Stage 1 Maths Number Chance

Term
Outcome: NS1.5 Recognises and describes the element of chance in everyday events

Week
Key Ideas: Recognise the element of chance in familiar daily activities Use familiar language to describe the element of chance

WORKING MATHEMATICALLY OUTCOME/S Questioning Asks questions that could be explored using mathematics in relation to Stage 1 content Applying Strategies Selects and uses appropriate mental or written strategies, or technology to solve a given problem Communicating Uses some mathematical terminology to describe or represent mathematical ideas Reasoning Checks the accuracy of a statement and explains the reasoning used Reflecting Links mathematical ideas and makes connections with existing knowledge and understanding in relation to Stage 1 content.

Knowledge and Skills Students learn about

Working Mathematically Students learn to

using familiar language to describe chance describe familiar events as being possible events eg might, certain, probably, likely, or impossible (Communicating) unlikely describe possible outcomes in everyday recognising and describing the element of situations chance in familiar activities eg I might eg deciding what might occur in a story play with my friend after school. before the ending of a book (Communicating, Reflecting) distinguishing between possible and impossible events predict what might occur during the next lesson in class or in the near future eg comparing familiar events and describing predict How many people might come to them as being more or less likely to your party?; How likely is it to rain if happen there are no clouds in the sky? (Reflecting)

Units of Work
Week : Questioning Students are encouraged to ask questions about the likelihood of events happening eg Is Mr Benton coming up to visit our class?, Is Stans mum going to have a baby boy or girl? Extension: Students write questions using the terms likely and unlikely. Date

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What might happen? The teacher reads a picture book to the class and stops before the end of the book. Students are asked to predict what might happen next in the story. Students discuss how likely or unlikely their predictions are eg Do you think she will fall onto a haystack? Extension: Each student draws and writes a statement about their prediction.

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Never-ever Book Students are asked to contribute a page to a book about the things that never ever happen eg It never ever rains cats and dogs. Students share their page with a friend.

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Weather In the playground, students observe the weather. They discuss how sunny, cloudy, cold or hot it is. From these observations students are asked: - do you think it is likely or unlikely to rain? - do you think it is likely to be very hot tomorrow? Daily predictions of the next days weather are recorded on a weather chart or calendar. They are then compared to observations on the day. What might you see? Students are divided into four groups. Each group is given a picture depicting a particular environment eg snow, forest, outback, coastline. The groups are asked to imagine they are in a house in their environment and to list the things they would see in their yard. In turn, each group states an item on their list. Other students discuss the chance of finding the same item in their environment.

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Will it happen tomorrow? Students are shown pictures of children doing a variety of activities eg eating lunch, playing in the rain, using a calculator, and visiting the zoo. Students discuss whether the activity might happen, will probably happen, or is unlikely to happen tomorrow. Students are encouraged to discuss any differences in opinion.

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Likely or not? The teacher prepares cards with always, likely, unlikely and never on them and orders them on the floor. They pose the question: How likely is it that someone in another class has a vegemite sandwich today? Students stand behind the chance card that they think is the best answer to the question and explain their reasons. Students survey one or more classes and find out whether their prediction was accurate. Possible/Impossible Students discuss and record things that they consider: - possible eg being cloudy the next day - impossible eg raining cows. Students share their ideas, discuss any differences in opinion and form a display under the headings possible and impossible.

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Dice Games Students are asked: - which number is the hardest to get when a dice is rolled? - how could you find out if you are right? - what is the chance of getting a 6? Students are given a die to test their theory, and then record their findings for a given number of rolls eg 30. Variation: The teacher poses the scenario: If I put 6 number cards in a hat and picked them out one at a time, recorded the number and put it back in the hat, would there be an equal chance of each number being picked? Students discuss their predictions and then test by doing the activity.

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Is the Game Fair? In pairs, each student rolls a dice in turn and moves a marker along a number line marked from 1 to 50. One student follows the rule Double the number shown on the dice. The other student follows the rule Add 4 to the number shown on the dice. The winner is the first student to reach 50. Students discuss the fairness of the game.

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Is it fair? Students write their names on a small sheet of paper. The names are placed in a hat to choose who will be the leader of the line. The teacher draws out one name and the students are asked to discuss if this is fair and whether everyone has the same chance. Names are put back after each draw. This activity is continued over a week and students test predictions, record and discuss.

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What chance? Students are invited to express their opinions about the chance of finding various items in the playground at lunchtime eg a chip packet, a shopping trolley, a relative. Students discuss any differences in opinion. For example, Ellen might say it would be impossible to see her mother in the playground at lunchtime. Another student could challenge this thinking by stating that Ellens mother could arrive as a surprise. Variation: Students sit in a circle. One student, holding a ball or beanbag, begins by making a statement such as The principal will visit the class today. The ball or beanbag is passed to the next student and this indicates it is now their turn to talk. This student agrees or disagrees with the statement eg No, the principal wont visit today. I saw her walking to another room. The next student in the circle is passed the ball or beanbag and contributes a statement that agrees or disagrees eg The principal could visit our room after she has visited the other room.

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Knock Knock Students brainstorm a list of possible people who could knock at the classroom door eg the principal, a teacher, a primary child, an infants child, a mother, a father, a grandmother, a grandfather. Students write the names on cards. As a class, students discuss and rate people from least likely to knock to most likely to knock. During the day the students record who comes to the door. At the end of the day, students discuss the findings. Variation: In small groups, students discuss and rate the people from least likely to knock to most likely to knock. The students report back to the class, justifying their choices.

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Resources: dice, paper, picture books, hat, number line, counters, weather stamps, weather chart, calendar, environment pictures, activity pictures

Language: might, certain, probably, likely, unlikely, possible, impossible, predict, maybe, might not, will happen, will not happen, can happen, cannot happen, good chance, poor chance, fair, not fair, could happen, never I dont think that will ever happen. It could possibly rain tomorrow. It might happen.

Links: Whole Numbers Addition and Subtraction Data Evaluation:

Assessment: