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# Lesson Plan Template

## Year Level & Learning Area:

Date: Year 8: Time: 50 mins
Probability and Chance Room:

## Topic: Investigating the Probability involved in 2 6-sided die

Curriculum links: Specific Objectives (content)/Learning Goals:
ASCSP204 Through the use of experimentation investigate
the probabilities of rolling the sum of 2 6-sided
General Capabilities: die.
Computer use Operate the computer to open the online
Statistics and probability: chance Collect data from the dice and input into the
Numeracy Formulate hypothesis on the probability behind
Critical and creative thinking the experiment.
Working in a group Compare experimental and calculated probability.

## Prior Learning: Resources/Materials required:

Computer use:
Internet access Computers, preferably laptops, 8 required as students are
Accessing a given link to be working in pairs.
Entering numbers into excel Spreadsheet that will be accessed by the students to collate
Switching between excel tabs their data. link (Full link include at the bottom)
Single step experiments with equally Dice, enough 6-sided dice for all the groups to have 2.
likely outcomes (SCSA ASCSP167) 8xInstruction sheets as a reminder for the students if they
forget verbal instructions
Personal computer
Projector
Cables required to connect computer to the projector

Lesson Steps
Time: Procedure Comment
5 mins
1. Pre-Lesson
Have 8 computers ready, logged on and on the spreadsheet link
with the lids down. Next to each computer have 2 dice and a
sheet of paper indicating their group number and a set of
instructions repeated from those that you will give. This method of
closing the door and
Have the spreadsheet open on personal computer and
standing at the center
connected to the projector so it can be switched on and of the classroom
waiting for silence is a
projected easily. pattern that will be
Once the students have arrived close the door and stand front repeated at the
beginning of all
and center to show the students that you are ready to begin, wait classes.
for silence before commencing lesson.

2 mins 2. Introduction/Motivation
Outline the lesson that will be going ahead and what we hope to
achieve. Familiarise with relevant vocabulary: probability,
complementary, sum of probabilities.
5 3. Teacher Input
mins
Probability determines the likelihood of certain events
occurring. For simple events this is straightforward
(50/50 coin flip, 1/6 die roll). However what happens
when we do 2 events at the same time. If we were to roll
2 dice at the same time what would be the chance of
rolling one number.
10 4. Class Discussion This discussion will
mins help the students
Lead the students to explore this theory.
start expanding on
Will it be equal probability for each number 2-12? their knowledge of
probability. The goal
Will it be the same chance to roll a 2 as an 8? is to encourage
Why/Why not? them to explore how
what they may have
How many possible outcomes are there? surmised in words
Are there double ups? can be laid out in
and easier to
How many possible combinations are there? understand format,
ie the 6x6 table.
Write up table on the whiteboard showing all the dice
combinations in a 6x6 table Place students in
Now that the data is represented in a table its easy to pairs of different
learning abilities.
see the probabilities of all events, final point that all the This enables the
students to self-
probabilities add up to 1.
regulate meaning
10 5. Student Activity that less time will be
mins spent checking
Introduce the exercise, outline that this experiment will progress. Watch out
help show what we have discussed already, the for pairs that are not
working effectively
probability for rolling a specific combination on 2 six together and be
sided dice. prepared to switch
partners if
Give specific instructions on the task necessary.
1. In a moment I will split you up into 8 groups, allocated a
number 1-8 for your group.
2. Each group will be allocated to a computer and 2 dice.
3. Open the computer and open chrome, the spreadsheet
should already be opened
4. Go to the bottom of the webpage and select your groups
tab, it will be labelled.
5. Start rolling the dice, adding the numbers together and
entering the result in the labelled column.
6. Enter as many as you can in the 2 minutes provided.
7. Set timer for 2 minutes with a countdown
6. Feedback
Ensure that the students are following instructions and entering
data in the correct location
Ensure the students are working effectively in their pairs

10 7. Teacher Input
mins When countdown is finished draw the students attention back to
you. Bring spreadsheet up on the projector and show the
students that all their data has been collected automatically in
the last tab
Discuss how the total data looks and if this is what the
students expected. Why does it not look the way a
perfect distribution would look?
Show them the first sheet that enables the students to edit how
many dice are thrown. Show them the incremental increase of
throws and how it approaches the expected distribution when
more virtual dice are thrown.
In this case it is easier to calculate the probability, but in some
more complicated examples it is easier to simulate the Assessment:
experiment than it is to calculate it. Assess the quality of
students current
5 understanding of the
mins Think pair share:
content, how does this
Ask the students to do a quick think pair share where they compare with their
knowledge and
discuss with their partner what might be a more complicated answering of
scenario that would be easier to simulate than calculate. Get the questions at the
beginning of the
groups to share what they came up with. class?

## Quality of pairs, did

3 8. Conclusion the students come up
mins
Review lesson objectives with students. Tell students that you with answers to the
think pair share which
have sent the link to their student emails so they can have a play show evidence of
understanding of the
with the spreadsheet at home. Encourage them to have a look at
topic?
how it works as they will be setting up a spreadsheet of their
own over the next couple of lessons to explore more probability.
Evaluation of Student Learning:
Were the students able to provide answers to questions used in the lesson with little prompting?
Were the students able to follow the instructions and complete the activity?
Were they able to come up with meaningful examples during the think pair share exercise?

Self-Evaluation/Reflection:
Was the dice spreadsheet engaging enough? Were any of the students bored by just inputting data?
Were any students showing interest in how the spreadsheet worked? Should more control be given to
them in editing and creating the spreadsheet?
Were the instructions clear enough? Could the activity be constructed differently to make the class
more efficient?
Were all the students moving at the same speed, should there be extension activities for more