Ashleigh

Grech

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MATHEMATICS UNIT PLANNER

Topic: Statistics and Probability
Key mathematical understandings:
We understand that the probability of events
can be described using language and/or
numerical terms

We understand that data can be recorded in

different ways.

We understand that there are different

features that help us to interpret data
represented in different ways.

Key Ideas:

Probability

Estimation

Visualization

Prediction

Equivalence

Data representation and interpretation

Topic specific vocabulary

Year Level: 5

Term:

Week:

Key AusVELS Focus / Standard (taken directly from AusVELS documents):

Content strand(s):
Number and Algebra
Measurement and Geometry

Sub-strand(s):

Date:
Statistics and Probability

Chance, Data representation and interpretation

Level descriptions:
Chance
List outcomes of chance experiments involving equally likely outcomes and represent probabilities
of those outcomes using fractions (ACMSP116)
Recognise that probabilities range from 0 to 1 (ACMSP117)
Data representation and interpretation
Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
Construct displays, including column graphs, dot plots and tables, appropriate for data type, with
and without the use of digital technologies (ACMSP119)
Describe and interpret different data sets in context (ACMSP120)
http://ausvels.vcaa.vic.edu.au/Level5?layout=1&d=M
Proficiency strand(s):

Understanding

Fluency

Problem Solving

Reasoning

Understanding includes making connections between representations of numbers, using fractions to

represent probabilities, comparing and ordering fractions and decimals and representing them in various
ways, describing transformations and identifying line and rotational symmetry.
Fluency includes choosing appropriate units of measurement for calculation of perimeter and area, using
estimation to check the reasonableness of answers to calculations and using instruments to measure
angles.
Problem Solving includes formulating and solving authentic problems using whole numbers and
measurements and creating financial plans.
Reasoning includes investigating strategies to perform calculations efficiently, continuing patterns involving
fractions and decimals, interpreting results of chance experiments, posing appropriate questions for data
investigations and interpreting data sets.
http://ausvels.vcaa.vic.edu.au/Mathematics/Curriculum/F-10#level=5

Ashleigh Grech

Possible misconceptions

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Key skills to develop and practise

Difficulty describing the probability of events using

numerical (fraction, percentages and decimals) terms

Making connections between representations of

numbers: using fractions to represent probability.

Difficulty in identifying the best methods of presenting

data to illustrate the results of investigations and
justifying the choice of representations

Describing the probability of events using

mathematical language, and numerical terms (i.e.
fractions, percentages and decimals).

Selecting an appropriate method of representing

data.

Interpreting data (i.e.: the results of chance

experiments/ bar/pie/line graphs)

Posing relevant questions for data investigations,

including the interpretation of data sets.

Key probing questions

Learning
strategies/ skills

How do we assess the probability of an event

occurring?
What information can we use to support our prediction?
How can we represent the probability of an event
occurring in numerical terms? (What concept of
mathematics is this known as?)
How many ways can we collect, represent and interpret
data?

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Links to other contexts

Fractions and decimals
Ratio and proportions
Data analysis

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Key equipment / resources:

Dice
Counters
Coins
Probability & Chance Cards
Images of various graphs
Spinners

Key vocabulary:
Chance, data, graphs, likely, unlikely, true, false,
probability, possibility, impossible, categorical,
numerical, observation, maybe, certain, even
chance, survey, column, statistics, dot plots,
tables, will, might, never, outcomes of events,
trial, sample, sampling, predict, fraction,
percentage, always, never, sometimes, often,
might, mostly
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working
independently
Working to a timetable

Ashleigh Grech
MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)

Session 1
We understand
that the probability
of events can be
described using
language and/or
numerical terms.
(ACMSP116)
(ACMSP117)
Key equipment /
resources:
Dice
Probability Cards
See Appendix 1

TUNING IN

(WHOLE CLASS FOCUS)

(a short, sharp task relating to
the focus of the lesson; sets the
scene/ context for what
students do in the independent
aspect. e.g., It may be a
problem posed, spider diagram,
an open-ended question, game,
or reading a story)

Greedy Pig
Have students stand in a
circle. Roll a dice (use
Dice Roll on the IWB if
necessary), and select a
poison number.
If students predict the
poison number will be
rolled, they sit down
(alternatively, put their
hands behind their
back).
Those standing will
remain, unless the
poison number(s) is
rolled.
Continue until the
poison number is
rolled, or one student is
left standing.

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INVESTIGATIONS
SESSION

(INDEPENDENT LEARNING)
(extended opportunity for
students to work in pairs, small
groups or individually. Time for
teacher to probe childrens
thinking or work with a small
group for part of the time and to
also conduct roving
conferences)

Exploring probability
Place the probability cards
in a straight line across the
floor (impossible, unlikely,
even chance, likely
chance, certain). Read a
number of statements to
students. Students will
walk to the relevant card
and have the chance to
decide whether the
statement has: Impossible,
unlikely, even chance,
likely chance or a certain
chance of occurring.
Statements:

Tomorrow is Thursday.
(Certain)
I will not have to learn
mathematics at school.
(Impossible)
If I flip a coin it will land
on tails. (Even chance)
We will have warm
weather tomorrow.
(Likely/Unlikely)
A pig will fly across the
schoolyard in the next
5 minutes. (Impossible)

REFLECTION & MAKING

CONNECTIONS
SESSION
(WHOLE CLASS FOCUS)

(focused teacher questions and

summary to draw out the
mathematics and assist children
to make links. NB. This may
occur at particular points during
a lesson. Use of spotlight,
strategy, gallery walk, etc.)

Fifty-Fifty
Ask students to brainstorm
events that have a fifty-fifty
chance of occurring.
Students will complete a
think-pair-share.
Generate a class
discussion and list student
responses on the IWB.
(If students are confident in
identifying examples,
challenge them to think
about the numerical value
and examples of
impossible, unlikely, likely
and certain chance of
occurrence). List these on
a number line from 0-1,
allowing students to assign
a numerical value to the
likelihood of an event
occurring.
Examples:

If you flip a coin, you

will get heads or tails.
If you are pregnant,
you will have a boy or
a girl.
Australia will either win
or lose the ashes.

ADAPTATIONS
- Enabling prompt
(to allow those experiencing
difficulty to engage in active
experiences related to the initial
goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)

Enabling: Use a number

line (0-1) to enable
students to visually identify
the likelihood of an event.
This enables students to
use benchmarking.
Extending: Create a
number line and list events
that have a: impossible,
unlikely, even chance,
likely chance, certain
chance of occurring.
Students use their
knowledge of equivalent
fractions and percentages
to assign a numerical value
to the likelihood of events
occurring.

ASSESSMENT
STRATEGIES
(should relate to objective.
Includes what the teacher will
listen for, observe, note or
analyse; what evidence of
learning will be collected and
what criteria will be used to
analyse the evidence)

Teacher will assess

students through
observation and
anecdotal notes. Students
will be assessed on:
Determining the
probability of an
event.
Supporting individual
responses with a
sufficient justification,
such as an example
of the likelihood of an
event.
Ability to assign a
numerical value to
the likelihood of an
event occurring.

Ashleigh Grech

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The sun will set
tonight. (Certain)
It will rain in the next
10 minutes (Even
chance).
If I roll a dice, I will roll
the number 3. (even)
A hurricane will hit
Melbourne today.
(unlikely)
Drop a rock in water
and it will sink (certain).
You will have two
birthdays this year
(impossible).

Develop more questions if

required.
Session 2
We are learning to
assign a numerical
value (through
fractions) to the
probability of
events.
(ACMSP116)

Key equipment /
resources:
Cards
Die
Counter
Chance words
Cards
Coins
Maths books/ loose
leaf paper
Whiteboard

Probability Game (using

Die, Cards & Counter)
1. Students are seated in a
circle on the floor.
2. Place a set of cards,
faced down, a die, and a
dual-coloured counter in
the centre of the circle.
3. The first player has the
opportunity to choose from
a card, rolling the die, or
flipping the counter.
They begin a statement, for
example:
If I pick up an ace
If I pick up a card between
5 and 8
If I roll a 5
If I roll a 2, 3, 5 or 6
If the counter lands on
red.

Heads or Tails
Pose the question:
When flipping a coin,
which side has a higher
chance of being landed on:
heads or tails? Explain.
Toss a coin 10 times and
record results using a tree
diagram on IWB. (See
Appendix 2 for work
sample).
What is the chance of
flipping a heads? What is
the chance of flipping a
tails?
Record student responses
on IWB.
Allocate students in triads.
Students will play the

Chance Words
Show students the
following words on cards:
always, never, sometimes,
often, might, equal chance,
probably, certain, possible,
mostly (See Appendix 2).
Discuss what each of these
words mean. List these on
the IWB.
Order these words as a
class.

Enabling: Have students

construct mini probability
cards in which they identify
an example of the
likelihood of an event
occurring.
For example:
Impossible: I will celebrate
my birthday twice in one
year.
Extension: Encourage
students (who are capable
and confident) to assign a
number/percentage to
each chance word.

Exit Ticket
Provide each student with
a sticky note or small
piece of paper. At the
conclusion of the Fair or
Not? game, each student
must note down if they
believe the game is fair or
not. Challenge students
to think if there are any
rules applicable to the
fairness of the game.
Encourage students to
use the results as a basis
of their discussion.
These will inform the
teacher of students
current knowledge of
fairness. This is an
effective resource to

Ashleigh Grech
IWB

The teacher finishes the

statement, with either
You are in. or You are
out.
4. The player is either in or
out depending on the
result.
5. The following player
cannot choose the same
move as the previous
player.
6. Continue until one player
is remaining.

Session 3:
Mystery Spinner
We are learning to
predict the
probability of an
event occurring.
We will use this
information to
interpret and
represent data, and
describe this in

Show students a spinner,

where four colours are
possible (red, purple, green
& black). Each section of
the spinner is equal. (See
Appendix 3)
Ask students What are the
chances of spinning a
purple? Black? Red?
Green?

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Mystery Spinner
Tell students a different
spinner is going to be used
(do not display this to
students). Inform students
the spinner consists of four
colours.

indicate which students

have a deep
understanding of the
probability of events and
their ability to describe
reasons supporting their
statements.

game Fair or Unfair?.

Each group will receive
two similar coins (5
cents or 10 cents).
Player A gets 1 point if
the toss results in two
heads,
Player B gets 1 point if
the toss results are
mixed (one head, one
tail).
The game will continue
for 20 tosses. The
player with the most
points wins.
Play several times.
At the conclusion of
each game, players
are required to discuss
whether they believe
the game is fair and
make predictions about
who will win the next
game.
(Van de Walle, Karp, &
Bay-Williams, 2010, p.
460).

The teacher will spin

the spinner in a
location whereby

Making Comparisons
Reveal the spinner to
students so they have
the opportunity to
consider similarities
and differences with
their own.
Generate a class
discussion about
chance and probability.

Enabling: Inform students

the mystery spinner is not
the same as the one used
in the beginning of the
session. This will subtly
reveal each section of the
spinner is not equal.
Extending: Students are
asked to label the parts of
their hypothetical spinner

Student Work Samples

Teacher will collect work
samples of mystery
spinners.
Students will be assessed
on:
Ability to
independently record
a tally without

Ashleigh Grech
numerical terms.

Annotate this on the IWB.

(ACMSP119)

Key equipment /
resources:
Mystery spinner
Maths books/ loose
leaf paper
Whiteboard
IWB

Session 4
We are learning to
understand that
data can be
recorded and
represented in
different ways.
(ACMSP119)
(ACMSP120)

Comparing Graphs
Show students a variety of
different types of graphs.
Identify the purpose and
audience of each. Identify
similarities and differences
between the styles of
graphs. (See Appendix 4).
Note students responses
on the IWB.

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students cannot view
the spinner.
Students are required
to record the results of
ten spins as a tally. (Do
not model or tell
students how to record
the results).
After ten spins,
students are asked to
draw a spinner that
(representing the
results) may have led
to this data.
Call the results of
another ten spins.
Once again, students
are required to draw a
second spinner,
illustrating the tally.
Allow students to draw
their prediction of what
the spinner looks like
on the board. Ask
students to justify their
illustration. (Downton,
2006, p. 141).

Analysing Data
As a class develop a
success criterion
containing the key
features, which constitute
an effective graph. Also
discuss the importance of
using a ruler so that the
graph is easily interpreted.
Key features:

Ask students to reflect

on the skills they have
practiced and the
learning that has taken
place throughout the
session.
Prompt students to
articulate how this new
learning will assist
them.

with fractions and

percentages.

instruction
Ability to construct an
accurate (or near
accurate) mystery
spinner based on
data
Ability to justify how
they have
constructed their
spinner
Identifying reasoning
behind results
(fraction/percentages)

Use these as a resource

for individual student
portfolios.
See Appendix 3 for
potential scoring rubric.

Bring students back

together. Provide students
with the opportunity to
share their creations of the
bar graph. Ask students to
specifically identify the key
features, and make
comparisons between
students work samples.

Enabling: Have students

create a data set using
information displayed in the
classroom. A primary
example would be student
birthdays, i.e. number of
birthdays per month. This
will enable them to
interpret information if they
are having difficulty in

Students will complete a

self-evaluation checklist.
(see Appendix 4).
Students will be assigned
two sticky notes, and will
provide some feedforward for two peers,
based on the bar graph.
This will be done
anonymously. Students

Ashleigh Grech
Key equipment /
resources:
Images of various
Graphs
Maths workbooks
IWB

Focus Questions:
What do these graphs
have in common?
Are there any similar
features amongst the
graphs?
What differences can
you notice?
What are some key
features of each of the
graphs?
What do you consider
an effective across the
graphs?
Can you suggest any
ways some of these
graphs could be
improved?

Session 5
We understand
that there are
different features
that help us to
interpret data.

Brainstorm
As a class; discuss the
purpose of a survey. Inform
students they will be
conducting their own
surveys.

(ACMSP118)
(ACMSP119)
(ACMSP120)

Focus Questions:

Key equipment /
resources:
Graph paper/
Mathematics
workbooks

What is a survey?
What is the information
gathered in a survey
used for? Why?
What does this
information tell us?

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Title
Colour
Key
Axis
Bold writing
Time period (if
relevant)
Clear labels

Ask students to reflect on

the skills they have
practiced and the learning
that has taken place
throughout the session.
Prompt students to
consider the various ways
data can be represented.
Recap the other graphs
and charts identified at the
beginning of the session.

creating a bar graph using

unfamiliar information.

will use their checklist to

prompt their thinking.

Extending: Students
interpret the data in the
graph and record
statements using specific
vocabulary.

Prompts for struggling

students:
I really liked.
I think it could be
improved by

Bring the class to the floor.

Invite students to share the
data they have collected,
and the corresponding
graph they have created.

Enabling: Allow students

to work in pairs to conduct
the survey. They can use
the bar graph created in
the previous session to aid
their understanding of how
data is collected,
represented and
interpreted.
Extending: Students
interpret the data in the
graph and record
statements using specific
vocabulary.

Teacher will collect

student work samples.
Students will be assessed
on:
Ability to construct a
bar graph using an
allocated data set.
Bar graph includes all
key features.
Successfully labels
axes.
Ability to interpret the
data and describe
this using
mathematical
language.

Show students an example

of a bar graph (See
Appendix 4). Provide
students a set of data
(See Appendix 4).
Students will use this data
to individually create a bar
graph, ensuring they
incorporate the key
features as identified by
the class. Students will not
be informed of what the
data represents.

Conducting Surveys and

Representing Data
Students will individually
create their own survey.
The teacher must approve
the topic before students
proceed to collect results.
They will gather data from
their classmates.
Once students have
collected their data, they
will use this information to
create a graph to represent
their data. Students are
encouraged to use a graph

Students are required to

use mathematical
language when presenting
their work.
Discuss and compare the
various types of surveys
conducted, and graphs
created. Collect students
work.

Collect student work

samples.
Students will be assessed
on:

Method(s) used to
present data to
illustrate the results of
investigation (for
example: Accurate
tallying)
Justifying the choice
of representation.
Comparing data
representations for

Ashleigh Grech
IWB

What will be an
appropriate topic to
survey?
Record responses on IWB.

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other than the bar graph.

different data sets.

Graph includes all
key features.
Ability to interpret the
data and describe
this using
mathematical
language.

References:
Downton, A. (2006). Mathematics assessment for learning (1st ed.). Melbourne: Mathematics Teaching and Learning Centre, Australian
Catholic University (Melbourne).

Appendix 1
Probability Cards
Note: Enlarge these to A4 size for activity.

Impossible
Unlikely

Ashleigh Grech

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Even Chance
Likely
Certain

Appendix 2
Chance and Probability Cards
Note: Enlarge these to a larger size for activity.

Always

Often

Never

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Might

Sometimes

Equal Chance

Probably

Certain

Possible

Mostly

Appendix 3
Spinners
Spinner with four equal sections:

Ashleigh Grech

Mystery Spinner: 1/2, 3/6

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Ashleigh Grech

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Scoring Rubric
Goes Beyond
Task Accomplished
Substantial Progress
Some Progress
Little Progress

(Downton, 2006, p. 141)

Spinner is proportioned exactly in the distribution of colours as represented in the sample trials,
with correct fraction and percentage equivalnces.
The spinner is presented in a way that could conceivably have yielded the described data with
a reasonable probability.
Carefully drawn representation with correct fraction and percentage calculations.
Tallying and hypothetical spinner are fine, but difficulties with fraction or percentage
calculations are evident, or there is no reference to these.
Tallying conventional and correct, but the spinner is unjustifiable. Some understanding of
percentages is evident.
Tallying is not well represented and hypothetical spinner is unjustifiable (e.g., colours are
included which did not arise during trials).
My show some understanding of percentages but the areas on the spinner do not reflect the
relative sizes of these.

Ashleigh Grech

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Appendix 4:

http://webdesignledger.com/resources/13-useful-javascript-solutions-for-charts-andgra
phs

http://www.mathsisfun.com/data/pie-charts.html

http://www.mathgoodies.com/lessons/graphs/bar_graph.html

Ashleigh Grech

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http://www.rhetoric-culture.com/visual/d10/scientific-data/project/37
http://arb.nzcer.org.nz/supportmaterials/tables.php

http://www.mathsisfun.com/data/bar-graphs.html
Data Set:
X

Apples

Bananas

Strawberry

Grapes

Watermelon

Pineapple

Mango

Orange

Ashleigh Grech

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Name:

Date:

Data Representation Checklist

Have I included?
Example
Mathematical
language
Mathematical
Representation

Graph, axis, category

Key features of a
graph

I noticed statements
(interpreting the data)

The most popular sport was

football.

Questions/ Concerns/
Wonderings about
this concept

Graph, plot, chart, table, list,

diagram, model, verbal,
symbolic
Title
Colour
Key
Axis
Bold writing
Time period (if relevant)
Clear labels

Example I used

Ashleigh Grech

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