MATHEMATICS 4 PLANNING OVERVIEW TERM 3 WEEKS 1-5

Year level: Five

KEY UNDERSTANDINGS Probability: Language of Chance, Experiments with Chance, Using ICT, Long Run Frequency
(BIG IDEAS) Data: Collecting Data
I will develop the keys ideas by applying the language of chance to everyday contexts. I will also
Overview: Paragraph explaining ensure to reiterate that “Chance has no memory” (Van de Walle 2007). Students will be exposed to
how you will develop the key ICT use through Math300 software, in particular with the Win at the Fair game. Long run frequency
understandings (big ideas) over will be explored through different games of chance and through basic dice rolling. Data can reflect of
many different concepts, therefore I want my class to be able to create their own surveys to collect
the lessons data on what they want to (open ended however rules will apply).
Students interpret different data sets. They list outcomes of chance experiments with equally likely
ACHIEVEMENT STANDARD outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and
construct data displays appropriate for the data.
CONTENT DESCRIPTORS: Cut and paste from the SCSA website (include descriptors from all strands you
are using)
Chance:
1. List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions
(ACMSP116)
2. Recognise that probabilities range from 0 to 1 (ACMSP117)

Data Representation & Interpretation:

1. Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
2. Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital
technologies (ACMSP119)

PROFICIENCIES:
Understanding & Reasoning

Isabelle Roberts 32008265


Lesson 1
(ACMSP092)
Introduction: Check prior
knowledge: Probability
definition & warm up game
– ask students questions
relating to probability of
events occurring.
Main task: the scale of
probability language. Ask
students to order terms
from most likely to
impossible in pairs.
Teacher will then discuss
with class.
Conclusion:
Discuss how students can
have different answers.
Lesson 6
(ACMSP116)
Introduction: create
multiplicative ADDO grids
(concept of the ideal
board).
Main task: play 4 rounds of
ADDO. Then discuss with
the class what numbers
would occur the most?
What does the ideal board
look like and why? Ask
students to complete
ADDO data sample task on
Maths300.
Conclusion:
Discuss concept of the
ideal board.
Isabelle Roberts 32008265
Lesson 2
(ACMSP117 & ACMSP119)
Introduction: heads or tails
– what are you more likely
to toss?
Main task: One person
tosses a coin 10 times and
the other person records
the results. Then swap. Did
heads or tails occur more?
Introduce scale of
probability – where does
the coin toss sit?
Conclusion:
what word would you use
to describe the outcomes
of flipping a coin?
Lesson 7
(ACMSP116)
Introduction: Introduce
Win at the Fair.
Main Task:
Play Win at the Fair game.
Students then asked to
design a board which is the
most ‘fair’ for the house
and the players. Students
then asked to design a
board where the ‘house’ is
more likely to win. This will
be done on Maths300
software.
Conclusion: discuss boards
and play through them
MATHEMATICS 4: LEARNING AND TEACHING SEQUENCE
YEAR: Five
Lesson 3 Lesson 4
(ACMSP119)
Introduction: What is the
probability of rolling a 6 on
a dice? Discuss as a class.
Main task: roll a dice 12
times, record results and
create a bar graph.
Create a stem and leaf
graph of class results. What
number would occur the
most if you rolled two
dice? Now ask students to
do the same with two dice.
Create a stem and leaf
graph of class results.
Discuss the scale of
probability – where would
this fall? D
Conclusion: Discuss results.
Lesson 8
(ACMSP116)
Introduction: Game Show
from Maths300
Main task:
Exploration of the
relationship between
fractions and the scale of
probability. Discuss
spinner, dice, coin toss
games – how the outcomes
of these games
represented as fractions?
Work through problems
based on this concept.
Conclusion: Play Game
Show again and discuss
outcome as fraction.
Lesson 5
(ACMSP117 & ACMSP119)
Introduction: Discuss scale
of probability – what do
would 0 represent? What
would 1 represent?
Main task:
Spin coloured spinner (50%
red, 25% blue, 25% green)
12 times. Tally results then,
create a pie graph of the
results.
Discuss results – likelihood
of spinning certain colours.
Conclusion:
What would be a 1? Where
would spinning pink fall on
the scale? (0)
Lesson 9
(ACMSP118)
Introduction: read
Lemonade for Sale by S J
Murphy.
Main task: ask students to
create a survey to ask
students in the class.
Predict what they believe
the outcome will be (i.e.
favourite ice-cream flavour
will be chocolate). Ask
students to begin collecting
their data.
Conclusion: discussion
on data thus far.
(ACMSP117 & ACMSP119)
Introduction: What’s in the
bag? Teacher ask students
to guess the combination
of 10 cubes in a bag after
drawing out 5.
Main Task:
Create your own mystery
bag with ten different
coloured cubes and swap
with a partner. Predict
outcome and explain why.
Find out results.
Conclusion: Where would
these results sit on the
scale of probability?
Lesson 10
ACMSP118 & ACMSP119
Introduction: Why is it
important to collect data?
Main task: continue
collecting data. Once data
is collected graph results.
Write how the results
compare to the students
prediction.
Conclusion: what results
surprised you? Class
discussion.
Evaluation and
Assessment
Assessment:
Diagnostic: lesson one –
can students recall prior
knowledge in regards to
probability – language and
likelihood of outcomes.
Formative: Lesson three
and four – use graphs
students make to represent
data of rolling dice and
spinner activity.
Summative: mystery bag.
How did the student
explain their prediction?
Did they use the scale of
probability?
Evaluation and
Assessment
Formative: Addo sample
space & fraction
problems. Teacher will
base assessment on how
well students designed
their Win at the Fair
game. Did they
understand how to make
the game win for the
house?
Summative: Collection
of data lessons