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Loretta Guppy S00115609 Assessment 1

Lesson Plan: Group Work & Indigenous Students/ESL Students



Lesson Objectives:

Students Prior Knowledge:
Conduct chance experiments, identify and describe possible outcomes and recognise variation in
results (ACMSP067)


Time Introduction & Motivation: Teaching Approaches &

10 - 15

1 minute Stand quietly in a position at the front of the
class looking around the classroom to each of the children.

Class behaviour management

(Key Knowledge and Skills students should achieve in the lesson)

Identify and explain equal and unequal chances

Improve their knowledge and understanding of events that have an equally likely outcome

Identify and explain that not all smarties have a fair and equal chance of being selected at random

Know and understand that not all colours on each spinner have a fair and equal chance of being

September______ Time: 11:30 12:45

Unit: __Probability_________ Lesson #___2____

(Year Level Statement that this lesson is building towards)

Describe possible everyday events and order their chances of occurring (ACMSP092)

Identify everyday events where one cannot happen if the other happens (ACMP093)

Identify events where the chance of one will not be affected by the occurrence of the other
Loretta Guppy S00115609 Assessment 1
This technique is used as children should eventually follow
as they understand that the teacher is ready and waiting and
demonstrating the expected behaviour. Acknowledge
children who are demonstrating the expected behaviour,
for example, Well done Jackson, you are showing me that
you are ready by sitting quietly with eyes on me which
tells me you are ready to learn. This is an approach used
to demonstrate and acknowledge the expected behaviour
and that all other children should then follow.

1 minute Remind the children of the class
rules/expectations and discuss the important points of
being an active and engaging learner

10 minutes Re-cap what has been covered in the last
lesson by creating a concept map. Have a class discussion
and ask students leading questions including:
What is probability?
What language is used?
What are some examples?
What is the probability scale and how is it used?
What are some everyday events that have an equal
chance of occurring?
What are some events where one cannot happen if
the other happens?

Revise and discuss events that have equally likely
outcomes for example:
A coin could land on heads or tails. Each has an
equal chance
You could pick a black or white marble. Each has
an equal chance
The spinner could stop on blue or red. Each has an
equal chance.

Show objects while explaining.

Class discussion


Concept map visual



Loretta Guppy S00115609 Assessment 1
Time Main Content: Teaching Approaches &


10 minutes Demonstration
The teacher will have multiple spinners at hand so children
have visuals to look at whilst the teacher is demonstrating
the activity. The teacher explains to the children that some
spinners are fair and the colours on the spinners have an
equal chance of being chosen whilst others are unfair and
the colours dont have an equal chance of being chosen. So
for example, show the children that in the following
spinner, you dont have an equal chance of spinning a red
or a blue. You have more of a chance of landing on the
blue because the proportion of blue is larger than red.

The teacher would then draw a table on the whiteboard
demonstrating how the children should create a table in
their math work books. Explain that each child will receive
a different spinner. To ensure children understand,
demonstrate b spinning the spinner once and filling in the

15 minutes Spinner Activity
The teacher provides each group with a different spinner.
Sitting in their groups, the children take turns at spinning
the spinner and recording their results in the table. The
children spin the spinner 20 times and tally how many
times the spinner lands on blue and red.






Work books

Unfair chance Fair chance
Loretta Guppy S00115609 Assessment 1
5 minutes Discussion
Discuss findings as a whole class. Decide which spinners
were fair and whether the two colours had an equal chance
of being spun.

10 minutes Demonstration
For the same reason, we can discuss events such as
drawing a coloured smartie out of a bag and being aware of
the most likely colour drawn out. The teacher has
containers with various coloured smarties in each. The
teacher shows the children that in each container there are
the same number of smarties however there are different
colours in each. For example in one container there might
be 5 green, 3 blue and 2 yellow. However in another bag
there might be 2 green, 2 blue, 2 yellow, 2 red and 2
brown. Explain to the children that the containers may be
fair or unfair and the colours may have an equal or unequal
chance of being chosen. Show the children that they will
pick the smarties out of the container one by one without
looking. Explain that the children will look at the
likelihood of getting a particular colour and then conduct
the activity to see if their prediction was correct.

15 minutes Smartie Activity
Give each group a container with the same amount of
smarties but with different colours. Children take turns
when picking the smarties out of the container. They write
down what order and colour they picked the smarties out in
a table in the math book.

5 minutes - Discussion

Container of smarties

Containers of smarties

Children discuss whether they had a fair and equal chance
of choosing particular colours. They also discuss whether
each time they took a smartie out of the container, if that
would affect the next time.

Loretta Guppy S00115609 Assessment 1

Children can then eat their smarties if they would like or if
allergy free. If they dont want to use the smarties the
teacher can provide them with a bag of marbles instead if
they have allergies.

If some children are struggling with the concept and need
some support, pair or group them with children who have a
better understanding of the concept and the activities.
Support and/or Extension

Time Conclusion: Teaching Approaches &

Revise over the concepts and activities children have
participated in. Discuss the likelihood of everyday events
as well as the events that have an equal and fair chance.

Explain what they are going to learn in the next lesson
Visual refer back to concept
map on the board

Assessment of Learning
(List all assessment and state if it is formative or summative)

Children participation and contribution in class discussions as well as the concept map (formative)

Ability to participate in group activities, sharing the resources (formative)

Correctly filling in their tables in their work book (formative)

Photos of the children working together in the group activities and class discussions (formative)

Anecdotal notes of childrens participation, contribution and discussion (formative)

Did the students enjoy my lesson?
Did the students maintain or follow the behaviour expectations?
Did I monitor student learning during group work and class discussions?
Did the students understand the concepts presented?
Did the students respond and participate well?

What will I do in the next lesson for those that were unable to do this?
What will I do in the next lesson for the students who easily grasped the concepts?
What will I do in the next lesson?

Safety Considerations

Using the smarties appropriately no throwing, no eating until after the activity
Passing the spinner around the group not throwing