Mathematics Program

Unit Title: Chance

Year: 5
Term: 4
Duration: 1 Week

Unit Description: Students describe and represent mathematical situations in a variety of ways using mathematical
terminology and some conventions (MA3-1WM). Conducts chance experiments and assigns probabilities as values between 0
and 1 to describe their outcomes (MA3-19SP)

Syllabus Content:

List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes
using fractions (ACMSP116)

Use the term 'probability' to describe the numerical value that represents the likelihood of an outcome of a chance
experiment

Recognise that outcomes are described as 'equally likely' when any one outcome has the same chance of occurring as
any other outcome

List all outcomes in chance experiments where each outcome is equally likely to occur

Represent probabilities of outcomes of chance experiments using fractions, eg for one throw of a standard six-sided
die or for one spin of an eight-sector spinner

Determine the likelihood of winning simple games by considering the number of possible outcomes, eg in a 'rockpaper-scissors' game (Problem Solving, Reasoning)

Recognise that probabilities range from 0 to 1 (ACMSP117)

Establish that the sum of the probabilities of the outcomes of any chance experiment is equal to 1

Order commonly used chance words on an interval from zero ('impossible') to one ('certain'), eg 'equally likely' would
be placed at 12(or 0.5)

Describe events that are impossible and events that are certain (Communicating)

Describe the likelihood of a variety of events as being more or less than a half (or 0.5) and order the events on an
interval (Communicating)

Background Information:
Students will need some prior experience in ordering fractions and decimals on a number line from 0 to 1. The probability of
chance events occurring can be ordered on a scale from 0 to 1. A probability of 0 describes the probability of an event that is
impossible. A probability of 1 describes the probability of an event that is certain. Events with an equal likelihood of occurring or
not occurring can be described as having a probability of (or 0.5 or 50%). Other expressions of probability fall between 0 and 1,

eg events described as 'unlikely' will have a numerical value somewhere between 0 and (or 0.5 or 50%).
The sum of the probabilities of the outcomes of any chance experiment is equal to 1. This can be demonstrated by adding the
probabilities of all of the outcomes of a chance experiment, such as rolling a die.
Strand, Sub-Strand and Outcomes
Working
Number and
Mathematically
Algebra
Exploring and
MA3Whole
Connecting
1WM
Number
Mathematical
concepts
Problem solving MA3Addition and
skills and
2WM
Subtraction
Mathematical
techniques
Communicating MA3Multiplication
and reasoning
3WM
and Division
Fractions and
Decimals
Number
Patterns

Number Sense
Session 1
Students play the game
Piggy Bank where T rolls
a die and students
record the numbers
rolled as their scores.
When the poisonous
number 1 is rolled the
round ends. The aim of
the game is to
accumulate as many

MA34NA
MA35NA

Statistics and
Probability
Data

Chance

MA318SP
MA319SP

MA36NA
MA37NA
MA38NA

Session 2
Students are to draw the
face of a clock in their
books but instead of just
using number 1-12 on
the face they are to go
around the face of the
clock again writing the
equivalent 24 hour
times next to the correct
numbers.

Measurement and
Geometry
Length
MA3-9MG

3D Space

MA314MG

Area

MA310MG

2D Space

MA315MG

Vol. and
Cap
Mass

MA311MG
MA312MG
MA313MG

Angles

MA316MG
MA317MG

Time

Session 3
Students engage with
the time card game
called I have, Who has?
Each students is given a
card that displays the
time they have and the
question to pose to the
class, the students with
the answer to the
question on the previous

Session 4
Teacher displays an A4
map of Australia where
5 flight paths are drawn
on in different colours.
Students are to write
down the departure and
arrival times and
calculate the travel
time. Students should
remember and take note

Position

Session 5
Teacher displays a train
time table on the smart
board and students are
to answer afew short
questions that
demonstrate they can
read and interpret a
time table.

points before the

poisonous number 1 is
rolled. Students can sit
down after any roll to
save their points for the
round.

New Learning
Sessio
Use the term 'probability' to
n1
describe the numerical value
that represents the likelihood of
an outcome of a chance
experiment

Describe events that are

impossible and events that are
certain (Communicating)

card say I have (the

answer) and asks who
has (the question on
their card)

of time zones and

differences.

Consolidation
Students brainstorm situations in our
lives that we experience chance.
Teacher introduces and models the use
of language such as certain,
impossible, could and unlikely.
Probability game: (Informal
Assessment)
Students will engage with the
interactive game where students will
determine the probability of an event
certain, impossible, could and
unlikely).
http://www.ixl.com/math/grade3/certain-probable-unlikely-andimpossible
Students work in groups no bigger than
4 to place a series of events into
categories of impossible, certain and
could (appendix 1).
Modified: Teacher works with a group
to ensure they reach the
understanding of the language and
how events can be classified by their

Reflection
Where do we experience chance in our
everyday lives?
What is some of the language we can
use to distinguish the probability of an
event?
Name some events that are either
certain, impossible or possible of
occurring.

likeliness of occurring.
Core: Students will work in groups to
categorize events.
Extension: Students can add their
own events into the categories.
Sessio
n2

Recognise that probabilities range

from 0 to 1
Order commonly used chance
words on an interval from zero
('impossible') to one ('certain'),
e.g. 'equally likely' would be
placed at 12(or 0.5)

Sessio
n3

Establish that the sum of the

probabilities of the outcomes of
any chance experiment is equal
to 1

Represent probabilities of
outcomes of chance experiments
using fractions, e.g. for one
throw of a standard six-sided die
or for one spin of an eight-sector
spinner
List outcomes of chance
experiments involving equally
likely outcomes and represent
probabilities of those outcomes
using fractions

Teacher introduces and models the use

of a scale between 0 and 1 to
represent the chance of an event.
As a class the scale is drawn and
events and words are placed along the
line (appendix 2).
Students complete a work sheet in
which they score a series of events on
their likeliness of occurring and match
this with language such as certain,
likely, unlikely etc.

Class discussion: What is probability?

What language do we use? How else
could we describe the different
outcomes?
Teacher introduces a wheel with 6
equal parts and demonstrates to
students how the different outcomes
can be expressed as fractions. Eg if
two parts were red the probability of it
landing on red is 2/6

Recognise that outcomes are

described as 'equally likely' when
any one outcome has the same
chance of occurring as any other
outcome

Students are engaged with website:

http://www.hbschool.com/activity/prob
ability_circus/
Students then independently work on
work sheet (appendix _).
Modified: Teacher works with a group
to complete the worksheet. This gives
the teacher explicit teaching time to
develop students skills and knowledge
of the topic.
Core: Students will work
independently to complete worksheet.
Extension:

Sessio
n4

Determine the likelihood of

winning
simple
games
by
considering
the
number
of
possible outcomes, eg in a 'rockpaper-scissors' game (Problem
Solving, Reasoning)

Activity 4: Likelihood of winning games

List all outcomes in chance

experiments where each
outcome is equally likely to occur

Teacher asks questions such as:

List outcomes of chance

experiments involving equally
likely outcomes and represent
probabilities of those outcomes
using fractions
Recognise that outcomes are
described as 'equally likely' when
any one outcome has the same
chance of occurring as any other

As a class a table is completed listing

all the possible outcomes when two
people play a game of scissors, paper,
rock.
- How many outcomes does the
game have? (9)
- Is the chance of winning even?
- Is this a fair game? Why?
- What is the probability that both
players will choose the same?
- What is the probability that a rock
will be presented by either of the
players?
Students then go back to their desks to

outcome

complete a worksheet consisting of a

similar activity with dice.
Modified: Group of students will come
down and work on the activity with
teacher assistance. Teacher explicitly
teachers the concepts and language
needed in order to complete task.
Core: Students will work on the
worksheet provided in which they will
fill in a table of the possibilities when
rolling two dice.
Extension: Students engage in the
face off die game. Students are to have
one run through and comment on their
thoughts about this game being fair
and able to be won by either player.

Sessio
n
5

Describe the likelihood of a

variety of events as being more
or less than a half (or 0.5) and
order the events on an interval
(Communicating)

Learning Sequence
Teacher recaps the lessons that have
taken place through this short unit and
what language has been learnt and
should be used when speaking about
chance and probability.
Students are to work in groups no
bigger than four and discuss the
language cards given out. Students are
to make a poster using these cards.
Students can make sentences out of as
many language cards as they can and
display these on their poster. This will
allow students to exhibit what they
have learnt through this unit.

Students discuss their sentences for

each of the language cards.
What has been learnt through this
unit?
Does it give you more of an
understanding of how we experience
chance in our lives?
What are some ways we can represent
the probability/chance of an event
occurring?
What did you find difficult throughout
the unit?

Discussion about the unit and what has What did you enjoy?
been learnt takes place as a class.

(Technical language used when

describing chance, where in our lives
we experience chance, how fractions
can represent probability and how
events can be graded between 0 and
1). Students share some sentences
from their posters and the unit is
recapped and bought to a close.

Language

Resources

Students should be able to

Worksheets attached, smart board &
communicate using the following
interactive games, 6 heel spinner, dice,
language: chance, event, likelihood,
certain, possible, likely, unlikely,
impossible, experiment, outcome,
probability.

Planned Assessment For Learning:

Students will be assessed on their:
Ability to use specific language to state
the chance of an event and use a scale
to rate the likeliness of an event.

Planned Assessment Of Learning:

Post Test and the posters that show
students are able to use all language
correctly.

Differentiation
Experiences were differentiated by:
Modified, Core and Extension activities
and groupings

Planned Assessment as Learners:

Guided Groups
Session 1

Session 2

Session 3

Session 6

Session 7

Session 8

Session 4

Reflective Evaluation
How effective was this unit of work in differentiating for all learners?
Response:

To what level have learners demonstrated knowledge of and skill in the identified outcomes?
Response:

How effective were the pedagogical practices employed?

Session 5

Response:

The event is certain to happen

The event is impossible

The event could happen

It will rain tomorrow.

A plane will take off from Sydney airport in the next hour

Helen throws a 7 on a normal die.

If a plant is not watered, it will die.

Mary chooses a red card from a pack of 20 black cards.

If I pick a card from a standard deck of cards, it will be a

king.

Tom throws a number between 1 and 6 on a normal die.

The sun will still be visible at midnight tonight in Sydney.

Hayden plays handball at lunchtime.

Every student in our class likes brussel sprouts.

The sun will rise tomorrow.

At least 1 person you know owns a pet.

I will win lotto this year.

A woman is selected at random from a group of 20 men

and 20 women

Tomorrow will be Thursday.

Every students in our class will score 100% in the next

Maths test.

If I toss a coin, it will land on heads.

Appendix 1: Match the Events