessment of Learning: teacher or teacher bility-
- Allow students to access - Students assistant for the geometry/probabil
this website: completion of the majority of the ity-basics/e/using-
https://madaboutscienc online questions lesson which means probability-to-
e.weebly.com/prediction students have the make-predictions
-vs-hypothesis.html appropriate
- Students will have to assistance to allow Extra Worksheets:
individually work them to succeed in https://www.helpi
this lesson. Students
through this website and ngwithmath.com/p
who work in the
find three key facts mathematics and rintables/workshe
about predictions and symbolic stage will ets/statistics_prob
hypothesis. be provided with ability/7sp6probab
- Discuss the findings as a heavier worksheets ility01.htm
class to help them
progress with the
Explicit Teaching – Discuss content.
with students.
- Why are predictions and
hypothesis important in
probability?
- Why do we need
predictions and

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 hypothesis when we talk
about probability?
Use video to help explain how
predictions are important in
probability.
Link:
https://www.khanacademy.or
g/math/probability/probabilit
y-geometry/probability-
basics/v/making-predictions-
with-probability

Put learning to practice:

- Students will work with
the teacher as a class on
the next few questions
found on:
- Link:
https://www.khanacade
my.org/math/probability
/probability-
geometry/probability-
basics/e/using-
probability-to-make-
predictions

Closure Phase -
To help high achieving
students allow them to take a
worksheet home for
homework to help them
discover more of the subject.
(for students who want to).
Worksheet:
https://www.helpingwithmath
.com/printables/worksheets/s
tatistics_probability/7sp6prob
ability01.htm

Pose Questions:
- What did we learn
today?
- What were the main
ideas of today’s lesson?
- What did we not
understand?

Any additional information/description/explanations:

5|Page
Lesson 4 Assessment of, for and Required Resources
Specific Lesson Objectives (KUDS): as aligned with the adjustments
content descriptors
Time:
Introduction Phase: The required - Computer
Assessment for Learning: adjustments for this - Interactive
Outline Learning intentions - Student lesson will be to whiteboard
participation and understand that not
and objectives for the unit.
engagement in all students will Video:
material understand this
Re-cap on last lesson: https://www.youtu
- Observations of converting process.
- What did we learn? be.com/watch?
understand of The students who do
- What were the main previous lessons not understand will v=hKHgqqk4NbE
concepts? content work with the
teacher throughout Video:
Explain topic of the lesson – individual work https://www.googl
Recording data and displaying Assessment as Learning: whereas other e.com/search?
- Students students will q=how+to+convert
data in fractions.
engagement and continue to work by +fractions+for+kids
participation in the themselves.
Development Phase – &rlz=1C1CHBD_en-
understanding of
GBAU863AU864&o
the topic. Links to the
Pose Questions: Language Model: q=how+to+convert
- What is data? Assessment of Learning: In this lesson +fractions+for+kids
- Why is data important in - Students students will have to &aqs=chrome..69i
finding probability and worksheets at the work through 57j0l7.5366j0j7&so
statistics? end of the lesson questions which will urceid=chrome&ie
- Why do we need data? challenge some
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students and
8#kpvalbx=_F95-
provide further
Video: XquyG8_HrQHKtIjY
enhancement for
https://www.youtube.com/wa others. In this lesson AQ61
tch?v=hKHgqqk4NbE students who are
working at a lower
Explicit Teaching: using the stage (Student and
gradual release of materials) will be
responsibility able to use familiar
- Demonstrate to students items or
how data can be mathematical items
to help them
represented. Eg. In
through the data
fractions and numbers. representation.
Students working in
Video: a higher stage
https://www.google.com/sear (Mathematics and
ch? Symbolic) will be
q=how+to+convert+fractions+ using graphs and
for+kids&rlz=1C1CHBD_en- symbols to work
GBAU863AU864&oq=how+to+ through this lesson.
convert+fractions+for+kids&a
qs=chrome..69i57j0l7.5366j0j
7&sourceid=chrome&ie=UTF-
8#kpvalbx=_F95-
XquyG8_HrQHKtIjYAQ61
Use this video if needing help

6|Page
 converting fractions.

Teacher Modelling –
- Work through a few
simple questions on
converting data to a
fraction.
- This will be done on the
board to allow students
to see the teachers
working
- Example question – I
rolled a dice 10 times
and the number 4 came
up 2 times. What would
this look like as a
fraction? (show students
how to simplify)

Teacher and Student –

- Teacher and students
work through a
question together
Individual Work –
- Students will work on
worksheets individually.

Closure –
Re-cap lesson:
What did we learn?
What did we struggle with?
What can I do better next
time?

Homework – any work that

hasn’t been completed in class
will be completed as
homework.

Any additional information/description/explanations:

Lesson 5 Assessment of, for and Required Resources

Specific Lesson Objectives (KUDS): as aligned with the adjustments
content descriptors
Time:
Introduction Phase: Assessment as Learning: The required Whiteboard
- Leveraging prior adjustments for this PowerPoint –
Outline Learning intentions knowledge lesson will include
- Listening and the use of an
and objectives for the unit.
observing students assistant teacher.
understanding of the

7|Page
 Re-cap on last lesson: topic Students will be
- What did we learn? working with Video:
- What were the main Assessment for Learning: numbers which is https://www.youtub
concepts? - Completing the symbolic stage e.com/watch?
formative of the language v=ReW4MPqXTvA
assessments such model. This will
Explain topic of the lesson – as worksheet mean extra support Website:
This lesson we will be focusing provided. will be provided to https://www.mathsi
on graphing data and column those students who sfun.com/data/bar-
graphs. Assessment of Learning: struggle at this level. graphs.html
- Students
Development Phase: completion of the
website questions
Pose questions: - Record results
what do we know about
graphs?
What type of graphs do you
know?

Different types of graphs

PowerPoint –

Different_Graphs_-_
powerpoint_presentation.ppt
Show students all types of
graphs and discuss what they
are each best for. Explain that
we will be focusing on side by
side column graphs for this
investigation.

Play Video:
https://www.youtube.com/wa
tch?v=ReW4MPqXTvA

Teacher Modelling –
- Model a side by side
column graph/ bar graph
question on the board.

Teacher and student –

- Teacher and student
together work through a
different question
around the topic of
column graphs.

Individual Work –
- Students will access this
website:
https://www.mathsisfun
.com/data/bar-

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 graphs.html .
- Students will complete
the questions at the
bottom of the page.

Review –
Review students work as a
whole class.

Closure –

Re-cap lesson

Pose questions -
what did we enjoy?
What did we learn?
What did we struggle with?

Any additional information/description/explanations:

Conclusion:
The culminating task for this unit is that students will work through a chance and data booklet, which allows
them to use their newfound knowledge of probability, statistics and data in an investigation on games of
chance. This will allow students to show their ability and understanding of the unit in a fun and engaging way,
which in turn will allow the teacher to get an understanding of each student’s ability.

TeachStarter_ChanceandDataMathsInvestigationRollMeaSix_9060 6 (3).pdf
(Culminating Task)

How will you provide feedback to Students?

 feedback will be given to the students each lesson to allow them to focus on the feedback given for next
lesson.
 Throughout the lesson feedback will be given to students either from the teacher or the teacher assistant
about how they are going.
 Final feedback will be given on the culminating task at the end of the unit and assessment.

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