Isabelle Roberts 32002865

MATHEMATICS FORWARD PLANNING DOCUMENT

TERM 3 STRAND(S) BIG IDEAS (CONCEPTS)

Number & Algebra and Statistics & Probability: Language of Chance, Experiments with
Probability Chance, Using ICT, Long Run Frequency
Data: Collecting Data
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

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INTEGRATION
Describe possible everyday events and order
their chances of occurring (ACMSP092)
Recognise that probabilities range from 0 to 1
(ACMSP117)
PROFICIENCY STRAND(S)
Understanding
Reasoning
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
1. Recognise the language of probability by correctly
answering a question posed by the teacher in a class
discussion.
2. Explain where and why a word from the language of
probability list fits on the number line between 0 and 1.
ASSESSMENT
Objective One: Diagnostic – the teacher will use the introduction
to gain an understanding of prior knowledge
Objective Two: Formative: the teacher will use the sentence
students write in their books as a form of assessment (work
sample)
TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
QUESTIONS
Introduction: Check prior knowledge: Probability Posters with Impossible,
definition & warm up game – ask students questions relating to probability Certain, Unlikely and
of events occurring. The four corners of the class represent impossible, Likely
certain, unlikely and likely. The teacher will read out events – “it will snow
today”, “tomorrow is Sunday” etc and the class will be asked to go to the
corresponding corner and the teacher will select random students to share
why they chose that corner.
Main task: the scale of probability language. The teacher will ask students Magnetic set of
to order terms from impossible to certain in pairs. The teacher will then probability language
discuss the terms with the class. The teacher will then ask students what this arranged on the
might look like numerically and ask students to place the terms on a number whiteboard in a random
line from 0 to 1. The teacher will then ask different students to come up to list and a number line
the white board to place a word (assigned by the teacher) on the number 0-----------------------------1
line – i.e. certain = 1. The teacher will then ask students why they believe
the number belongs here and if the class believe it should be placed
differently along the line. The teacher will ask students to draw their own
number line in their books, which they will add to over the unit of work. The
teacher will then ask students to choose one word from the list and write in
their books where that word would fit on the number line.
Conclusion: Discuss how students can have different answers.
Learner Diversity: The teacher will ask students who may struggle with the
concept of probability simpler questions i.e. “will it snow today” (impossible)
to highlight the probability of events. The teacher will walk around the room
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and hold mini-conferences with students that may appear to not be
understanding the number line concept.

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INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Recognise that probabilities range from 0 QUESTIONS
to 1 (ACMSP117) Introduction: heads or tails – what are you more likely to toss? Discuss the
Construct displays, including column question with the class and tally how many students think it will be heads,
graphs, dot plots and tables, appropriate tails or even. Ask students to explain their answer.
for data type, with and without the use of Main task:
digital technologies (ACMSP119) Snake Heads & Tails:
Students will work in pairs. One student will be heads and one will be tails.
PROFICIENCY STRAND(S) A class set of coins
Students will place their coins on the starting star – heads student will place
their coin heads up and tails will place their tails up. Heads starts and tosses Snake board game
Understanding
their coin. If the coin lands on heads, they move their coin one space towards
Reasoning the head of the snake. If it is tails, heads does not move, the tails student
moves their coin one space towards the tail. The tails student then tosses
their coin. If it is tails, they move one space closer towards the tail. If it is
LESSON OBJECTIVES heads, they do not move but the heads student moves one space towards
the head of the snake.
As a result of this lesson, students will be able to: Students continue playing until one student wins, which is done when the
1. Recognise two concepts in the class data by heads player reaches the head or the tails student reaches the tail of the
writing a sentence per concept in their books. snake. The students record who won and play 10 games.
2. Plot the probability of a coin toss (1/2) accurately The teacher will then ask students to review their data – who won the most
on a number line. games? The teacher will then ask the class to share their data, which the
(Mathwire)
teacher will record on the board. The teacher will ask students what they
noticed between their data and the class data. Did heads or tails win more? Whiteboard
Were students surprised? The teacher will then create a sample space for Step by step rules provided
possible outcomes, which are H, T. The teacher will explain that as there are with games board
ASSESSMENT two equally likely events, the probability is ½. The teacher will ask students
to write two sentences in their books based on what they noticed about the
Isabelle Roberts 32002865
Objective One: formative: the teacher will use the work sample data. The teacher will then ask the class to add the coin toss to their number
for assessment. line created in the previous lesson.
Objective Two: formative: the teacher will use a checklist to Conclusion: The teacher will lead a class discussion based on “what word
record the assessment. would you use to describe the outcomes of flipping a coin?”
Learner Diversity: Students will be provided with the steps for the game so
they can read them as they play in case of confusion. The teacher will review
the number line with students who don’t seem to have a grasp of the concept
individually.

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INTEGRATION
Construct displays, including column
graphs, dot plots and tables, appropriate
for data type, with and without the use of
digital technologies (ACMSP119)
Recognise that probabilities range from 0
to 1 (ACMSP117)
PROFICIENCY STRAND(S)
Understanding
Reasoning
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
1. Create an accurate bar graph reflecting their data.
2. Recognise a similarity and a difference between
their data and the class data on the worksheet
provided.
3. Plot the probability of a rolling the sample space
(1/6) and an odd or even number (1/2) accurately
on a number line.
TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
QUESTIONS
Introduction: The teacher will ask the class “If I roll a dice right now –
what number will it be?” the teacher will ask students to contribute White board
until all numbers 1, 2, 3, 4, 5 & 6 have been called. The teacher will
write them on the board and title it Sample Space.
Main task:
The teacher will ask the class to work in pairs to collect their data. One Class set of dice, or
student will roll the dice 12 times while the other records the outcome. enough for one between
The teacher will ask the students what is the best way to record this two
data – expected answer: tally
Once the first student has rolled 12 times, the students will swap. Once Roll a Dice worksheet
both students have completed their rolls, they will be asked to graph
their results. While students are completing this the teacher will create
a stem and leaf graph of class results. The teacher will then ask
discussion questions
• What are some similarities between your data and the class
data?
• What are some differences?
• What is the probability of rolling a 4? (expected answer: 1/6)
• What is the probability of rolling an even number? (Expected
answer: 3/6 or 1/2) Rulers, pencils
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ASSESSMENT
Objective one: formative: the teacher will use a checklist
created specifically for this assessment.
Objective two: formative: the teacher will use the work
sheet as a work sample.
Objective Three: formative: the teacher will use a checklist to
record the assessment.
Teacher will ask students to complete the three things I noticed about
the data section on their worksheet. The teacher will ask students to
include one similarity and one difference between their own data and
the class data.
Conclusion: Discuss the scale of probability – where would this fall? Ask
students to fill out their scale including rolling any number (1/6) &
rolling an odd/even (1/2).
Ticket out the door: post it note – student has to write their name and
write a probability of rolling a dice (i.e. an even number, odd number,
multiple of 3 – student choice)
Learner Diversity: The teacher will extend students by asking them to
pair up and roll two dice and collect this data and compare it to one
dice. Students may need hints with their graph – i.e. y axis information
vs x axis information.

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INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Recognise that probabilities range from 0 QUESTIONS
to 1 (ACMSP117) Introduction: Revisit scale of probability – so far what do we have
Construct displays, including column plotted? Where are our gaps? Expected answer: 1/4 , 1/3 etc
graphs, dot plots and tables, appropriate Main task:
for data type, with and without the use of The teacher will show Spinner One to the class and ask what they
digital technologies (ACMSP119) believe the most frequent colour will be and ask them to explain why.
PROFICIENCY STRAND(S) Teacher will record a few answers on the board.
The teacher will ask students to work in pairs, similarly to the previous
Understanding lesson with one student spinning and one student recording results.
Reasoning This is done to develop collaborating skills and makes the process
Fluency quicker. The student will spin Spinner One 36 times, while student two
keeps a tally of the results on an worksheet provided. The students will
LESSON OBJECTIVES then swap.
Isabelle Roberts 32002865
As a result of this lesson, students will be able to:
1. Create an accurate pie graph that reflects their
data collected.
2. Plot the probability of a spinning red (1/2), green
(1/2) & blue (1/2) accurately on a number line.
ASSESSMENT
Objective One: formative: the teacher will use the worksheet
as a work sample.
Objective Two: formative: the teacher will use a checklist to
record the assessment.
The teacher will ask the class what the sample space may be – asking Spinner One:
them to recall the sample space of a dice being 1, 2, 3, 4, 5, 6. The
teacher will write the sample space on the board – R, R, B, G.
The students will then create a pie graph on their provided worksheet.
The teacher will collect the data while the pie graphs are being created
and will record it in a stem and leaf plot on the board.
The teacher will then lead a discussion with the class of what the class
thought the most frequent colour may be and what actually was (red).
Conclusion:
Scale of probability – ask students to plot the probability of spinning
red (1/2), green (1/4) and blue (1/4) on their scales.
Learner Diversity:
The pie chart may be difficult for students – therefore the teacher will
model how to divide the circle to reflect their data if need be.
Extension: The teacher will provide different spinners for students to Spin a Pie worksheet
collect data on for those that finish early and require extended
learning.

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INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Recognise that probabilities range from 0 QUESTIONS
to 1 (ACMSP117) Introduction: Teacher will play What’s in the bag? With the class. The Bag with 4 blue cubes and
Construct displays, including column teacher will ask students to guess the combination of 6 cubes in the 2 green.
graphs, dot plots and tables, appropriate bag after pulling out two. The teacher will record some guesses on the
for data type, with and without the use of board in the sample space format – i.e. if a student guesses 6 blues –
digital technologies (ACMSP119) BBBBBB. The teacher will then pull out the 6 cubes, one at a time, What’s in the Bag?
PROFICIENCY STRAND(S) slowly eliminating each sample space that wouldn’t fit their bag’s Worksheet
combination. The teacher will ask students what the sample space is
Understanding and will record it on the board (BBBBGG).
Reasoning Main Task:
Fluency The teacher will ask students to create their own mystery bags using
two colours and six cubes (blue & green). The teacher will ask students
LESSON OBJECTIVES to list all possible combinations on the board (BBBBBB, BBBBBG,
Isabelle Roberts 32002865
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INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Recognise that probabilities range from 0 QUESTIONS
to 1 (ACMSP117) Introduction: Teacher will play What’s in the bag? With the class. The Bag with 4 blue cubes and
Construct displays, including column teacher will ask students to guess the combination of 6 cubes in the 2 green.
graphs, dot plots and tables, appropriate bag after pulling out two. The teacher will record some guesses on the
for data type, with and without the use of board in the sample space format – i.e. if a student guesses 6 blues –
digital technologies (ACMSP119) BBBBBB. The teacher will then pull out the 6 cubes, one at a time, What’s in the Bag?
PROFICIENCY STRAND(S) slowly eliminating each sample space that wouldn’t fit their bag’s Worksheet
combination. The teacher will ask students what the sample space is
Understanding and will record it on the board (BBBBGG).
Reasoning Main Task:
Fluency The teacher will ask students to create their own mystery bags using
two colours and six cubes (blue & green). The teacher will ask students
LESSON OBJECTIVES to list all possible combinations on the board (BBBBBB, BBBBBG,
BBBBGG, BBBGGG, BBGGGG, BGGGGG, GGGGG). The teacher will ask
As a result of this lesson, students will be able to: students to write the sample space of their bag on the worksheet. The
• Recognise the probability of the bag’s provided by teacher will then ask the students to find someone from another table
the teacher by writing the fractions on the group to predict what’s in their bag after they pull out three cubes and
worksheet. write down their predicted sample space. They will then find out what
• Recall the method for creating a sample space by the contents of the bag are and write the colours as a probability – i.e.
creating their own based on the combination of if the bag was BBGGGG – the chance of picking a green is 4/6 or 2/3 Bag One: 8 cubes – first
coloured cubes in their bag. and blue is 2/6 or 1/3. three cubes are green.
The teacher will give the students a worksheet where they have to Bag Two: 10 cubes – first
predict the combination of different bags using a sample space. The five cubes are 3 blue, 2
ASSESSMENT
teacher will have different examples on the board for the students to green.
Objective one & two: formative: the teacher will use the fill out the worksheet. Bag Three: 10 cubes – first
worksheet as a work sample. Conclusion: Discussion on how we can use sample spaces in real life. 2 cubes – 1 green, 1 blue.

Learner Diversity: This lesson on sample spacing may be confusing to

the students. The teacher will model how to complete the worksheet
after each sample space has been completed by the class. Therefore
students who require confirmation of understanding will be able to do
so each step of the lesson.
Extension: the teacher will ask students to create a sample space of
ten cubes.