Task 5: Planning, teaching, assessing and evaluating 1x twoweek unit of work

INITIAL PLAN/TIMETABLE
Numeracy Planner
Warm Up
1. Warm up activity involves taking
coins and finding the 8 possibilities.

Statistics and
Probability
Lesson/Activity
A discussion is drawn from this
activity:
- What did the students find?
- How many possibilities are
there?
- What was the chance I would
throw a head or tail
Create outcome tree diagram.
Complete Questions regarding the tree
diagram.

2. Students roll a die in pairs and

record how many times they roll a 6,
when they roll the die 20 times.
Discuss with examples on the board
how some students example
answers could be converted.

Students continue in pairs and

convert how many times they rolled 5,
4, 3 and so on.
Students to find answer and explain
to class their findings converting to a
percentage, fraction or decimal
Example: rolled a six 4 times out of
20
Percentage: 20%
Decimal: 0.20
Fraction: 4/20 = 1/5
Game Four corners
Teacher introduces cards and the
probability questions related to them.
How many cards are in a deck?
What are the chances of pulling out a
Heart, Spade, club, diamond?
What would happen if cards were
taken out of the deck? Show what
Notes down what cards had been
pulled out of the deck on the board.
Ask students why they have chosen
each corner and talk about outcomes
Game Rules All students standing at the suit that is
pulled out are out. Game continues

3. Quick thinking game. Allow

students 1 minute to think of
something in the real world that
portrays chance or probability.

until there is only one player left.

Draw up a graph.
Roll 2 die and find the possibilities by
recording them in their books.
Bring class together and discuss what
they found when the filled the graph.
What did you notice?
Ask students:
How many outcomes are there?
How many possibilities are there that
they will role a 7 or a 2.
Once this is completed a whole class
discussion is had in which teacher
and students discuss that while there
are 36 equally likely outcomes, there
is only one way to roll a 2 (meaning
the odds are 1 in 36) there are six
ways to roll a seven (so the odds are
6 in 36).
Early finishes must complete double
sided worksheet.
3,2,1 reflection- In their workbooks,
students write 3 things they learned in
the lesson, 2 things they enjoyed in
the lesson and 1 thing they didnt
enjoy in the lesson.

4. Students to be run through the

expectations of the lesson, a quick
outline of the activities and the length
of time they have to spend on each
activity

Working in groups of 6 students move

around to the activities for 10 minutes
each
1.
2.
3.
4.
5.
6.
7.
8.
9.

Computer set up
Dice grid set up
Estimate containers
Containers with teddies
Deck of cards and finding the
probability
Flipping 3 coins
Deck of cards (mean, median
& mode)
Fraction fold out
Own written probability
questions

5. Mean, Median and Mode

6. Write mapping on the board

Ask Students:
- What are some different types
of maps? (Climate maps
Weather, Road maps, Physical
maps mountains, rivers and
lakes different colours used to
illustrate)
- A map I can think of is the
snow fields map that shows
where the lifts are
- Students to give examples
-

Teachers are roaming the room and

some helping specific groups as they
move around
Using a deck of cards students must
create a small pack of cards and find
the Mean, Median and mode of each
of the set of cards.
Repeating the same thing with
multiple different sets of small packs
Show map of Australia
Students to label the States and
Territories
on the board
Ask Students:
- Where are North, South, East
and West?
- Is Victoria North or South of
Queensland?
- Is ACT East or West of South
Australia?

Show map of Victoria with major towns

labelled
Locate Melbourne on the Map
In Books students need to:
- Write down 4 towns North of
Melbourne
- The town at the most northern
If I was out in the desert or in a
point of Victoria
jungle or in a forest what
- Write down 4 towns West of
would I need to show direction
Ballarat
When would we need to use a
map? (Driving, Walking, Going
to an event Melbourne show
etc)

Introduce NW, SW, SE, NE

7.

Individually students must create their

own map, with questions for a friend
to answer.
Students must include:
- Coordinates - Horizontal
coordinate is always stated
first, then comes the vertical
axis
- Numbers along the bottom
(Horizontal) and letters along
the side (vertical)

5 different locations (House,

Shop, School, Supermarket
etc) plus roads, rivers parks,
trees and many more
Must include Compass at the
top of the page (North, South,
East and West
Can/Optional to have a scale
for example 1cm = 1km or 1m
Create a list of directs to get to
each point on the map

If Students finish this they must create

questions that relate to their map