Michaela Wynne S00153267

EDMA310/360 Mathematics unit planner

Unit Overview

Unit title:
Exploring Probability
Content maths area:
Strand: Statistics and Probability
Sub-Strand: Chance:
Level Descriptors:
Identify practical activities and everyday events that involve chance. Describe outcomes
as likely or unlikely and identify some events as certain or impossible (ACMSP047)
Elaboration: classifying a list of everyday events according to how likely they are to
happen, using the language of chance, and explaining reasoning
(Australian Curriculum, Assessment and Reporting Authority, 2012).
Grade/year level:
Grade 2
Learning Focus (ideas extrapolated from AusVELS):
Exploring Probability explores the content strand of statistics and probability focusing
in on the sub-strand of chance. This mathematical unit will show great attention to the
proficiency strands of understanding and reasoning aiming to provide ample
opportunities for students to develop their ability to explain and justify their thinking and
increase their understanding of likelihood as a continuum and basis for predictions.

Michaela Wynne S00153267

Rationale:
Probability is difficult topic for students to grasp (Barnes, 1998), however it is a
beneficial mathematical concept to explore as students will be constantly encountering
aspects of probability in everyday life without recognition of its mathematical
component (Burgree, 1999). The ability to understand probability and possess
probabilistic reasoning is an important asset in the real world as many daily tasks
incorporate chance, such as weather, sport, gambling and many others (Moritz &
Watson, 2000). Due to high interactions with probability embedded games, students
often begin to develop a range of ideas about the likelihood of events that can be
labelled as Subjective Probability (Nisbet, 2011), there early exposure to this topic can
aid in avoiding common misconceptions and build strong foundations of chance.

Assumed prior knowledge of students:

Students in this class are assumed to have been exposed to the topic of probability in
Grade one, however the extent to their exposure is assumed to be minimal. Based on
literature and experimental based research by Piaget, Inhelder, Fischbein and Jones we
expect students to be operating at level one of the framework for assessing probabilistic
thinking, meaning students will express subjective reasoning (Way, 2003). Students will
have limited knowledge about how to assess the likelihood of an event or what
characteristics determine if an experiment is fair or unfair (Jones, 1997).
Grouping strategies to support learning:
During this unit there is minimal time spent in group activities. Much of the assigned
independent work is to be complete individually or in pairs. Although students may be
asked to sit in their maths groups, it is simply for organizational reasons. All students
are provided with the same task in each session, however activities can be scaffolding
or extended for particular students based on ability. This has been selected as the
teaching strategy for this topic as it maximizes opportunities for all students to develop
individual knowledge without disadvantaging any groups (Sulivan, 1997)
Sessions 2 and 3 involve a small teacher pull out group that allows the teacher an
opportunity to provide extra support for struggling students who were identified in
session 1 along with the low achieving maths group. This students will only be
separated from the remainder of the class for a small period of time before returning to
their tables maintaining a sense of community amongst students as everyone is working
on the same activity (Sulivan, 1997).
2

Michaela Wynne S00153267

Overview of assessment:
During this unit of work both formative and summative assessment will be utilized.
During the first 4 sessions formative assessment will take place. Observational
assessment will be the assessment of choice with the teaching looking for students
expressing understandings of the key mathematical ideas for that particular lesson. The
teacher is encouraged to take notes of observations, especially of students moving
beyond the expected level or falling below standard. These notes can be used to inform
future lessons and reporting (Clarke, 1994). During this topic the teacher will also take
detailed observations of 3 preselected students (refer to appendix 1) each lesson, and
develop an action that can be implemented in the next session to aid in either enabling
or extending that students knowledge. Observational assessment in mathematics is
praised as an effective form of assessment as it allows the teacher to assess
mathematical content, processes and disposition whilst still providing attention and
support to all students (Clarke, 1994). Teachers spend much of their time in a maths
lesson wondering the class observing students behavior, so it is the perfect way to
perform assessment without interfering (Clarke, 1994).
The topic will be concluded in session 5 with a summative assessment. Students will
hand in their end products as an artifact expressing their knowledge about probability.
This piece, along with observational notes made throughout the unit, will be used for
reporting.

Michaela Wynne S00153267

References:
Australian Curriculum, Assessment and Reporting Authority. (2012). Mathematics scope
and sequence: foundation to year 6. Retrieved September 22, 2015, from
http:// www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1
Clarke, D. (1994). Valuing what we see. The Mathematics Teacher, 87(7), 542-545.
Barnes, M. (1998). Dealing with misconceptions about probability. Australian
Mathematics Teacher, 54(1), 17-20.

Burgree, T. (1999). Do games help the learning of probability? In J. M. Truran & K. M.

Truran (Eds.), Making the difference (Proceedings of the 22nd annual conference
of The Mathematics Education Research Group of Australasia, Adelaide, pp.
121-128). Sydney: MERGA.

Hawera, N. & Taylor, M. (2015). Calculating for probability: He koretake te rima (five is
useless) In M. Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics
education in the margins (Proceedings of the 38th annual conference of the
Mathematics Education Research Group of Australasia, pp. 293-300). Sunshine
Coast: MERGA.

Jones, G., Langrall, C., Thornton, C., & Mogil, T. (1997). Framework for assessing and
nurturing young childrens thinking in probability. Educational Studies in
Mathematics, 32(2), 101-125.

Lidster, S., Watson, J., Collins, K., & Pereira-Mendoza, L. (1996). The relationship of the
concept of fair to the construction of probabilistic understanding In P. C. Clarkson
(Ed.), Technology in mathematics education (Proceedings of the 19th annual
conference of the Mathematics Education Research Group of Australasia, pp.
352-359). Melbourne: MERGA.

Michaela Wynne S00153267

Moritz, J., & Watson, J. (2000). Reasoning and expressing probability in students
judgements of coin tossing In J. Bana & A. Chapman (Eds.), Mathematics
education beyond 2000 (Proceedings of the 23rd annual conference of the
Mathematics Education Research Group of Australasia, Fremantle, pp. 448 455). Sydney: MERGA.

Nisbet, S. (2011). National testing of probability in years 3, 5, 7 & 9 in Australia: a critical

analysis In Julie Clark, Barry Kissane, Judith Mousley, Toby Spencer & Steve
Thornton (Eds.), Mathematics: Traditions and [New] Practices(Proceedings of the
34th annual conference of the Mathematics Education Research Group of
Australasia).and the Australian Association of Mathematics Teachers, pp.
575-581). Adelaide: AAMT and MERGA.

Ontario Ministry of Education. (2007). A guide to effective instruction in mathematics,

kindergarten to grade 3 - data management and probability. Ontario: Queens
Printer for Ontario.
Sulivan, P. (1997). Mixed ability mathematics teaching; characteristics of suitable tasks.
Learning Matters,

2(3), 20-23.

Way, J. (2003). The development of childrens reasoning strategies in probability tasks

In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.), Mathematics
education research: Innovation, networking, opportunity(Proceedings of the 26th
annual conference of the Mathematics Education Research Group of
Australasia). Geelong, Vic: MERGA.

Michaela Wynne S00153267

MATHEMATICS UNIT PLANNER

Topic: Exploring Probability

Year Level: 2

Term: 4
Week: 5

Date:
02. 11. 15 -

06. 11. 15
Key mathematical
Key AusVELS Focus / Standard (taken directly from AusVELS
understandings
documents):
(2-4 understandings only; Content strand(s): Number and Algebra
Measurement and
written as statements
Geometry
Statistics and Probability
believed to be true about Sub-strand(s): Chance
the mathematical idea/
topic):
Level descriptions:
Students can accurately Identify practical activities and everyday events that involve chance.
Describe outcomes as likely or unlikely and identify some events
use a wide range of
as certain or impossible (ACMSP047)
probabilistic vocabulary
to accurately describe
Elaboration: classifying a list of everyday events according to how
the likelihood of events
likely they are to happen, using the language of chance, and
Students can accurately
explaining reasoning
draw connections
between probability and
Proficiency strand(s):
Understanding
real life events
Fluency
Problem Solving
Reasoning
Students demonstrate
an understanding of the
- Students demonstrate and provide evidence of understanding through
terms fair and unfair.
They are able to provide their ability to explain the likelihood of an event using accurate
reasoning and evidence mathematical vocabulary and make accurate predictions about possible
outcomes.
about the
characteristics
- Students can explain and justify their mathematical thinking, and can
concerning both forms
consider and evaluate the ideas proposed by others.
of events.

Students can describe

probability in simple
games and probability
experiments

Michaela Wynne S00153267

Key skills to develop and
Key equipment / resources:
practise (including strategies,
ways of working
Laminated Language Cards
mathematically, language
goals, etc.) (4-5 key skills only):
Rope and pegs (session 1)
Develop awareness that
Print out for session 1 & 2
likelihood is a continuum from
Dice - large classroom dice
certain to impossible
and normal dice. Prep some
dice with coloured stickers
Develop a broad word bank of
using a range of colours
correct mathematical
portray unfair outcomes.
vocabulary used for
Individual whiteboards
describing the likelihood of
events. This will be explored
(session 3)
deeply in session1and
Unfair coloured dice (can be
referred to consistently
found in the probability
through out the unit. Skill will
equipment in the maths
be developed through verbal
cupboard)
communication and
Spinners (fair and unfair)
discussion.

Draw connections between

probability and real life

experiences. Show an
understanding of how
probability impacts daily
tasks. Skill will be explored in
session two and evaluated
through students abilities to
recall events with different
likelihoods.

Key vocabulary (be specific

and include definitions of key
words appropriate to use with
students)
fair
unfair
likely
unlikely
chance
never
sometimes
always
certain
possible
impossible
probability

Paper plates (session 5)

Split pins (session 5)

Recognize games/events that

are fair and unfair. Students
need to be able to verbally
communicate why a particular
game is fair/unfair and why
using correct mathematical
language. Skill will be
explored through exposure to
multiple chance experiments
and games.

Michaela Wynne S00153267

Possible misconceptions (list
of misconceptions related to
the mathematical idea/topic
that students might develop):

Key probing questions (focus

questions that will be used to
develop understanding to be
used during the sequence of
lessons; 3 5 probing
- Frequency
questions):
Students relate the possibility of
Was the game fair? Why
an event to personal
or why not?
experiences, referred to as the

Was it likely or unlikely

awareness fallacy (Barnes,
1998)
that the spinner would
land on red? on blue?
- Independence of events

Students draw exceptions from

preceding events believing past
outcomes are involved in
determining what comes next

(Lidster, 1996)
- Randomness
Highlighted as most difficult
concept to understand in
probability. Students can be
confused when experimental
results do not mirror theoretical
results due to being unaware of
variability (Lidster, 1996)

Links to other contexts (if

applicable, e.g., inquiry unit
focus, current events,
literature, etc.):
There are no specific links to
other contexts in this unit of
work. However, there is a
strong focus on vocabulary
development that may be
linked to the learning domain
of literacy under the stand of
language.

Which player would

more likely win with this
spinner?
How would you change
the game so that players
have an equal chance of
winning?

- Sample size
Students struggle to understand
that the larger the sample the
more likely experimental result
will reflect theoretical
expectations. Students will often
exhibit a representative
heuristic belief that small date
should always closely correlate
with parent population (Moritz &
Watson, 2000)
Lea
rni Analysing Estimating
Listening
ng Checking Explaining
Locating
str Classifying Generalising information
ate
CoHypothesisin
Making
gie operating
g
choices
s/ Considering Inferring
Note taking
skil options
Interpreting
Observing
ls Designing Justifying
Ordering
Elaborating
events
Organising

Performing
Reading
Seeing
Testing
Persuading Recognising
patterns
Viewing
Planning
bias
Selecting
Visually
Predicting Reflecting
information representing
Presenting Reporting
SelfWorking
Providing Responding assessing independentl
feedback
Restating
Sharing
y
Questioning Revising
ideas
Working to a
Summarising timetable
Synthesising

Michaela Wynne S00153267

MATHEMA TUNING IN INVESTIGATION REFLECTION
TICAL (WHOLE CLASS
S SESSION
& MAKING
FOCUS
FOCUS)
(INDEPENDENT CONNECTIONS
(a short, sharp
LEARNING)
SESSION
(what you task relating to
(extended
(WHOLE
want the the focus of the
opportunity for CLASS FOCUS)
children to lesson; sets the students to work in (focused teacher
come to
scene/ context
pairs, small
questions and
understand for what students
groups or
summary to
as a result
do in the
individually. Time draw out the
of this
independent
for teacher to
mathematics
lesson
aspect. e.g., It
probe childrens
and assist
short,
may be a
thinking or work children to make
succinct problem posed, with a small group links. NB. This
statement) spider diagram, for part of the time may occur at
an open-ended
and to also
particular points
question, game, conduct roving during a lesson.
or reading a
conferences)
Use of spotlight,
story)
strategy, gallery
walk, etc.)

ADAPTATIONS ASSESSMENT
STRATEGIES
- Enabling
prompt
(should relate to
(to allow those
objective.
experiencing
Includes what
difficulty to
the teacher will
engage in active
listen for,
experiences observe, note or
related to the
analyse; what
initial goal task)
evidence of
- Extending
learning will be
prompt
collected and
(questions that what criteria will
extend students
be used to
thinking on the
analyse the
initial task)
evidence)

Michaela Wynne S00153267

Whole class is to

Session 1 be gathered on the floor

Exploration - Pre record the

words certain
of the
and impossible
language
on the whiteboard
of Chance in two separate

After completion of FOCUS

the vocabulary
QUESTIONS (for ENABLING
continuum
class reflection
PROMPT:
students will return and during
(For students
to their tables and independent
who need help
individually
working time)
ordering the
construct their own
provided words)
bubbles acting as continuum in their - Are there any
Key
the centre of a
books.
other words that
Knowledge: mind map.
have the same If something
- Draw the
- These continuums meaning?
probably will
will be a language
Likelihood is childrens
happen, is that
resource for
- Provide
a continuum attention to the
more close to a
words and ask if
students through
examples of
from
certain likelihood
know what
out the topic.
events, such as
impossible they
or a definite
they mean.
It will rain today
to certain
Record ideas
- Students will cut,
and ask students likelihood? Put
around the words. paste and order
to assign a word words in context
- Idea for
- After it appears
the words similarly to the event to if needed.
lesson from apparent that the to the whole class describe its
Hawera &
students have a
task.
likelihood.
decent
Taylor
understanding of - Encourage
- Can anyone use EXTENDING
(2015)
one of the words PROMPT:
where they the words ask two students to add
volunteers
to
hold
their
own
words
in a sentence to (For students
discuss the
piece of rope
and phrases to the describe an
importance a
who have the
across the front
continuum.
event? eg It is
of language the of the room in
ability to go
impossible for
in
beyond ordering
front of the class. TEACHER
me to lick my
probability. - Peg the words
provided words)
GROUP
elbow
certain and
- There will
impossible to
strategically be no
Can you think of
opposite ends.
teacher pull out
CONCLUSION OF any other words
- As a class create group or group
LESSON
or phrases that
a continuum of
work during this
have the same
words associated lesson. This is due Regather students meaning as
with probability.
to the fact that this on floor for a time
____?
Place laminated
is the first lesson of of reflection and
For example, It
words on the
a new topic and
consolidation.
will possibly rain
ground in front of the teacher will be Ask focus
tomorrow, and it
the class and ask assessing the
questions and
might rain
volunteers to
capabilities of all clarify any
come and peg the students. Students confusing
tomorrow mean
words onto the
who appear to be elements. Use
the same thing.
continuum in
struggling will be questions to gain
ascending order
noted for
evidence of
Encourage
from impossible participation in
understanding
students to think
to possible.
session 2s teacher from students. Ask
of synonyms for
- Make sure you
group where they students to share
ask students why will receive extra any new words of the words they
have been
they place a word guidance.
phrases about
in a particular
likelihood that they provided with.
position and
recorded on their
deeply discuss
QUESTIONS TO
personal
the meaning of
PROMPT
continuums.
each word and
DISCUSSION:
when we would
use it.
- Can you think of
Refer to Appendix any other words
1 for words to be
that could go on
laminated
your continuum?
- What about a
QUESTIONS TO
phrase?
PROMPT
- If i said We might
DISCUSSION:
go to the beach
- Do you know
tomorrow, can you
what these words think of another
mean?
word I could use
- Are there other
instead of might?
words that mean
something
similar?
- Can you use the
word in a
sentence?

Observe
students to
assess how well
they:
- demonstrate
knowledge of
words
- Ability to order
words from
certain to
impossible
- Can verbally
reason why a
word is placed
in a certain
position on the
probability
continuum
During this unit
of work 3
students will be
individually
targeted each
lesson for close
evaluation. Refer
to Appendix to
view checklist.

10

Michaela Wynne S00153267

Each student will be FOCUS
Before the
ENABLING
Observe
QUESTIONS (for PROMPT:
Session 2 session begins provided with a
students to

write the three sheet of paper listing class reflection

(For students
assess how well
multiple everyday
and during
Certain,
statements
struggling to
they:
events and a table independent
Possible
identify
likelihood
mirroring the three working time)
and
- It will rain
of provided
- describe the
outcomes used in
Impossible today
events)
likelihood of
the whole class
- What is another
- Tomorrow will discussion (certain, way of saying It
events using
Key
be Friday
Ask student to
mathematical
possible,
is certain that
Knowledge: - In our maths impossible)
tomorrow is
focus on one
language. (eg.
Friday?
lesson today
category.
possible,
The
we will fly to - Students are to cut
Do you know
impossible,
and paste the
- Can you tell me what impossible maybe, might
likelihood of mars
events into the
an event that is means? Which of happen ect.)
everyday
correct columns.
impossible/
events can - Gather the
these events
certain/ possible?
be
students on the - Once completed
could never
- correctly
described
floor and ask
happen?
identify words
students can add
using
them about the their own ideas
in a sentence
CONCLUSION OF
mathematic statements
EXTENDING
that describes
(using words and LESSON
al language. QUESTIONS TO pictures).
PROMPT:
probability
PROMPT
Ask students to
(eg.
(For students
return to the floor who can go
impossible, DISCUSSION: - Encourage
- correctly
- Are they true? students to focus with their books. beyond the given identify the
possible,
on their choice of Add any extra
- Could any of
unlikely,
task)
likelihood of
mathematical
ideas from
them happen?
might
everyday
language. Instruct students onto the
- Are any of
happen
Can
you
add
events and
students to refer to board making sure
them
ect.)
your
own
ideas
show
their vocabulary
that each student
impossible?
to the table?
understanding
continuum from
explains way it
- Idea from
of how to
session one.
belongs in a
- After a few
lesson
particular column. What are some
categorise
minutes of
TEACHER
derived
other events that events into
discussion draw GROUP
Discuss focus
from
are impossible,
certain,
a table on the - pull out blue group questions and
Ontario
certain or
possible or
whiteboard with (lower achievers) clarify any evident possible?
Ministry of
impossible.
the floor for
confusions.
Education, three columns. to
extra guidance. If
Label the
2007
Can you think of
their were any
columns
another
3 different
other students
certain, possible from session one
category? (Such students from
and impossible. who struggled with
as Unlikely, very session 1 will be
creating a
unlikely) What
individually
- As a class
continuum include
events could you evaluated using
discuss different them in this group.
put under those evaluation sheet.
- Work through the
everyday
headings?
During this
activity together
events that
lesson the past 3
could be placed discussing each
targeted
event. Ask
under each
students should
to colour
heading, make students
be revisited and
in or highlight the
sure students
an action plan
key words in each
truly understand event that inform
should be
the definition of us whether the
implemented for
each word and likelihood is
assistance.
use appropriate certain, possible or
impossible.
mathematical
language when - Students can
return to their table
describing the
to glue events
likelihood of
down and add
each event
extra ideas.
QUESTIONS TO
PROMPT
DISCUSSION:
- Can you tell me
some things that
are impossible?
How do you know
they are
impossible?
- Can some events
be possible for you
but impossible for
someone else?

11

Michaela Wynne S00153267

Session 3

Dice Game
Key
Knowledge:

-Gather students on
the floor in a large
circle.
- Pass out the
individual
whiteboards and
markers (one per
student)

For this session

students will sit at
tables in their maths
ability groups.

FOCUS
QUESTIONS (for
class reflection
and during
- In pairs students will independent
working time)
participate in a

- Using the large

classroom dice ask
students to predict
what number the
dice will land on.
Students will record
answer on
whiteboard and hold
up to show the
class.

Explain the
likely hood
of an event
occurring
within a
chance
experiment
using
appropriate
probabilistic
language

After 2 or 3 rounds
discuss with
students why they
chose particular
numbers. Identify
that all numbers
have an even
chance of being
rolled because they
appear on the dice
one time each.

ENABLING
Observe
PROMPT:
students to
(For students
assess how well
struggling
they:
explain why one
outcome is more - explain the
chance experiment
likely than
likelihood that
using unfair coloured
another)
an event will
dice.
- How did you
The game involves
- How many
occur
make your
students taking turns predictions?
sides are there
rolling the dice and
What information on a dice?
- explain the
recording the colour
did you use to
- How many
relationship
that is landed on.
sides are
between the
Once one colour has help you?
been rolled 10 times
white?
dice and the
- How do you
the game is over.
How
many
likely outcome
know if one event
In their mathematic
sides
are
of the game
books, students need is more likely
black?
(e.g., white
to first make a
than the other?
prediction about
- Which is the
will likely win
which colour is most - What other
bigger number? because most
likely to be rolled. A
words could you - What does that of the dice is
table for recording
mean?
white;
results also needs to use to describe

the likelihood of
be constructed.
During explanation of landing on black/ EXTENDING
white?
the games rules,
PROMPT:
teacher needs to
(For students
draw an example
capable of
table on the white
board for students to CONCLUSION OF extending
Play the game
follow.
beyond the task)
LESSON
again, except this - Students should aim
time use the large
to complete the game
classroom dice that two times and then Students return to - Can you record
has been covered
record a concluding the floor with their the likelihood of
with coloured paper statement about the results from their
events using
(4 sides white, 2
likely hood of
experiments. Ask
numbers? If
sides black).
possible outcomes a select few
there are 6
using vocabulary
students to share
sides
on
a
dice
After 2-3 rounds
from their
their predictions,
discuss which
continuums created results and
and 4 side are
colour is more likely in session 1.
white what is
conclusions.
Pay
to be rolled and why
the likelihood of
close attention to
TEACHER GROUP
landing on
choice
of
** During this class
Blue group will
vocabulary and
white? Can you
discussion pay close complete the first
attention to
round together on the refine define
write a
probabilistic language floor under teacher
words for
description of
used by the students supervision. Teacher consolidation.
the outcome
and be sure to
should discuss
using that
actively demonstrate predictions with the
key language
students and talk
fraction you just
explored in the
through final findings.
created?
previous 2 sessions. Students can take in
turns rolling the dice
QUESTIONS TO
with everyone
PROMPT
recording each result.
DISCUSSION:
After round one
- Why did you make students can play the
that prediction?
next game in partners.
- If the colours on the
dice were different, QUESTIONS TO
would your
PROMPT
prediction change? DISCUSSION:
- Can you use
- can you describe the
different vocabulary likelihood of landing
to describe the
on black?
same likelihood?
- Which colour is more
(refer to continuum) likely? How do you
know?

Exploration
using dice
inspired
from tutorial
10 and
Burgree,
(1999)
research on
the
positives of
games to
learn
probability.

describe
probability
using
appropriate
language (e.g.,
impossible,
likely, unlikely,
equally likely,
good/poor
chance).
3 different
students from
past sessions
will be
individually
evaluated
using
evaluation
sheet. During
this lesson the
past 3 targeted
students
should be
revisited and
an action plan
should be
implemented
for assistance.

12

Michaela Wynne S00153267

FOCUS
ENABLING
Observe
QUESTIONS (for PROMPT:
students to
class reflection
(For students
assess how well
introduced to the tables in their maths and during
struggling with they:
terms fair and
independent
ability groups.
Fair and
the concept of
unfair.
working time)
Unfair
fair and unfair) - Make
- in pairs students
predictions
- gather students
- What does fair
will be provided
Key
- To be a fair
about the
on the floor and
with both a fair and mean?
Knowledge: as a class discuss unfair spinner.
spinner, there
likelihood of an
the meaning of
- Can you think of has to be the
event
the terms fair
another fair
Describe
- Each spinner will
same amount
and unfair.
game? What
be spun 20 times
probability
of each colour. - accurately
Record ideas on with the students
about tossing a
in simple
Look at your
describe
recording the result coin or rolling a
games and the board.
spinner, are the probability of
dice? What
after each spin.
probability - show students
colours equal? expected
makes them fair?
experiments two spinners (one - Students need to
- How do we
outcomes using
,
know if they are mathematical
fair and one
make predictions - What does it
demonstrati unfair) and
language
about the likelihood mean if a chance equal?
ng an
(vocabulary
discuss their
experiment is
of events and
understandi differences.
unfair? What
from their
record a
chance to the
ng of why
concluding
EXTENDING
likelihood
likelihood of
statement
games are - identify which
PROMPT:
continuums)
spinner is fair,
addressing if their events occurs? (Students who
fair or
and which is
prediction was
unfair.
can easily
- demonstrate
unfair.
- How do you
correct.
identify
fair
an
understanding
know if its more
- inspired - As a class
unfair
games)
through both
likely that a
- Students need to
from tutorial develop
verbal
certain colour will
include whether
10 and
- How would the discussion and
predictions about the spinner is fair
be landed on?
Lidster
fairness of the
written work
which colour is
or unfair in their
(1996)
most likely to be
game change if about what
predictions.
landed on, and
CONCLUSION OF we made the
based on
makes a game
which is least
- During explanation LESSON
his
blue section
fair or unfair.
discussion likely to be landed teacher must
bigger?
on.
demonstrate how Students come to
about the
- 3 different
floor with their
importance - Discuss possible results should be the
If
we
combined
students from
recorded. A table predictions, tables
of
two
sections
of
past sessions
mathematical
of results and
would be most
understandi language that
will be
visually effective. conclusions. Ask a the spinner,
ng fair and could be used to
what
would
be
individually
select few
unfair
evaluated
describe
TEACHER FOCUS students to share the most likely
experiments particular
their work. Use
outcome?
using
GROUP
outcomes
- This activity is very focus questions to
evaluation
similar to session conclude the
sheet. During
3s game, however session and revisit
this lesson the
QUESTIONS TO
there is a stronger key knowledge.
past 3 targeted
PROMPT
focus on
students
DISCUSSION:
comparison of fair
should be
- What does fair
and unfair games,
revisited and
mean?
and how this factor
an action plan
- What does unfair can influence
should be
mean?
outcomes. Due to
- How do you know this there will be no
implemented
if a game is fair or teacher focus
for assistance.
unfair?
group.

Session 4 In todays session For this session

students will be
students will sit at

QUESTIONS TO
PROMPT
DISCUSSION:
- How could you
change your
spinner to make it
fair?
- How could you
change your
spinner to make it
unfair?
- Why have you
made that
prediction?
- How did you
decide which
colour was more
likely to be landed
on?

13

Michaela Wynne S00153267

FOCUS
Session 5 Session 5 marks Explain and
ENABLING
Unlike the
QUESTIONS (for PROMPT:
the conclusion of demonstrate the
previous 4
following task:
class reflection
our probability
(For students
lessons,
and during
topic. This lesson
struggling with Sessions 5
Fair and
are to
independent
aims to connect - Students
the concept of
assessment will
Unfair
make two
working time)
fair
and
unfair)
be an
(continued) all revised
spinners, one fair
aspects of
assessment of
and one unfair.
- What is some
chance and
- If there is an
learning. End
Key
These spinners will words used to
equal amount products will be
Knowledge: provide an
be made using a
describe the
opportunity for
paper plate,
probability of
of each colour collected and
laminated arrow
events?
students to
on a spinner is used as
Ability to
and a split pin.
express their
it fair or unfair? evidence for
create
- Provide students what if there is report writing.
personal fair learning in an
- Students can
with an everyday more of one
and unfair open task.
choose how many event and ask
colour than
Assessment
spinners
colours/sections
them to describe
another
colour?
Criteria for
providing - Gather students they want to
the probability of
Probability unit:
explanation on the floor.
include, as long as that event. e.g.,
Are
you
more
using
they stick to the
it will rain
- Create a
likely to land on - Correctly uses
correct
given criteria.
tomorrow
a colour that
probabilistic
vocabulary concept map as
- What does it
takes up a
language as
as too what a class about - On the back of
each spinner,
mean if a game
bigger portion
recorded on
characteristi what the
students must
is fair or unfair?
students have
of the spinner
continuums for
cs
record at least one
learnt and
or a colour that session 1
determine
sentence
- How do you
discovered
only takes up a
their
describing the
know if a
probability. about
likelihood of a
particular colour little bit? why? - Demonstrates
probability on
understanding
possible outcome. on a spinner if
the whiteboard.
of likelihood as
more likely to be EXTENDING
PROMPT:
a continuum
inspired
- This is an open
landed on?
task as students
(For students
from certain to
from tutorial
are free to express
- Make sure
who quickly
impossible
10 and
their learning in
CONCLUSION OF make accurate
vocabulary,
Lidster
LESSON
likelihood has a multiple ways.
fair and unfair
- Can describe
(1996)
Higher achieving
continuum,
spinners)
the likelihood of
based on
are
probability as a students
everyday
his
expected to create Ask a select few
Using
the
same
events and
discussion description of
spinners using
students (pre pick
everyday
compare and
about the
more sections and students who have colours, can
you
make
contrast
importance events and fair colours and
produced high
and unfair is
another fair
between
of
provide multiple
quality work) to
share their end
spinner that has outcomes
understandi touched on and sentences.
product with the
more sections?
ng fair and discussed
TEACHER GROUP class.
thoroughly.
- Identify what
unfair
There is no teacher
- Can a spinner
makes an event
experiment Address any
group for this
To conclude the
confusions.
still be fair if it
fair or unfair
session as it is a
final session of our
has
two
session for
probability unit we
QUESTIONS TO
sections for the - Can make
assessment of
want to recap all
PROMPT
same colour
predictions
learning.
past key
DISCUSSION:
opposite each
using
knowledge. As a
- What are some
other on the
probabilistic
**** Use of correct class create a
different words we
mathematical
mind map about
spinner?
why?
language
can use to
describe the
likelihood of an
event?
- Do we encounter
probability at
home? how?
when?
- What does fair
mean?
- What does unfair
mean?
- How do we make
a prediction?

language is a key
probability on the
factor to this task. whiteboard
Make sure teacher recording all new
models an extensive knowledge
variety of vocabulary students have
in discussion
learnt. Use focus
questions to evoke
QUESTIONS TO
thought and
PROMPT
prompt discussion.
DISCUSSION:
- Whats the
likelihood on
landing on the
green section of
your spinner?
- How do you know
that you have
made a fair
spinner?
- How do you know
that you have
made an unfair
spinner?

What other
sentences can
you formulate
about the
probability of
landing on a
certain colour?
Can you make
a statement for
each colour on
your wheel.

14

Michaela Wynne S00153267

APPENDIX 1- Student Evaluation

Name

Difficulty or
extended skill
Identified

Plan of Action

Date action
implemented and
outcome

15

Michaela Wynne S00153267

APPENDIX 2 - Session 1, Language Development

possible
very likely
unlikely
certain
impossible
likely
might happen
16

Michaela Wynne S00153267

APPENDIX 3- Session 2

Tomorrow is Friday.
Christmas is in December.
I will be taller than my Dad
when I'm older.
Im going to turn into a dog.
We are going to Mars for our school
excursion tomorrow.
I will be a teacher when Im older.
I will go to university when Im older.

My fish can talk English

It will be Autumn in May.
17

Michaela Wynne S00153267

APPENDIX 4 - Laminate arrows for DIY spinners

18