38 views

Uploaded by api-285941433

- mathematical thinking
- ACS-Ethos 8
- Math G7 YumYumCereal
- Guide Math K 6 Volume 2
- family night grade level sheet for third grade q1c1
- big ideas and problem solving in junior math
- look-education-kit-part-2
- exc2(1)
- 2303 Probability Bayes F12
- nine ways how do we help floundering students who lack basic math concepts burns
- kira edma310 unitplanner
- Information and Communication Technology (ICT): A Paradigm shift in Teacher Education
- November 9 Newsletter
- Doc 2
- M5
- Math Presentation
- beliefs about teaching learning mathematics
- tech
- probability
- h alg 2 t9 2 (filled in)

You are on page 1of 7

Heidi Gabrys

Unit Overview

Unit title: Whats the chances?

Content maths area: Probability - Chance

Grade/year level: 6

Learning Focus (ideas extrapolated from AusVELS): Statistics and Probability :

Chance

Students interpret and compare a variety of data displays, including displays for two

categorical variables. They analyse and evaluate data from secondary sources. Students

compare observed and expected frequencies of events, including those where outcomes of

trials are generated with the use of digital technology. They specify, list and communicate

probabilities of events using simple ratios, fractions, decimals and percentages.

Rationale:

Probability is in our everyday lives, from predicting the weather forecast to which horse will

win the Melbourne cup this year. Chance needs to be explored, with the concept of

randomness examined along with sample sizes taken during trials (Tarr, 2002). Students

misconceptions must be challenged through rich problem solving activities (Fi & Degner,

2012).

Assumed prior knowledge of students:

Students have explored and can use probability language to describe the chances of an

event occurring and they have some experience in numerically rating probability on a scale

0-1.

Grouping strategies to support learning:

Throughout this unit students will be working, in whole class, small grouped, paired and

individually at different stages. It is important that students have the opportunity to work

with peers, as it provides scaffolding and allows for rich discourse which strengthens student

learning (McNamara & Waugh, 1993).

Overview of assessment:

Assessment will be performed in several ways. Teacher observes reflection and discussion

times and writes anecdotal notes. Student-teacher conferences throughout lessons and mini

lesson times, with purpose of examining understandings and provide feedback. Students

written reflections will be used to gain insight into their understandings and abilities.

References:

Fi, C. D. & Degner, K. M. (2012). Teaching through problem solving. The mathematics

teacher. 105(6). 455-459. DOI: 10.5951/mathteacher.105.6.0455

Mcnamara, D. & Waugh, D. G. (1993) Classroom Organisation:a discussion of grouping

strategies in the light of the Three Wise Men's report, School Organisation: formerly

school organisation. 13(1), 41-50. DOI: 10.1080/0260136930130104

Tarr, J. E. (2002). Providing opportunities to learn probability concepts. (Principles and

Standards). Teaching Children Mathematics, 8(8), 482-487. Retrieved from

http://go.galegroup.com/ps/i.do?id=GALE

%7CA84903082&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=2ef0912fd305b5f3bcf

df761beea814b

Topic: Whats the chances? (Probability: Chance)

Key mathematical understandings

(2-4 understandings only; written as

statements believed to be true about

the mathematical idea/topic):

Randomness is key to probability

Year Level: 6

Term:

Week: 5

Date: 20/10/2014

Content strand(s): Statistics and Probability

Sub-strand(s):

Chance

Level descriptions:

Describe probabilities using fractions, decimals and percentages (ACMSP144)

Conduct chance experiments with both small and large numbers of trials using appropriate digital

technologies (ACMSP145)

Proficiency strand(s):

Understanding

Fluency

Problem

Solving

Reasoning

Understanding Making a connection between probability and fractions, decimals and percentages

Problem Solving Through experimental probability trials, create predictions.

Reasoning Discussing and justifying why the prediction is correct. Developing theoretical notions

about probability to strengthen justifications.

(including strategies, ways of working

mathematically, language goals, etc.) (4-5

key skills only):

probability using a variety of vocabulary

sample size variations

percentages to probability

chance

Die and large dice

Horse race game board

Counters

A very improbable story by Edward

Einhorn

ICT resources (listed with in the unit)

definitions of key words appropriate to

use with students)

Probability

Chance

Sample size

Trials

Likely

Possible

Impossible

What are the chances of . Happening?

Event

Outcome

Fractions

Decimals

percentages

misconceptions related to the

mathematical idea/topic that students

might develop):

The more trials or size of the sample space

is more likely to produce the desired

outcome

Chance has no memory, individual trials are

independent of one another

Probability is random

strategies/Learning

that will be used to develop

understanding to be used during the

sequence of lessons; 3 5 probing

questions):

What are the chances of .. event

occurring?

What factors must be taken into

consideration when determining the

likelihood of an event occurring?

Does it matter how big the sample

space is? Does this affect your

prediction?

How can we describe that?

Do all the trials have the same results?

What does this tell us?

Analysing

Estimating

Listening

Checking

Explaining

Locating

Classifying

Generalising

information

Co-operating

Hypothesising

Making choices

Considering

Inferring

Note taking

options

Interpreting

Observing

MATHEMATICA

TUNING

IN

INVESTIGATIONS

L

(WHOLE CLASS

SESSION

FOCUS

FOCUS)

(INDEPENDENT

(a short, sharp task

LEARNING)

(what you want

relating to the focus of

(extended opportunity

the children to

the lesson; sets the

for students to work in

come to

scene/ context for what

pairs, small groups or

understand as a

students do in the

individually. Time for

result of this

independent aspect.

teacher to probe

lesson short,

e.g., It may be a

childrens thinking or

succinct

problem posed, spider

work with a small group

statement)

diagram, an openfor part of the time and

inquiry unit focus, current events,

literature, etc.):

Melbourne cup horse racing

ICT

Literacy

Performing

Reading

Seeing patterns

Testing

Persuading

Recognising bias

Selecting

Viewing

Planning

Reflecting

information

Visually

Predicting

Reporting

Self-assessing

representing

Presenting

Responding

Sharing ideas

Working

Providing

Summarising

independently

REFLECTION & RestatingADAPTATIONS

ASSESSMENT

MAKING

STRATEGIES

CONNECTIONS

- Enabling prompt

SESSION

(to allow those

(should relate to

(WHOLE CLASS

experiencing difficulty

objective. Includes

FOCUS)

to engage in active

what the teacher will

(focused teacher

experiences related to

listen for, observe,

questions and summary

the initial goal task)

note or analyse; what

to draw out the

- Extending prompt

evidence of learning

mathematics and assist

(questions that extend

will be collected and

children to make links.

students thinking on

what criteria will be

NB. This may occur at

the initial task)

used to analyse the

Session 1

Degrees of

probability

can be

described

using a

variety of

language.

or reading a story)

conferences)

very improbable story

by Edward Einhorn.

Categorising and

ordering the vocabulary

form certain to

impossible.

Focus Questions:

What are some of the

words used to describe

probability?

How are these different

in the chance of

something happening?

(likely impossible)

Brainstorm words

which can describe

probability from certain

to impossible. Create a

Wordle to display.

word which describes a

probability from certain

to impossible.

Using a rope, ask

students to peg their

word along the rope

and justify why it

belongs at the

particular spot.

Ask students to write a

statement which will

describe an event. They

must then place it along

the rope as to the

likelihood of that event

actually occurring. (e.g.

I will play footy of

Saturday or I am going

to travel to the moon

tomorrow)

a lesson. Use of

spotlight, strategy,

gallery walk, etc.)

Discuss students

choices for where they

placed their probability

word along the rope.

Focus Questions:

Are there words which

should go somewhere

else? Why?

What does impossible

mean? Certain?

Possible? Likely?...

Are there better words

that can be used to

describe the likelihood

of an event occurring?

evidence)

Enabling:

Allow students to work

with a partner to

discuss their choices.

Extending:

Students need to find

examples which show

examples of probability

that are related to the

vocabulary.

anecdotal notes about

students

justifications.

Are students

statements of events

showing

understanding?

Session 2

There is no

difference in

results when

the variables

stay the

same but the

method

changes.

discuss the chances of

it landing on 6.

Focus Questions:

How likely is the dice to

roll a 6? 4? 1? 0? 8?

How do you know?

Enabling:

roll three 5s. Does it

make a difference if I

roll the die all together

or one at a time?

present their arguments

as to which method is

better or if it doesnt

make any difference.

dice

prediction about which

method is better and

why they believe it is.

Focus Questions:

Did the method affect

the results?

Why do you think that

method work

better/worse?

Working in small

groups, students need

to conduct trials to test

their prediction.

Fischbein, Sainati Nello

& Sciolis Marino (1999)

Session 3

Probability is

in games we

play and ICT.

Introduce the

probability and ICT.

Play Pulling Objects

From Bag

http://wwwk6.thinkcentral.com/con

tent/hsp/math/hspmath/

ca/common/itools_int_9

780153616334_/probab

ility.html

Discuss and have

students justify their

choices. Each student

should be given the

opportunity to have a

go.

games to investigate

probability ideas.

Probability Fair

http://mrnussbaum.com

/probfair-play/

Coco the Parrot

http://www.mathplay.com/ProbabilityGame.html

Basic Probability

Practice

http://www.ixl.com/mat

h/grade-3/certainprobable-unlikely-andimpossible

Extending:

Students need to create

a way of recording the

outcomes of the trials in

a logical fashion.

Find a way of predicting

the likelihood or rolling

three 5s.

Teacher moves

between groups and

listens to

conversations,

observes student

strategies and asks

prompting questions

to enable or extend

upon student

understandings.

results?

Is there any way of

predicting the likelihood

of rolling three 5s?

explain?

Reflecting upon the

experience.

Students will write the 5

VIPS about probability

that they gained from

playing these games.

Share in small groups

and then discuss as a

whole class the VIPS.

Ask students if they

know of any other

games or activities

which they have play

before have included

chance and how it was

incorporated.

Enabling:

Students work with a

partner or small group

to allow for discussion.

Extending:

Explain to a partner

how the game works

and the strategies used

to be able to predict

and win the game.

Review a selection of

students VIPS.

Checking for

understanding.

Session 4

Fair or unfair,

testing the

game.

the Melbourne cup.

http://www.youtube.co

m/watch?

v=w_NKzephhWU

Focus Questions:

How does horse racing

link to probability?

How is chance

calculated for the odds

of a horse winning the

race?

Is the favourite horse

a certain to win the

race?

Session 5

Probability

can be

related to

fractions,

percentages

and

decimals.

Students will

investigate the

probability and chance

of each horse winning

the race and decide

whether the game is

fair or not.

the game trials. Discuss

what students found.

Focus Questions:

Which horse is most

likely to win? Why?

unfair? Why?

initial predictions.

Discuss how the results

can be recorded.

Race [Appendix A]

game. Show students

the game board and

materials needed.

Discuss the rules.

partner a few times and

record the results.

Race game once

through.

Ask students to

investigate and record

the chance of each

different horse winning.

Focus Questions:

Is the game fair?

How can we use our

results to find out?

Are there ways of

finding out which horse

is most likely to win

without playing the

game?

the results and discuss

why one horse won

more times than others.

labelled from 1-12.

Students may use the

dice to help them fill in

the table which shows

all possibilities of

winning. Ask them to

tally up the totals.

(There should be 36

different possibilities)

accurate? Why/ why

not?

have a better chance of

winning than another

one?

Enabling:

Students use a modified

board with only 1-6

numbers instead of 12.

Extending:

Record anecdotal

notes about students

responses.

Do students have a

good understanding of

what is fair or unfair?

Students investigate

ways of predicting the

probability using visual

representations. (table,

tree diagram)

we could find out what

the chances of each

horse winning is.

Are there ways of

finding out which horse

is most likely to win

without playing the

game?

original questions.

How does horse racing

link to probability?

How is chance

calculated for the odds

of a horse winning the

race?

Is the favourite horse

a certain to win the

race?

Is the game fair or

unfair? Students write a

justification about their

decision of fairness.

Enabling:

Mini lesson with

students in creating

fractions and converting

fractions to decimals.

Extending:

Find the percentages for

each horse winning the

game.

from class discussion

about student

reflections and ability

to relate probability to

fractions and

decimals.

Review selected

students justifications

about the fairness of

the horse race game.

fractions of the different

horses chances of

winning.

Ask students if they are

able to convert these

fractions into decimals.

Students then calculate

the decimal chances of

each horse winning the

game.

- mathematical thinkingUploaded byapi-314096464
- ACS-Ethos 8Uploaded byACS Athens
- Math G7 YumYumCerealUploaded byJudah Lazaga
- Guide Math K 6 Volume 2Uploaded byPiremahramasamy Premi
- family night grade level sheet for third grade q1c1Uploaded byapi-367822949
- big ideas and problem solving in junior mathUploaded byapi-240966742
- look-education-kit-part-2Uploaded byapi-240059321
- exc2(1)Uploaded byroh009
- 2303 Probability Bayes F12Uploaded bymariano_alessandro
- nine ways how do we help floundering students who lack basic math concepts burnsUploaded byapi-281272453
- kira edma310 unitplannerUploaded byapi-317502596
- Information and Communication Technology (ICT): A Paradigm shift in Teacher EducationUploaded byAnonymous CwJeBCAXp
- November 9 NewsletterUploaded byCassandra Williams
- Doc 2Uploaded byShila Lan
- M5Uploaded byCrystal Hui
- Math PresentationUploaded bySyahrun Nurul'Ain
- beliefs about teaching learning mathematicsUploaded byapi-262527276
- techUploaded byScience Oly
- probabilityUploaded byapi-280784062
- h alg 2 t9 2 (filled in)Uploaded byapi-261379705
- video reflection and analysis - final (short, 6 page)Uploaded byapi-242219136
- week 2 assignmentUploaded byapi-463332216
- u6 l5 lesson notesUploaded byapi-293917938
- DiceUploaded bymushahed
- Project Work for Additional CabangUploaded byFakhri Lukamerishiki
- template for project chapter 4 with reteachUploaded byapi-444684169
- Esafety Policy Approved Nov 11 2009Uploaded bynprior1628
- Creativitatea in scoli - sondaj profesori (EN)Uploaded byProiectul SOS
- Year 5 ICT 2014 Term 4 IMovie Bathurst Trailer and Symbol SystemsUploaded byMrs_Thomas
- 979bf95209f701db6f6292581b0f0813Uploaded bygeetkumar18

- ilp williamUploaded byapi-285941433
- assessment task 2- template for research paperUploaded byapi-285941433
- maths money 23 11 2014Uploaded byapi-285941433
- maths money 21 11 2014Uploaded byapi-285941433
- written task 5Uploaded byapi-285941433
- assessment task 2b - guidelines and strategiesUploaded byapi-285941433
- maths money 20 11 2014Uploaded byapi-285941433
- e-book heidi gabrysUploaded byapi-285941433
- assessment gridUploaded byapi-285941433
- inquiry unit document update-1Uploaded byapi-285941433
- research essayUploaded byapi-285941433
- edla309369 lesson planning template 2014-1Uploaded byapi-285941433
- heidi gabrys pe lesson plansUploaded byapi-285941433
- written task 3Uploaded byapi-285941433
- assignment oneUploaded byapi-285941433
- heidi gabrys literacy plannerUploaded byapi-285941433
- maths sharing 25 11 2014Uploaded byapi-285941433
- assignment 3 = learning activity and essayUploaded byapi-285941433

- c1891572Uploaded byapi-3729284
- Group Theory and the Rubik’s CubeUploaded bys v k
- 78l00Uploaded byeprl@eprl
- Chap6_slides.pdfUploaded byIman Satria
- CCNA Dis3 - Chapter 5 - Routing With a Distance Vector Protocol_ppt [Compatibility Mode]Uploaded byhttp://heiserz.com/
- j1Uploaded byEvelynAtencio
- 613_614_624_mini-tek datasheet.pdfUploaded bySinorne
- Group_Theory.pdfUploaded bychemical33
- Interview+Questionnaire+OracleUploaded byAdriana Scarlat
- M23 Chain LatchUploaded byVinay Kumar Neelam
- Retaining WallUploaded byAana Sams
- 7_substitution_postUploaded byapi-3767370
- Technical Guide for Steel & Stainless Steel Turning - Seco Tools.pdfUploaded bywilson
- Measurement of Vertical DistancesUploaded byKriztan Carlo San Jose
- Bulldozer(1)Uploaded byPravesh Tamrakar
- Mirror TracingUploaded bydaphnereeze
- Revisiting H-R Rules Using ANNsUploaded byzym1003
- Welding Processes 1Uploaded bylp mishra
- Blundell... Female Labour Supply, Human Capital and Welfare ReformUploaded byElena Pierard
- Taverner, T. - Chess Problems Made EasyUploaded byEdward Miller
- Bio 130 Chapter 25 Hand OutUploaded byhkalloli@gmail.com
- Solar drying of fruits, vegetables, spices, medicinal plants and fish.pdfUploaded byashisbhuniya
- IJACSA_Volume1No6Uploaded byEditor IJACSA
- Cooking Test ModeUploaded bypasantito
- 132424Uploaded bySesha Sai Kumar Vemula
- venus.pdfUploaded byCarlos Tr
- Industrial Buildings.pdfUploaded bybopayya
- ghampson2016.pdfUploaded bycligcodi
- faultUploaded byPanu Mark II
- Estimation of Lining Thickness ShaftUploaded byBUDAPES