2013

Justine Brinkworth and Natalie Tumalski
23rd September 2013

Micro Math’s lesson
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Table of Contents
Lesson components…………………………………………………………………………………………………………………………………………2
Differentiation ………………………………………………………………………………………………………………………………………………..2
Lesson structure ……………………………………………………………………………………………………………………………………….……2
Introduction…………………………………………………………………………………………………………………………………………….………3
Main content………………………………………………………………………………………………………………………………………………….4
Conclusion………………………………………………………………………………………………………………………………………………………5
References………………………………………………………………………………………………………………………………………………………6




















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Lesson Plan
Date: 23
rd
September 2013 Time: 20 mins
Stand: Mathematics Unit: Chance
Level: 3 Lesson#3

Lesson components
Curriculum:
Conduct chance experiments, identify and describe possible outcomes and recognise variation in results
(ACMSP067).
Lesson objectives:
1) Be able to conduct an experiment
2) Identify and describe the outcome of the ball drop
3) Able to record data
Students prior knowledge:
Identifying everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some
events as ‘certain’ or ‘impossible’
Vocabulary:
Drop, bounce, probability, chance, data, impossible, unlikely, even chance, likely, certain
Safety considerations:
 Ensure balls are not thrown
 Dropped at belly shoulder height only
 Equipment kept still when teacher is talking
Equipment/recourses:
 1 x Tennis ball
 1 x Netball
 1 x Ping pong ball
 1 x Volley ball
 1 x Soccer ball
 1 x Basket ball
 10 x Worksheet
 1 x Pencil
 ICT interactive whiteboard
 Probability line
 Sport ball photographs
 Puzzle pictures
 Blue tack
Differentiation
 Physically Challenged: Visually Impaired, Auditory Impaired, Wheel Chair, and General
 Visual learners: Requires images, photos, videos, visual demonstrations and sounds
 Extension for Learning: Advanced or fast finishing students
 Cognitive/Behaviour: Challenging behaviours

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Lesson structure
Prior knowledge
ICT activity
Probability line activity
Short discussion
Explanation of ball bounces activity and demonstration
Ball bounce activity outside
Discussion
Probability line with sports ball photographs
Conclusion







































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Time Introduction:
5 mins Introduce lesson
Remind class about how we were learning about probability and how results can vary.
Inform the class that today we will be conducting an experiment involving the number of ball
bounces.
Refresh prior knowledge
What does probability/chance mean? (Probability is the measure of how likely an event is)
Ask students definitions of impossible, unlikely, even chance and certain.
(Power point)
ICT activity
Refresh students’ knowledge by going through the first 2 ICT website questions
Ask volunteers to come up in front of the class and the select answers on the interactive
whiteboard
http://downloads.bbc.co.uk/bitesize/ks2/maths/flash/probability.swf
Probability line activity
Explanation of activity: In pairs, students will receive a statement.
http://www.transum.org/software/SW/Starter_of_the_day/Students/Probability_line.asp
Students are to decide where to position their statement on the probability line.
Allow students 2 minutes to decide on their answer.
Ask one person from the pair to blue tack their statement in the position they believe it belongs
on the probability line.
By looking at the answers on the probability line discuss a couple of answers with the class
Group Transition Resources Teaching Approaches/ Cues
Probability line:
Ask 1 student from the pair to
place statement on whiteboard
and return back to seat.

All students remain seated at
allocated desks.
- Power point
- ICT website questions
- Laminated statements
- Probability line
- Refresh prior knowledge
- Use of visual images and words;
statements, probability line,
interactive whiteboard
- Allowing students to physically
place answer in correct position

Differentiation
Physically Challenged: Wheel chair: allow student to use laptop if unable to reach interactive
whiteboard. Visually impaired: Read questions and statements out loud.
Visual learners: The use of word written in front of them, e.g statement and probability line.
Extension for Learning: Provide more statements for student to place on probability line.
Cognitive/Behaviour: Allow students with behavioural problems to select answer on interactive
whiteboard. Allow student to blue tack statement to probability line.





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Time Main content
10 min Separate into groups:
Distribute 1 piece of a picture to each student.
Allow students 1 minute to quickly try and match their piece with other students to become a full
picture. Display time bomb app on screen so students are aware of the time limit.
Explanation of activity:
Students are to count the number of times the ball bounces and record the data on the worksheet
provided.
Explain to the class that even though the same ball is dropped the same way onto the same
surface, chance is involved and there is variation in the number of bounces.
1 person from the group is consistently the ball dropper while 1 person records the results. All
students in the group (including the ball dropper and recorder) must be counting the number of
bounces.
Students must conduct this experiment 5 times to compare results.
Play demonstration video on projector. Recap the video, and demonstrate the height the ball must
be dropped at (shoulder height). Ask questions to ensure students understand.
Inform students that we will be conducting this experiment outside on the cement. Ask students
why we would be doing this? So the ball will bounce more, and next lesson can test the ball
bounce experiment on grass and compare the results.
Inform students that we will only have 5 minutes to conduct this experiment before we come back
inside for a discussion.
Safety precautions:
Ensure all students are sensible with the equipment.
- Ensure ball are not thrown
- Dropped only from shoulder height
- Equipment still when teacher is talking
Materials:
Hand out 1 ball per group
Hand out 1 worksheet per group.

Group transition Recourses Teaching approaches/cue
Select ‘page 1’ of the calendar to head
outside first.
Select ‘page 2’ of the calendar to head
outside.
Select ‘page 2’ of the calendar to head
outside.
And so forth…
Ensure one group at a time is heading out
to reduce injuries and crowds.
- Picture puzzle
- Time bomb app
- Worksheets
- Recorded video
- Balls (see equipment, page
- Visual images/ videos
- Safety considerations
- Modelling
- Hands on materials
- Clear explanations
Differentiation
Physically Challenged: Visually Impaired: Group counts out loud so student can hear.
Visual learners: The use of videos, demonstrates, pictures and materials have been incorporated
Extension for Learning: Conduct experiment from a different height e.g belly button height
Cognitive/Behaviour: Provide student with behavioural difficulty’s an allocated job e.g ball dropper




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Time Conclusion
5 mins Once students have finished experiment return back to desk and discuss their findings within the
group.
Discussion:
Choose a group to share with the class their findings?
Reiterate to the class that even though the same ball is dropped the same way onto the same
surface, chance is involved and there is variation in the number of bounces

Probability line:
Ask students to look at their results and the number written on the whiteboard.
Determine as a group, whether it is impossible, unlikely, equal likely, likely, or certain that the ball
will bounce more than the number written on the whiteboard.
Allow a few minutes for groups to discuss.
Nominate one person from the group to blue tack their photo of the ball (provided on desk) on the
probability line.
Discussion:
Conduct a class discussion about the student’s results they have provided on the probability line.
Why have this group chosen to position their photo on that particular chance?
Select a few groups to explain their results and discuss their answers.
Further challenge those students by asking what might happen if we conduct this experiment on
grass?

Praise students for good work and notify the students that next lesson we will conduct this
experiment on grass to compare the likelihood of both results.
Group transition Resources Teaching approaches/cues
Allow students to return back to
desks once finished experiment.

Students seated at desks for
discussion.
- Photo of ball
- Probability line
- Whiteboard
- Whiteboard marker
- Visual images
- Probability line
- Praise good work
Differentiation
Physically Challenged: Suitable for all physically challenged students
Visual learners: Picture of sports ball photo and probability line provided for visual learner
Extension for Learning:
Cognitive/Behaviour: Allow students with behavioural difficulties to place photo on probability line







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References

AMSI. (2012). Year 3 Chance. Retrieved 11
th
September 2013 from:
http://www.amsi.org.au/teacher_modules/Chance_years_1-3.html
Barrdon, L. (2009). Probability. Retrieved 11
th
September 2013:
http://www.onlinemathlearning.com/probability-grade2.html
MathsTutor. (2013). Introducing probability. Retrieved 11
th
September 2013 from:
http://www.youtube.com/watch?v=uPd2Un67p6Y
Transum. (2013). Can you put these statements in line? Retrieved 10
th
September 2013 from:
http://www.transum.org/software/SW/Starter_of_the_day/Students/Probability_line.asp