Maths Unit Planner: Chance

Year Level: Three Term:3 Weeks: 9 & 10

 BIG IDEAS KEY SKILLS KEY UNDERSTANDINGS
• Randomness
• Equivalency At the end of this unit the children will… At the end of this unit the children will
• Independence of events understand that….
• Probability • Recognise that the outcome of
events can be predicted  That the measure of a likelihood of an
• Identify whether an event is fair or event can be represented numerically
PRE-ASSESSMENT POST-ASSESSMENT unfair
. • Investigate fairness of chance  Some events are fair or unfair
events
• Explain the outcomes of events  Randomness is not influenced by factors
• Use the language of chance to other than chance.
explain or predict the likelihood of
events  The outcomes of events can be predicted.
• Conduct simple chance experiments
• Collect data and compare likelihood
of events in everyday contexts.

RELATED VELS GROWTH POINTS VOCABULARY RESOURCES

MCD: Standard: They describe the fairness of
Number events in qualitative terms. They plan and conduct
chance experiments (for example, using colours on
a spinner) and display the results of these
Space
experiments. They recognise different types of Growth Points: Chance, likely to
Measurement,
data: non-numerical (categories), separate numbers NA happen, not likely to
chance and data (discrete), or points on an unbroken number line happen, most likely,
(continuous).They use a column or bar graph to least likely, impossible,
Structure display the results of an experiment (for example, equal chance,
the frequencies of possible categories). Moving towards outcomes,events,
predict, fair, unfair,
NONE outcomes, data,
Structure: They list all possible outcomes of a compare, randomness,
Working simple c: hance event measure,
mathematically
WM: Students test the truth of mathematical
statements and generalisations.
 Maths Weekly Planner
Year Level: 3 Term:3 Weeks: 3-4

Explicit Learning Counting Warm Up Tuning In / Whole Learning Activity

Assessment
Focus (3mins) Class IW. GW, PW, WC
Explicit Focus Focus: Activity: Task & Approach: Type: Observation.
 The outcomes 6 timestables Discuss the vocabulary:
of events can likely to happen, not Students discuss and record Focus: Do students recognise
be predicted. likely to happen, most sentences that show the outcomes of fair and unfair situations.
Lesson Date completed:

Growth Point: NA likely, least likely, events using the vocabulary:

Tools Session impossible.
Vocab: Reflection
(10 mins) Students give likely to happen, not likely to happen,
Focus / Activity: suggestions to what most likely, least likely, impossible. Student:
Chance, likely to
Place 5 red blocks each means. Place
happen, not likely to
happen, most likely, into a bag. Students vocab on a number line Possible Adaptations: Teacher Summary:
least likely, predict outcome of from Impossible to Extension:
impossible, equal event – use vocab definite. What are other words you could use?
chance, Impossible, likely,
outcomes,events, definitely.
predict, fair, unfair, Enabling:
outcomes, data, Teacher group:
compare,
randomness,
measure,
 Explicit Learning Counting Warm Up Tuning In / Whole Learning Activity
Assessment
Focus (3mins) Class IW. GW, PW, WC
Explicit Focus Focus: Activity: Task & Approach: Type: Observation.
 Some events 6 timestables Place four red blocks Is the game Fair?
are fair or into a paper bag and Focus: Do students recognise
unfair. state that if you pull a Two players. 2 X six-sided die fair and unfair situations.
Growth Point: NA blue block out the class
Tools Session
Lesson Date completed:

can go out for a game. Reflection

Vocab: (10 mins)
Focus / Activity: Discuss this… Student:
John went to a soccer What is the likelihood of
match and saw one pulling out a blue block? Teacher Summary:
team had 5 players Is this possible?
and the other had 9 Is this fair?
on the field. How can we make this
What is your opinion? fair.
Justify.
Can we make this What if I placed one
fair? blue block into my bag? Possible Adaptations:
What other aspects Extension:
of the game could be
unfair. Enabling:
Teacher group:
 Explicit Learning Counting Warm Up Tuning In / Whole Learning Activity
Assessment
Focus (3mins) Class IW. GW, PW, WC
Explicit Focus Focus: Activity: Task & Approach: Type:
Some events are 7 timestables PW: Trial blocks in a bag experiment of Focus:
fair or unfair Place 20 coloured their own.
Growth Point: NA blocks in a bag pull out
Lesson Date completed:

Tools Session one at a time, place If you put four red blocks in a paper bag, Reflection
Vocab: (10 mins) back in the bag. Repeat can you be sure what colour block you will
Focus / Activity: Student:
X 10 pull out? Why? Trial this 4 times.
http://www.mathsyea
r2000.co.uk/games/c Teacher Summary:
artoonmaths/ Students predict what Put a green block in the bag with the red
blocks are in the bag blocks – record what colour blocks you pull
random Maths quiz giving numerical out.
questions representations eg: 2/20
= red SEE BLANK PROFORMA

Possible Adaptations:
Extension

Enabling
 Explicit Learning Counting Warm Up Tuning In / Whole Learning Activity
Assessment
Focus (3mins) Class IW. GW, PW, WC
Explicit Focus Focus: Activity: Task & Approach: Type:
 The outcome of 7 timestables Select 6 students; give Beetle. Half the class rolls a 6 to start The Focus:
events can be each a number from 1- other Half roll a 1 to start. Record how States all equal chance of
predicted. 6.. many rolls until start the game. rolling one of the 6
Every time their number numbers of a dice.
1=head 4= a leg
Growth Point: NA Tools Session is rolled they can take a
step. The 1st player to (need 6) Reflection
(10 mins)
cross the room is the 2=an eye (need 2) 5= a tail
Vocab: Focus / Activity: Student:
winner. 3=an antenna (need 2) 6=body
A spinner has 4 equal
Lesson Date completed:

 Which number do you

sectors coloured yellow, Teacher Summary:
think will win? Record how many attempts were taken till
blue, green and red.
Play a few times – invite number was rolled. This can be done by
What are the chances of
students to predict the students writing initials on post-it and
landing on blue after
outcome. placing on butcher’s paper to create a bar
spinning the spinner?
graph.
What are the chances of
landing on red?
http://www.shodor.org/in Possible Adaptations:
teractivate/activities/Exp Extension
What does our data suggest?
Probability/
What if we started with a 3?
What if we had more data – what do you
OR EXTENSION predict?
SPINNER
Enabling
http://www.shodor.or
g/interactivate/activit Why is it the same chance of rolling a
1,2,3,4,5 or 6 on a normal dice?
ies/AdjustableSpinne
r/
 Explicit Learning Counting Warm Up Tuning In / Whole Learning Activity
Assessment
Focus (3mins) Class IW. GW, PW, WC
Explicit Focus Focus: Activity: Task & Approach: Type:
8 timestables The Great Car Race 1: see sheet. Focus:
Growth Point: NA Discuss what happens
when we add the rolls Possible Adaptations:
Lesson Date completed:

Vocab: Tools Session of two die together. Extension Reflection

(10 mins) What solutions might
Focus / Activity: Enabling Student:
you get?
As a class create a
definition of the Teacher Summary:
As a class model the
word: CHANCE
game and discuss the
 Can you think of rules of them game.
some things that
are likely to Establish the focus of
happen during this what you want students
lesson? to notice when playing
 Explain your the game.
reasoning.
Repeat for unlikely
events.

Explicit Learning Counting Warm Up Tuning In / Whole Learning Activity

Assessment
Focus (3mins) Class IW. GW, PW, WC
Lesson Date completed:

Explicit Focus Focus: Activity: Task & Approach: Type:

 Randomness is 6 timestables Explain game Terminator 2 Game: SEE SHEET Focus:
not influenced Terminator 2. Be the first player to secure the most
by factors other Demonstrate a round as numbers on the grid.
than chance. Tools Session a whole class. Possible Adaptations: Reflection
(10 mins) Extension
Growth Point: NA Focus / Activity: Student:
Discuss the Enabling
Vocab: probability of flipping Teacher Summary:
a coin and landing on
heads or tails.
 Explicit Learning Counting Warm Up Tuning In / Whole Learning Activity
Assessment
Lesson Date completed:

Focus (3mins) Class IW. GW, PW, WC

Explicit Focus Focus: Activity: Task & Approach: Type:
Focus:
Growth Point: NA Possible Adaptations:
Extension
Vocab: Tools Session
Reflection
(10 mins) Enabling
Focus / Activity: Student:

Teacher Summary:

Explicit Learning Counting Warm Up Tuning In / Whole Learning Activity

Lesson Date

Assessment
Focus (3mins) Class IW. GW, PW, WC
Explicit Focus Focus: Activity: Task & Approach: Type:
Focus:
Growth Point: NA Possible Adaptations:
completed: Vocab: Tools Session Extension
Reflection
(10 mins)
Focus / Activity: Enabling Student:

Teacher Summary: