2024 Lesson Plan Template

YEAR 5 UNIT: PROBABILITY - LESSON 1
Learning Area: Mathematics APST Focus Areas: Date: 15/03/24

Time: 9.30am
Grade/ class: 5D  1.2 Understand how students learn. Length: 30-40 minutes
 1.5 Differentiate teaching to meet the specific learning needs of the
students across the full range of abilities.
 2.1 Content and teaching strategies of the teaching area
 2.2 Content selection and organisation
Curriculum Standard / Syllabus Outcome:
Australian Curriculum:
Strand: Statistics & Probability
Sub-strand: Chance
 List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116)
Commenting on the likelihood of winning simple games of chance by considering the number of possible outcomes and the consequent chance of
winning in simple games of chance such as rock-paper-scissors.
 Recognise that probabilities range from 0 to 1 (ACMSP117)

Investigating the probabilities of all outcomes for a simple chance experiment and verifying that their sum equals 1
Cross-curriculum priorities:
General capabilities: Numeracy
Learning Intention(s): Success criteria:
WALT - We are learning to use and understand the following vocabulary of chance WILF - I can use mathematical vocabulary such as certain, impossible, equal
(probability, chance, event, outcome, likely, unlikely, certain, impossible, equal)
chance to explain the likelihood of an event occurring.
Considerations for classroom management and student diversity:
Timing Procedure/ Teaching and learning activities Resources and Plans for Assessment
teaching strategies differentiation and feedback
Equipment: Diagnostic
INTRODUCTION: Assessment:
• Student math Using strategic
 Begin by capturing student’s attention and asking students to rule up their books (pencil, ruler, questioning to
books see example with date. rubber) understand and track
each student’s prior
 Discuss expectations for lesson (place hands in the air to share, calm knowledge of
• Post-it-notes
probability.
bodies, listening to the speaker and showing respect)
 WALT poster
 Introduce the WALT and WILF for lesson. Projector YT
video
Learning intentions (WALT):
5-10  Worksheet 1
mins  We are learning to use and understand the following vocabulary of chance
(probability, chance, event, outcome, likely, unlikely, certain, impossible,  worksheet for
equal) early finishers
Success criteria (WILF):
 I can use mathematical vocabulary to determine if an event is certain or

impossible.
 Lead a discussion to illicit students’ prior knowledge about probability by

asking students:
- Where do we see probability in everyday life? (Weather, sports, betting,

statistics, politics, playing cards, lottery tickets)
 Share 5 x responses and scaffold when necessary to deepen student’s
responses.
BODY: e All learning styles are

supported as the Formative
students engage in Assessment:
 Introduce and watch YouTube video: https://www.youtube.com/watch? learning through Students use
v=7XuNVVlD98g visual experiences, knowledge gained
hands-on from lesson to
experiences, through determine the
discussion and likelihood of each
writing in books. event in both the
 Discuss with students - “What is chance?”
game and sheet task.
Students are
 After discussion, students will write the definition of chance into their provided with a
books. choice to engage in a
game or worksheet
o “Probability – A likelihood of an event happening”. to consolidate their
knowledge from the
lesson.
 Teacher models and draws chance continuum for students on

whiteboard.
 Students may decide if they would like to consolidate their learning by

completing a worksheet or engage in the game.
 GAME: Place the words impossible, certain, and equal chance on different
walls in the classroom. Students move to side of classroom to explain
likelihood according to the scenario given by the teacher.
Questioning to be used to facilitate game:
o It will snow tomorrow.

o I will drive a car tonight.
o The supermarket will give away all their lollies tomorrow.
o I won’t have a birthday next year.
o It will be dark tonight.
o My teacher will turn into a mermaid if they get wet.
o I will see a dragon in the playground this week.
 Worksheet: students may work independently to complete the task,

students will write impossible, equal chance or certain next to each
scenario.
CONCLUSION: Formative
Assessment:
Students self-
 Teacher will gain students attention and return to desks. evaluating their
understanding from
 Provide students with a sticky note where they will write their name on the lesson and
and place on the traffic light to reflect on their understanding. Encourage providing feedback to
the teacher to inform
students to evaluate according to the WILF
future lessons and
teaching.
o RED (I completely do not understand, I could not show anyone else how
to do it I need extra support)
o YELLOW (I almost have it, but I’d benefit from another lesson)
o GREEN (I completely understand I could help someone else to learn)
Signature of mentor teacher: Date:
o .

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YEAR 5 UNIT: PROBABILITY - LESSON 1

Learning Area: Mathematics APST Focus Areas: Date: 15/03/24

Curriculum Standard / Syllabus Outcome:

Strand: Statistics & Probability

 Recognise that probabilities range from 0 to 1 (ACMSP117)

Considerations for classroom management and student diversity:

Success criteria (WILF):

 I can use mathematical vocabulary to determine if an event is certain or

 Lead a discussion to illicit students’ prior knowledge about probability by

- Where do we see probability in everyday life? (Weather, sports, betting,

BODY: e All learning styles are

 Teacher models and draws chance continuum for students on

 Students may decide if they would like to consolidate their learning by

Questioning to be used to facilitate game:

o It will snow tomorrow.

 Worksheet: students may work independently to complete the task,

o GREEN (I completely understand I could help someone else to learn)

Signature of mentor teacher: Date:

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