Curriculum Maths Class Stage 3, Year 5 & 6 Teacher’s signature

Topic Chance Date Thursday Time 9:00 – 10:30am

(approximately)
23/05/19

Learning Intention: Outcome(s) Content:

We Are Learning To (WALT): compare observed frequencies MA3-19SP conducts chance
experiments and assigns
probabilities as values between 0
Success criteria: and 1 to describe their outcomes
What I’m Looking For (WILF): MA3-1WM describes and
I can use the term frequency to describe the number of times a particular outcome represents mathematical situations
occurs in a chance experiment. in a variety of ways using
I can distinguish between chance and probability mathematical terminology and
some conventions
Compare observed frequencies across experiments with
expected frequencies
 Use the term ‘frequency’ to describe the number of
times a particular outcome occurs in a chance
experiment
> Distinguish between the ‘frequency’
of an outcome and the ‘probability’
of an outcome in a chance
experiment (communicating).
 Compare the expected frequencies of outcomes of
chance experiments with observed frequencies,
including where outcomes are not equally likely

Conduct chance experiments with both small and large numbers

of trials using appropriate digital technologies

Time Teaching strategies Learning strategies Grouping Space Resources

Intro Whole class On the floor PowerPoint Presentation
5 minutes Teacher settles class after they Whiteboard Marker
enter the classroom. Dice (2 per pair)
Teacher marks the roll (Online + Maths Books
paper roll). Lead Pencils

WALT/WILF Teacher introduces the WALT

5 minutes to the class: ‘compare observed
frequencies’.
Introduce the WILF:
I can use the term frequency to
describe the number of times a
particular outcome occurs in a
chance experiment.
I can distinguish between
chance and probability.
Briefly go through the WILF with
the class, breaking it down.
The word frequency, what does
that mean?
 Is it similar to the word Whole class On the floor
frequent?

Counting Teacher tells the students that

5 minutes for their counting, they will be
counting backwards by Students count backwards in
multiples of 3, from 96. multiples of 3 from 96.

Before the lesson, the teacher

will write the multiples of 3 on
the whiteboard to support
students who need additional
help.

Students may get stuck

‘jumping the decade’ for
example from 90 to 87. If they
get stuck, pause and remind
them they are jumping the
decade. What is 3 less than 90?

5 minutes Show students the video on

ALPATP.
Start video at 24 seconds.
Pause video at 1 min, 10
seconds – why do you think 1 is
not a possible outcome when
we roll two dice together? Students watch video to get an
Resume video, and stop at 2 idea of what they will be doing in
minutes, 30 seconds. This this lesson.
shows students how to use a
dot plot to record the sum of the
dice. https://alearningplace.com.au/concept_level/#sp-
17-frequencies-small-trials-to-predict-larger-trials

Body Teacher models on the board Whole class On the floor

what is expected of the students Students watch the modelled
Explicit - How to draw a dot plot component of the lesson, engaging
Teaching in discussion / answering the
10 minutes - Rolling the dice: If I roll the dice questions asked by the teacher.
and get two and five, what is the
sum?
- Where would I place this on the
dot plot?
- Repeat until you have
approximately 10 sums recorded
so there is enough to
demonstrate frequency to
 students.
- Which sum Is most likely to
occur if we roll these dice?
- Which sum occurred most
frequently in this experiment?
Remember: Frequency is how
often an outcome occurs
What is the frequency of 1? (How
many outcomes were only rolled
once)?
Investigation
In pairs:
15 minutes Ask students to grab two dice for Students conduct their own Pairs Space around the
each pair, and in their maths investigation, rolling the dice and classroom (on the
book draw (or use) a dot plot to recording the sum of each roll on carpet).
record the sum of both dice. the dot plot.

Green group:
Conduct a small-scale
experiment, rolling the dice 5
times and recording the sum of
each roll on the dot plot.

Orange group:
Conduct a small-scale
experiment, rolling the dice 10
times and recording the sum of
each roll on the dot plot.

Once students have completed

that, ask them to come to the
floor with their books.
Teacher checks their
understanding of the task. If they
are on the right track, they can go
back and further investigate.
Green: Roll the dice 5 more
times, to have 10 sums In total.
Students return to the floor so their Whole class On the floor
progress can be checked. If they
understand, they can return to
their work, further investigating by
rolling the dice and recording on
dot plot.

Orange:
Roll the dice 10 more times, to Pairs Space around the
have 20 sums in total recorded. classroom (on the
carpet).
Once this has been completed.
Ask students to put their dice
away, but return to the floor with
 Regather student attention,
asking them to put away the dice
and return to the floor with their
book.

10 minutes Ask the students in their pairs to
discuss what they notice about
their experiment.
- Did some numbers occur more
than others? Why do you think
that is?
- What is the word we use to
describe how often an outcome
occurs? Frequency
Ask the pairs to share with the
class the outcome that occurred
most frequently in their
experiment.
Is this the same for everyone?
Whole class (with pair On the floor
Students look at the dot plot to see discussion)
what information they can draw
from it – the most frequent
outcome, the least frequent
outcome,
Students share their responses to
see that the most frequent number
may differ slightly.

Problem of Display 1 or 2 problems from ‘A

the Day Learning Place A Teaching Place’ Student use their problem solving Whole class On the floor
for ‘Problem of the Day’. strategies:
10 minutes What is the question asking?
When the question is displayed, What strategies can I use to solve
ask the students to remind you this problem?
what we do when we have a
maths problem.
What are we looking for?
What the question is asking us.

What is the question asking us?

How could we solve this?

Give students an opportunity to

answer, and get them to justify
their answer.

Conclusion Students reflect on their learning. Whole class On the floor Bigger dice (if doing reflection circle)
‘What was the big idea that we
Reflection worked on today?’
5 minutes
Alternative:
Reflection circle: Who ever has
the dice shares something they
learnt from today.
Differentiation: Summative Evaluation

Teaching notes
Metalanguage: chance, event, likelihood, experiment, outcome, expected outcomes,
trials, probability, frequency