Maths Unit: Statistics and Probability

Year level/Class 7

Number of lessons 7
Topic Chance
To determine the sample space for simple experiments with equally likely
Learning outcomes and assign probabilities to those outcomes.
Intentions

I can construct sample spaces for single-step experiments with equally

Co- likely outcomes.
constructed
Success I can assign probabilities to the outcomes of events and determine
Criteria probabilities for events.

ACARA Year 7:

Strand: Statistics and Probability

Sub-strand: Chance

Curriculum content descriptor: (ACMSP167)

Strand: Statistics and Probability

Sub-strand: Chance

Curriculum content descriptor: (ACMSP168)

Achievement standards:
Year 7:
 To determine the sample space for simple experiments with equally likely
outcomes and assign probabilities to those outcomes.

General capabilities:
 Literacy – Students express thoughts, present ideas, interact with others
and use language confidently for learning and communicating.
 Numeracy – Students recognise and understand of the role of
mathematics in the world and having the dispositions and capacities to
use mathematical knowledge and skills purposefully.
 Critical and Creative Thinking – Students generate ideas and apply new
ideas in specific contexts.

Cross curricular perspectives:

 Aboriginal and Torres Strait Islander Histories and Cultures – Questions
containing Indigenous perspectives.

Activity/ Lesson 1 – Introduction to Chance/Sample Space

Topic
Analysis  I do – Introduce learning intentions and co-construct success criteria on
Scope of topic an anchor chart.
Student prior  I do – Chance in everyday life:
learning
 - Students refer to examples of events that involve chance.
- Students come up with their own examples of events that involve
chance.
- Teacher introduces the term ‘Probability’ to students.
 We do – Teacher introduces ‘sample space’:
- A list of all possible outcomes in an experiment.
- Denoted by the capital letter <S>.
- The number of possible outcomes in the sample space is shown by
n(S).
- Example: Tossing a coin/S = {head, tail}/n(S) = 2/There is a total of
2 possible outcomes.
- You do – Students list the outcomes (S) of the sample spaces and also
determine n(S).

Lesson 2 – Calculating probabilities informally

 I do – Teacher introduces mathematical rule for probability.
- P (Event occurring) = number of times an event can occur ÷ total
number of possible outcomes.
 We do – If we toss a die, what is the probability of an even number
showing?
- S = {1, 2, 3, 4, 5, 6}
- n(S) = 6
- The number of times ‘an even number can occur is 3 times {2, 4, 6}
- 3÷6 or 1÷2 = 0.5 or 50% (calculating percentages using a calculator).
 You do – Students solve probability questions using the learnt formula.

Lesson 3 – Spinners and Chance

 I do – Teacher introduces the different types of spinners.
 We do – Look at the circle spinner, split up into 10 sections, or equal
segments.
- List all the possible outcomes in the sample space (S = {A, B, C, D,
E, F, G, H, I, J}/n(S) = 10)
- Are all the outcomes equally likely? Yes
- What is the probability of the spinner falling on the letter D? 0.1 or
10%
- What is the probability of the spinner falling on a vowel? 0.3 or 30%
- What is the probability of the spinner falling on the letter C or D? 0.2
or 20%
 You do – Students solve spinners and chance questions and represent
their answers in fraction, decimal and percentage form.

Lesson 4 – Unequal Outcomes

 I do – Explain that not all chances are equal (e.g. the six-sided spinner
has been split up into 3 segments, but each of the segments is a different
size.
 We do – Study the spinner above to understand the following questions
and answer:
- Are the chances of the spinner landing on each colour the same? No
- Which colour is the spinner most likely to fall on? Blue
 - Which colour is the spinner least likely to fall on? Green
- We can put exact fractions to the chances, if we split up the spinner
into equal segments.
- What is the chance of the spinner landing on blue? 0.5 or 50%
- What is the chance of the spinner landing on red? 0.3 or 33%
- What is the chance of the spinner landing on blue? 0.17 or 17%
- What is the chance of the spinner landing on yellow? Zero or
‘impossible’
- What is the chance of the spinner landing on blue, red or green?
100% or ‘certain’
 You do – Students solve unequal outcomes questions.

Lesson 5 – Normal Pack of Playing Cards

 I do – Teacher explains that students will be investigating a normal pack
of 52 playing cards without jokers.
- There are 52 cards in a normal pack. They are equally split up into four
major suits called spades, hearts, diamonds and clubs. Two suits are black
(spades and clubs) and two suits are red (hearts and diamonds)
 We do – Consider a normal pack of playing cards. If I shuffle the cards,
and then pick one out of the pack, work out the following chances:
- What is the probability of picking the ace of clubs? 1 in 52 chance,
0.02 or 2%
- What is the probability of picking any heart card? 13 in 52 chance,
0.25 or 25%
- What is the probability of picking any red card? 26 in 52 chance, 0.5
or 50%
- What is the probability of picking any ace? 4 in 52 chance, 0.08 or
8%
 You do – Students solve playing cards problems and represent their
answers in fraction, decimal and percentage form.

Lesson 6 – Tossing Two Coins

 You do – If you tossed 3 coins, can you list all the possible outcomes.
Hint: there are 8 possible outcomes.
- What is the probability of (head, head head)?
- What is the probability of (head, tail head)?
- What is the probability of (head, tail, tail)?

Lesson 7 – Tossing a Pair of Dice

 I do – When we toss 2 dice, it is very similar to tossing two coins. When
you toss a pair of normal 6 sided dice, there is a total of 36 different
outcomes.
 We do – What is the probability of getting a total (sum) of 4 when we
roll 2 dice?
- S = {1+3, 2+2, 3+1}/n(S) = 3
- There are 3 ways of getting a total of 4.
- 3 in 36 chance, 0.08 or 8%
 You do – Students solve dice questions and represent their answers in
fraction, decimal and percentage form.
  Building relationships with students in order to develop trust and discover
Implications their specific needs, interest and abilities.
for Teaching  Establish classroom norms and expectations that students adhere to
consistently.
 Ensure emotional safety by promoting inclusivity, empathy and
sensitivity towards others.
 Use open-ended questions to gauge student understandings of key
information, cues and other content.
 Always speak clearly and concisely, ensuring you are not speaking too
fast, or too slow. Avoid monotone expression and stagnant body
language.
 Provide visual and audial aids for students to refer to throughout the
learning experiences.
 Encourage peer-assessment and communication through partner work and
small group exercises.
 Provide specific feedback and praise where applicable.
 Provide multiple entry and exit points for students to work through the
activities at their own pace.
 Provide progressions and extensions for more capable students to ensure
they are challenged and have the opportunity to reach their full learning
potential.
 Adapt the learning activities to suit the learning needs of all students.

Assessment Formative Assessment:

· Observation and note taking of student engagement, effort,
behaviour and interactions with peers.
· General and specific feedback (verbal and written).
· Work samples completed in Maths workbooks.

Summative Assessment:
 Chance and Probability Test.
Teacher Resources
Resources  PowerPoint
 Pens
 Chance and Probability Test
 OneNote
 Whiteboard
 Dice
 Playing Cards
 Understanding Year 7 Maths Textbook
Student Resources
· Laptops.
· Whiteboards.
· IPads.
· Maths workbooks
· Pens/Pencils
· Erasers
· Rulers
 · Coloured pencils/textas
· Glue

Links to English – Responding to texts by interpreting explicit information.

other
Learning HPE – Determining probabilities for sporting events.
Areas