FORWARD PLANNING DOCUMENT

TERM/WEEKS:
2/1-2

YEAR LEVEL:
5

AUSTRALIAN CURRICULUM
MATHEMATICS

LEARNING AREA/TOPIC: Statistics and Probability Chance and

Data

Mathematical Prior Learning

Students have have had experience, in previous years of schooling, with labelling outcomes of chance as likely, unlikely etc. They also understand that one
outcome can be either independent or dependent on another, depending on circumstance. Students have also had experience in using fractions, and ordering
fractions on a number line from 1-0. Students have also had experience using both bar graphs and pie charts in previous years of schooling.

Literacy

Numeracy

ICT

Aboriginal and Torres Strait Islander histories and Cultures

WEEK/
LESSON

AUSTRALIAN
CURRICULUM
LINKS
N&A
M&G
S&P

General Capabilities:
Critical and creative
thinking

Cross-curriculum priorities:
Asia and Australias engagement with Asia
SPECIFIC LESSON
OBJECTIVE

Prof

Ethical Behaviour

ASSESSMENT
(what & how)

TEACHING &
LEARNING
EXPERIENCES
(include learner
diversity)

Personal and social

Competence

Intercultural
Understanding

Sustainability
KEY
QUESTIONS

RESOURCES

1/1

(ACMSP116
)

Reasoning

Recall
chance
words and
meanings.
Order
chance
words from
least likely
to most
likely, and
provide
justification
for their
ordering.
Describe
instances
in which
chance will,
or will not,
be the
same for
everyone
in the
class,
providing
explanation
s and
reasoning
for these
instances.

Diagnostic
Assessment
Checklist
-Has student
ordered
chance
outcomes
correctly?
-Has student
written/create
d chance
outcomes that
are
appropriate?
Marking Key:
Achieved

Developing
Not
achieved
Observation
This will be
used
alongside the
diagnostic
assessment to
be aware of
each
students
input and
participation.

INTRODUCTION:
To begin this lesson, the students will be doing an
activity called Popcorn to revise the language of
chance. Students will be gathered on the mat in front
of the whiteboard. The Popcorn activity will be
explained by the teacher.
Popcorn:
When given the focus topic, in this case language of
chance, the students are to say the word popcorn
before saying a word that they know related to chance.
If a student can hear that another is speaking, they will
wait until they have finished to input.
The teacher will then give students the focus topic,
language of chance, and ask them to begin. As the
students are calling out the words related to chance,
the teacher will write them down onto a large piece of
butchers paper taped to the board. This paper, will
then become a reference point of this unit of work. The
teacher will discuss the meanings of the words that the
students have called out, asking them to give an
example of an event that matches that word. Once
completed the teacher will send the students back to
their desk groups.
LESSON BODY:
In the middle of their desk groups (four students per
desk group) the students will be given snap lock bags
containing language of chance cards. On each card
there may be words such as impossible, unlikely,
50/50, and there will be two blank cards for their
students to write their own chance word. Each group
will be given the same cards in each bag. The teacher
will instruct the students, in pairs, to put the cards in
order. Dialogue (learning) will be encouraged between
the students as they work together.
Once completed the students will be asked to share
with their desk partners how they ordered their cards
and why. The teacher will then ask a pair from each
group to share their ordering experience, and whether
there were differences between pairs in the ordering of
the words.
Given an A3 piece of paper, students will then be
asked to glue the language cards in order from least
likely to most likely.
The teacher will walk around and assist those students
in need, manage behaviour, and keep students on

What are
some words
that you think
of when you
hear the word
chance? What
do those
words mean?
How do we
know how to
order chance
words?
Does
everyone
always have
the same
chance? Why
or why not?
What are
some
instances in
which the
chance will be
the same for
everyone in
this room?
What are
some
instances in
which the
chance will
not be the
same for
everyone in
this room?

Butchers pap
taped to
whiteboard
Markers

Snap lock bac

with chance
language car
in them, one
between two

A3 sheets of
paper, one
between two.

Students glue
sticks
Students
pencils

Notepad for
teacher to wr
down any
observationa
notes

Name posters
to put on the
four corners
Assessment
checklist

1/2
(ACMSP116
)

Reasoning
Fluency

Identify
and recall
chance
words and
meanings.
Sort
chance
scenario
cards into
appropriate
categories.
Discuss
and reflect
on the
learning
activity,
using

Observation
and Anecdotal
notes
The teacher
will walk
around the
classroom as
the students
sort their
cards. As the
teacher is
walking
around,
helping and
observing,
any notes
about the way
students sort,
discussions
they have, or

task.
This task will be used as a diagnostic assessment to
measure whether students have grasped the meaning
of chance words in order to effectively order them. This
will need to be paired with observational assessment
on each students input to the ordering activity.
Learner Diversity:
The teacher will be able to walk around and help all
students in need.
Students are working in their mixed ability desk
groups.
PLENARY:
Four Corners game. Each corner of the classroom will
represent a chance (likely, unlikely, 50/50, impossible
etc.) chosen by the teacher. The students will be asked
to gather into the middle and the teacher will give
them a scenario such as
you will have Weet-Bix tomorrow for breakfast
or
it will be sunny tomorrow
It is important to have a diverse range of questions to
show that, in some cases, chance depends on the
individual.
When the students have chosen a corner the teacher
will choose a representative to state why they have
chosen that corner.
INTRODUCTION:
Guess Who? Language of chance
The teacher will give the students some clues related
to a chance word. For example for the word impossible
the clues may be:
There is no way that this event will EVER happen
I am certain that this event will not happen
This will help the students to understand that although
some chance words mean similar things, they are
distinctive in different ways.
Ask questions such as:
- Why would those clues not be correct for the word
unlikely?
LESSON BODY:
Each student will be given a set of chance cards
(scenarios and pictures) and will be instructed to sort
them into the following categories:
- possible or impossible

Why would my
description
not be correct
for other
words?
What other
words can we
use to explain
chance
outcomes?
How would the
dispersion of
cards change

Chance cards

Maths journal
Whiteboard

Anecdotal no

chance
language
and
reasoning
to justify
their
responses.

anything
interesting
they have
done should
be written
down on a
post-it note
and used to
inform further
teaching. The
teacher will
also write
anecdotal
notes during
plenary
discussion.

Student Work

-likely or unlikely
- certain or uncertain
To begin the lesson body, the teacher will tell the
students that they will be sorting their cards into being
possible or impossible. Before the sorting begins the
teacher will ask the students to give definitions of
possible and impossible.
The students will then sort their cards, and once
finished they will check with their groups to see if they
had anything different to other group members,
recapping on the fact that chance is not always the
same for everyone.
Once the first sorting activity has been completed the
students will be asked to write the card numbers (that
will be written in the corner of their cards under the
scenarios possible and impossible in their maths
journal.
This activity will then be repeated for the other two
categories.
Extension ideas:
Ask students to think of different categories, using
similar words or phrases, to sort their cards.
Ask students to sort their cards using three
titles/chances in a category, such as always,
sometimes and never. Ask them how this will change
the dispersion of cards and why?
Learner Diversity:
The teacher will be able to walk around and help all
students in need.
Education assistant available to work with students in
need.
PLENARY:
Class discussion.
Questions and prompts:
- What is different or similar about the words?
- Did the scenario cards always stay in the same
lists/columns/under the same title. Why or why not?
- Did anyone come up with another category?
-Did anyone sort their cards into three titles/groups?
- If we added another chance to our sort what would
change and why?
TTYPA (Turn to Your Partner and)
The teacher will ask the students to TTYPA with the
person sitting next to them and discuss:
- One new thing they learnt in that lesson

if we had
three
categories
instead of
two?
What is
different or
similar about
the categories
and their
titles?
If I were to say
that the
scenario cards
for category
one were
sorted exactly
the same for
every student,
why would I
be right or
wrong?

sheet for the

teacher

Reasoning
1/3
(ACMSP116
)

Become
familiar
with and be
able to
define the
term
equally
likely
Identify the
link
between
the terms
equally
likely and
fair game
Describe
the
differences
between
games that
are fair and
unfair, and
justify
these
description
s

Sample
Reflection
The teacher
will collect the
students work
books and
look at their
reflections on
whether the
game they
played was
fair. This will
be used to
show the
teacher if the
students have
grasped the
meaning of
fair and
unfair, and
whether they
can apply
those
meanings to
make a
critical
reflection.
Criteria:
- The student
has identified
whether the
game is fair or
unfair.
-The student
has provided
some
reasoning as
to why they
think they
game is fair or
unfair.
- The student
has offered
suggestion as
to what can

- One interesting thing they learnt in that lesson

- One activity they enjoyed in that lesson

INTRODUCTION:
Students seated on the mat.
Using the interactive whiteboard the teacher will place
an image on the screen of a coin, posing a question
such as
What is the chance of the coin landing heads up after
being flipped. Once students respond, ask the
students what the chance will be of the coin landing
tails up when it is flipped and creating dialogue about
whether the chances are the same for each outcome,
and introduce the term equally likely. Once the term
has been introduced, add it to the butchers paper
brainstorm from the first lesson.
Ask students to talk to the person next to them about
what they think equally likely means and another
example of this (such as playing a game of paper
scissors rock). The teacher will then select students to
share their answers, and use these answers to then
create a class definition of what equally likely means.
This will then be written on the butchers paper as well.
LESSON BODY:
The teacher will ask the students
If the chance of getting heads or tails is equal, is this
a fair game? or
If the chances of winning or loosing in a game of
paper-scissors-rock are equal, is this a fair game?
The teacher will lead a discussion with the students
about the fact a fair game is one in which each player
has an equal chance to win.
The teacher will then hand out die to each group (there
needs to be enough for two per pair), along with two
counters and a game board per pair. The game board
is a laminated sheet showing two tracks resembling
that of a running race. Each track is divided into 20
strides.
The students will then be playing a simple track game
that resembles a running race. The teacher will
describe how the game works
Running Race game:
Students take choose a track side and place
their counter at the starting line.

IWB
Images
If we know
what the word
equal means,
how could we
describe the
term equally
likely?
What are
some
examples of
things, or
games that
have an
equally likely
chance?
If I were to say
that the
chances of
either myself
or (student in
class) winning
the lottery this
weekend, why
would I be
right or
wrong?

Running Race
game board
Dice

Can you
explain the
link between
the terms
equally likely
and fair

Student Journ

be done to
improve the
game to make
it fair or
unfair.

1/4

Understandi
ng
Problem
Solving
(ACMSP116
)

Recall
chance
words and
meanings
Complete

Students
Maths
Journals
The problem
solving done
in the maths
journals will
be marked by

Students will take turns to roll both dice. If the

difference between both dice is 0, 1 or 2, the
student may move 1 stride. If the difference
between both dice is 3,4 or 5, the students are
able to move two strides.
The teacher will then instruct the students to begin.
They will be asked to play the game twice, recording
who has won each time.
Once the students have played the game they will be
asked to write a reflection about whether the game
was fair or unfair, why they thought that, and what
could improve the game to make it fair or unfair?
Once completed the students may then create a game,
in pairs that is either fair or unfair. They must write the
game rules and description in their maths journal with
their reflection.
Learner Diversity:
The teacher will be able to walk around and help all
students in need.
Students will be working in pairs. Weaker students will
be paired with stronger students to allow for peer
teaching and learning.
PLENARY:
Umpire
There will be a class discussion about whether the
Running Race game was fair or unfair, and why? The
teacher will prompt students to use language in
reasoning such as equal chance. The teacher will then
ask students to brainstorm ideas in their groups about
what they could do to make this game fair. Once they
have brainstormed, the teacher will as students to
share. Once one group or team has shared the umpire
asks the other team/teams if they will reward the team
with a goal, meaning they agree, a foul meaning
they dont agree, or a rebound meaning they agree,
but have something to add. The teacher will ask the
students to give reasons for their responses.

game?
What are
some other
situations in
mathematics
in which being
equal or fair is
important?
What makes a
game fair or
unfair? Can
you give an
example?

Butchers pap
INTRODUCTION:
Popcorn activity:
Using a piece of butchers paper taped to the board,
the students will brainstorm words they know about
probability by saying them out loud.
What is probability?

Markers
Whiteboard

Problem card

probability
problems
presenting
probability
as a
fraction
Use
newspaper
s to find
real life
examples
of
probability

the teacher.
For each
problem card
there will be a
mark
recorded for
each student
appropriate to
the number of
questions in
each cards.
Anecdotal
Notes
Next to the
students
marking card
the teacher
can write
anything
interesting
about what
the students
said or did
throughout
the lesson.

What words can we use to describe probability?

What is the difference between chance and
probability?
How are chance and probability linked?
How can/do we measure probability?
LESSON BODY:
Probability as a fraction revising probability and
fractions
To begin this activity, the class will work on the
following problem together:
Your sock drawer is a mess. Twelve black socks, two
white
socks and 4 red socks are mixed together.
What are the chances that, without looking, you pick a
red sock?
What are the chances of picking a black sock?
What are the chances of picking a red or white sock?
As a guided class discussion the teacher will ask the
students the following questions:
- What do we know?
- What do we need to know?
Once the class has answered these questions, they will
work as a class to answer the problem. If needed the
teacher will ask the students to redefine or share how
to create a fraction from the information they have
been given.
If the total number of socks is 18, and there are 4 red
socks in that total number of socks, what would our
chances be that we picked a red sock out of the
drawer?
- The fraction must be out of 18 as that is the total
number.
Once completed, the students will then be given
problem cards with the following problems to work
through in pairs.
PC1:
If you are rolling a regular six sided dice, what is the
probability of:
- Rolling the number 2?
- Rolling an even number?
- Rolling a 4 or a 5?
- Rolling a number less than 4?
PC2:
You are going to randomly choose a card out of a

Maths journal
What is
probability ?
What do we
know about
probability?
Where can we
find real life
examples of
probability?

Newspapers

Marking cards

1/5

Fluency
Understandi
ng

regular deck of 52 cards. What is the probability of?

- The card you picked being a King?
- The card you picked belonging to the suit of spades?
- The card you pick being a queen or joker?
PC3:
You are visiting a kennel that is a home to 3 German
Shepherds, 4 Labradors, 2 Chihuahuas, and 3 Poodles.
When you arrive the dogs are playing in the yard. If
you were to walk into the yard, what would be the
probability of:
- A Poodle running up to you first?
- A German Shepherd or a Chihuahua running up to
you first?
- Any dog but a Labrador running up to you first?
The students will be asked to answer these questions
in their Maths journal using the structure shown in the
class example.
Once this has been completed, the students will be
asked to come to the teacher with their books so their
problems can be checked. Once this has been done
each pair will be asked to get a newspaper. In pairs,
they will go through the newspaper and look to see
where probability as a fraction is used in real life
scenarios. When they find these things they will be
asked to circle them using coloured Textas.
Learner Diversity:
The teacher will be able to walk around and help
students in need.
Students are working in their mixed ability desk
groups.
Education assistant will be available during this lesson
to help students in need.
PLENARY:
The students will complete a gallery walk to look at the
different things that students found in the newspapers.
They will walk around silently and view as many work
samples as they can in the time provided.
Once the teacher asks them to stop, the students will
be asked to answer some questions about what they
saw or experienced.
- What did you see that was similar or different with
the work samples?
- Where did you find probability examples in the
newspapers?
- Were there any parts of the newspapers that had a lot

Cards for
speedy additi
game

Reasoning
(ACMSP116
)

Complete
dice
addition
games in
pairs
Add class
totals and
represent
the number
of
outcomes
as a
fraction
Use a
sample
space to
determine
what
number will
occur most
often

Observation
Grid
As this lesson
requires a lot
of modelling,
whilst the
teacher walks
around the
classroom,
asks students
for responses,
or views their
work, they will
write down
any
observations
they find
necessary.
This includes
the plenary
activity
regarding
whether
students are
able to
identify
learning
points.

of probability examples?
- Did you see anything that may not have been
probability, that someone else had circled?
- What did you like about another students newspaper
activity?
INTRODUCTION:
Speedy Addition game: Firecracker
Place students in a straight line. Determine where the
middle of the line is, the two students in the middle are
back to back, facing their team. This is where the
firecracker will go off. Place clapper there.
Now, you and another student start on opposite ends
of the line and show flash cards to individuals. As facts
are correctly answered, students sit down and play
goes on to the next person on the fuse. When the
last person (closest to the firecracker) answers
correctly, he or she gets to sound the noisemaker,
announcing a victory for their team.
LESSON BODY:
Dice Addition Game Chance Investigation One.
The students will be given a sheet of paper labelled
Dice Addition Experiment.
On the sheet there will be a place for the student to
write their name, a box to tally their information, a box
to write their most often guess, a table to write their
class totals and a sample space table.
Although the students will complete this activity in
pairs, they will need to have one worksheet each to
record their data.
Dice Addition Instructions:
The students will work in pairs.
Between them they will be given two six-sided
dice and two dice addition sheets.
One person will be the roller and one person
will be the recorder.
After one round they will swap jobs.
To start, the roller will roll both dice and add
the two faces together.
The recorder will then record that number on
the tally board.
They will be given one minute to roll the dice.
Before the roller begins the game, both students will
need to write the possible outcomes in the tally column
labelled number on the tally table. Check these

Clapper

How do we
make
predictions?
What do
predictions tell
us?
What are
some effective
ways for
quickly
collecting
data?
Has your
prediction
changed?
Why?
What process
did you use to
change your
prediction?
What do the
tables show
us?
Why is it
important to
gather the
results from
the whole
class?

Dice Addition
game sheet
Students
pencils
Dice

Teacher timer
Observation
Grids for
teacher

Whiteboard a
marker

numbers as a class as students may write the number

one. Ask students to think about or explain why the
number one shouldnt be in the option.
The students will then make prediction about the
number they think will occur most often. The students
will do this individually, and write it on their own
worksheets.
Once this has been done the students may begin the
game.
After a round has been completed, the students may
add up their tally and write the number of times each
number occurred in the column labelled First. The
teacher will then ask a few pairs the number that had
occurred the most so far.
The students will then be given the option to change
their most often prediction before completing the final
round.
The students will then play another round. Once they
have written their numbers in the column labelled
Second the students may add both numbers from the
first and second column to find out the total number of
times each number occurred.
One student from each group will then be asked to go
to the front and write their game totals on the board
under the correct number. After adding them together
to get the class totals, students may add this
information to their Class Totals table. Students will
also be asked to add the total number of rolls for the
class. This information will then be used for the
students to represent each result as a fraction. There is
a column for the students to write their fraction next to
the class totals column.
Class discussion questions:
How did you choose the number for your most
often prediction?
Was your number correct?
Did the number you predicted occur the most
in the class totals?
Is there anyway to know what numbers will
occur most before making our predictions?
Introduce students to the sample space table on their
worksheet. Draw this on the whiteboard and explain to
the students how to complete the table, modelling a
few results for them. Ask the students to complete this
table on their own.

Can you
create a
sample space
in which the
number four
would be the
most
occurring
number?
How would our
data
information
change if we
only rolled the
dice five or six
times?
Why would it
not be a good
idea to choose
the number
three as my
prediction?
If I was to say
that this game
is a fair game,
would I be
correct or
incorrect and
why?
What have
you learnt
today, or what
has someone
else in this
class learnt
today?

2/1

Fluency
Reasoning

(ACMSP116
)

Analyse
bar graphs
and data
Create a
tally table
of data
based on
bar graph
information
Apply
previously
learnt skills
to
complete
the Name

Name the
Graph
The activity
sheet for
name the
graph will be
collected and
marked
against a
rubric.

Discussion questions:
What does this table show us?
Why would it not be a good idea choose the
number three as my prediction to occur most
often?
What would have to happen to the sample
space if the number four occurred the most
often?
What if I had only rolled the dice 5 or 6 times,
do you think the number seven would still
occur the most? Why or why not? This can be
trialled to show the students that patterns
appear, and are more accurate when more
data is collected.
Are there any numbers in this sample space
that would have an equally likely chance of
occurring?
Learner Diversity:
The teacher will be able to walk around and help all
students in need.
Students are working in pairs. Stronger students work
with weaker students to encourage peer teaching and
learning.
The use of calculators is permitted for those students
who have difficulty adding large numbers mentally.
PLENARY:
Snowstorm
Students write down one thing they learned on a piece
of scrap paper and scrunch it up. Given a signal, they
throw their paper snowballs in the air. Then each
student picks up a nearby response and reads it aloud.
The students will then be given time to complete their
maths blog.

Graph elemen
envelopes
A4 paper
Glue sticks
Name the
Graph
worksheet

INTRODUCTION:
Students will complete a quick revision activity, as it is
the beginning of a new week. Each group of students
will be asked to come up with the three most important
things they learnt last week. When asked to share the
students will be asked to give reasons for their
answers.
LESSON BODY:
As a revision activity for bar graphs, each group will be

Whiteboard a
markers

Small ball for

plenary activi
What are the
three most
important

the Graph
worksheet

given a number of envelopes. In each envelope will be

a different element of a bar graph. Envelopes will
contain:
- Graph title
- Graph axis (with numbers and labels)
- Axis titles
- Bars for the graph
The students will be asked to open the envelopes and
use them to create a bar graph. It should be glued
together on a piece of A4 paper. Next to the graph the
groups will be asked to create a tally table of the
information, based on what their graph tells them.
Once all groups have completed the activity, the
teacher will ask a representative to stand up and share
their graphs with the other groups, and talk about how
they knew where each element needed to go, and
what each element tells us. The teacher will also ask
the students what the graph is telling us. At this point,
the teacher will encourage the students to move
beyond It says that this many people like this
particular thing kind of questions, and to think more
comparatively such as, more people liked_ than _, or
more than half of the people measured like_.
If it doesnt naturally arise, the concept of spacing
between graph bars, and the reason behind it should
be discussed with the students.
After the discussion the class will create a Bar Graph
Essentials checklist. Each group will be asked to share
something that is essential to a bar graph, and this will
be written on the board for all students to see and use
as a reference point throughout the lesson.
E.g.:
- labelled axis
- graph title
- gaps between bars
- number scale
The second activity the students will complete is called
Name the Graph.
The students will be handed a worksheet titled Name
the Graph. Students will be asked to write their name
on this sheet as this will be collected and assessed.
The sheet they have been given shows a non-labelled,
non-numbered bar graph.
On the worksheet the students will be presented with
the following questions and instructions.

things we
learned in the
last week and
why?
What does
this element
of the graph
tell us? What
information
does it
provide?
How did you
know where to
put each
element?
What process
did you use to
figure this
out?
What does the
graph data tell
us?
Why do the
bars on bar
graphs have
spaces
between
them? Why
would I be
wrong to put
them next to
each other?

1. What do you think this might be a graph of?

2. Put names and numbers on the graph to show what
you mean.
3. Write down three things you know from the graph.
This activity will be completed individually, and the
sheet will be handed to the classroom teacher for
assessment.
2/2

Fluency
Reasoning

(ACMSP116
)
(ACMSP119
)

Create a
bar graph
using data
collected in
previous
lesson.
Interpret
bar graph
information
, writing
three
things that
the graph
tells us
Reflect on
the
learning
experience
during this
experiment
in the form
of a maths
blog

Dice Addition
Posters
These will be
collected and
marked
against a
checklist.

Learner Diversity:
The teacher will be able to walk around and help
students in need.
Education Assistant will be available to help students in
need.
PLENARY:
Whip Around :
Students quickly and verbally share one thing they
learned in the class today. The students can toss a ball
between one another, as one person shares, they
throw the ball to another student to share. Once the
students have had a turn they place their hands behind
their back to show the other students that they have
had their turn.
INTRODUCTION:
I predict
Students work in their groups to predict what this
lesson will be about based on the clues of previous
lessons activities. When the students tell the class
what they predict this lesson will be about, they will be
asked to explain why they think that, asking them to
review what we have covered in previous lessons.
LESSON BODY:
The students will be instructed to collect their collected
data from Dice Addition Experiment, and use their data
of class totals results to create a bar graph using
graph paper. They will also be asked to identify three
things that the graph tells the student. This can be
written underneath the graph on the graph paper, or in
the students maths journals.
While the students work the teacher will be walking
around assisting the students.
Once the students have completed their bar graph, it
should be checked by the teacher to ensure all
essentials have been covered. Following this, they will

Dice Addition
Game data
Graph paper
Students
pencils

A3 poster pap

Maths journal
for maths blo

iPad in order
upload work t
SeeSaw
What does
your graph tell
you?
What
important
things have
you learnt
during this
experiment?

Checklist for
teacher

Problem
solving
Reasoning

2/3

(ACMSP116
)
(ACMSP118
)

Participate
in a class
survey by
voting for
their
favourite
ice-cream
Create
various
graphs and
charts
using the
data
collected

Lesson Video
Record
As this lesson
involves a lot
of teacher
modelling, the
teacher will
video record
the lesson
using their
iPad at the
back of the
class. The
iPad will be
set to record

be asked to complete the final part of their maths blog

for this experiment.
They may choose a piece of coloured A3 card and
begin cutting and gluing their experiment elements to
their poster.
Their poster should include:
- data collection tables from lesson one
- bar graph of data from this lesson, including the three
points of information from their graph.
- maths blog from maths journal
- students name and experiment title
The students will be asked to take a photo of their work
and upload it to the SeeSaw app. The teacher will be
using this app to enable parents to see what they have
been up to in class. This app also enables the students
to write a description about their task so when they
look back they can remember what it was they were
doing. It also enables parents (only of that child) to
leave a comment on their childs work.
Learner Diversity:
The teacher will be able to walk around and help all
students in need.
Students are working in pairs. Waker students are
paired with stronger students to encourage peer
teaching and learning.
PLENARY:
Pride points.
The students will be asked to bring their experiment
posters to the mat. While holding their posters for the
class to see, the students will be asked to share one
thing they are proud of, relating to their work in
Chance Experiment One. This may be that the student
took extra care to ensure that their bar graph was
neat, or that they learnt something new. The teacher
will model this first by creating a pride point for the
way that the class has worked.

Maths journal

Whiteboard a
markers
Strip graph
paper
A3 paper
Glue

INTRODUCTION:
Survey scramble.
Students will be asked to generate a question that they
would like to know about their peers, starting with the
phrase what is your favourite
Once the students have written the question in their

Markers/Texta
What is a
survey?

Post-it notes

How can we

Teachers iPad

Pose a
survey
question
and five
voting
options for
a class
survey

and left. After

the lesson the
teacher can
review the
video and
make notes
regarding self
assessment,
student work,
student
behaviour.
The teacher
will also take
an image of
the questions
posed in the
plenary
activity and
address
unanswered
questions in
following
lessons.

maths journal, the teacher will begin a countdown

timer for three minutes on the interactive whiteboard
and allow the students to go and find as many
responses from their peers as possible.
Once the timer has gone off the students will be asked
to come and sit on the mat to share their experiences.
Class discussion questions:
- Did you get an answer from everyone in the
classroom?
- What problems did you have?
- What could make the survey process easier?
- What if, instead of just asking a question, we gave
everyone some options, would that make it easier?
Why?
LESSON BODY:
Our Class Favourites Chance Experiment Two
After conducting the first activity and discussing ways
to effectively gather information, the teacher will
model a way in which to pose questions and gather
answers quickly and effectively.
This will be done by asking the students what their
favourite ice-cream flavour is. The teacher will write
the title Our Favourite Ice-Cream Flavours and call on
five students to give some examples of common/like
ice-cream flavours (e.g. chocolate, vanilla, cookies and
cream...). These choices will be written down on the
board and the teacher will call on the students to
choose their favourite option out of the ones provided.
This information will be tallied next to each ice-cream
choice.
The totals will then be added next to the tally. Once the
total number of choices per flavour has been added,
the students will add up how many people chose all
together. This information will then be used to create a
fraction as a representative of probability.
Using the information from the tally, the students will
be asked to create a probability question. The teacher
will ask chosen students to share their questions with
the class.
Using the tally information, the teacher will then model
how to create a strip graph using a strip of coloured
paper. The students will then be given a strip of paper
between pairs to create their own strip graph using the
data collected on the board.
STRIP GRAPH: markings 3cm apart on the strip to make

collect
information
quickly and
effectively?
What was
wrong with
the way we
tried to collect
information
initially?
How can we
improve our
data collection
strategy?
What would
you like to find
out about your
class?
How would we
represent that
number/proba
bility as a
fraction?
How may
graphs can we
make using
this
information?
What is similar
or different
about these
graphs?
Why is it
important to
have these
graphs next to
our tally
information?

record the
lesson

Fluency

up 28 sections. Create section of graph per flavour as

appropriate. The teacher and students will discuss the
fact that each marking of 3cm is equal to one vote.
The teacher will then model to the students how this
strip graph can be used to create both a pie chart and
a bar graph.
PIE CHART: Take strip chart and turn into a circle by
taping it (with mark and sections facing inside). Place
on a sheet and trace the circle, and after finding the
centre of the circle, match the sections to create a pie
graph.
The students will be given a chance to create this in
their pairs using a piece of A3 paper.
BAR GRAPH: Take of the tape so that the strip graph is
laying flat. cut the flavour sections, so each section
can be used as a bar. These will then be glued on the
labelled axis that the students will be drawing on the
A3 paper.
In the following two lessons the students will be
completing the above activities in groups to create a
wall of Our Class Favourites. To do this the students
will need to conduct a survey. In preparation for this
survey the teacher will ask the students to choose a
favourite topic (not including ice-cream) to ask their
peers. Each group of four will need a topic, so the class
will be asked to come up with seven different favourite
topics. When the seven topics have been selected, the
teacher will write the title of the topics on seven
separate pieces of A4 lined paper. These will then be
handed out to the seven groups at random, and they
will be asked to come up with five options (as done in
the ice-cream activity) for their peers to choose from.
As well as this the students will be asked to write their
group names on the top of their piece of paper.
These pieces of paper will then be handed to the
teacher. Before the next lesson the teacher will create
a table sheet for the class favourites survey. This sheet
will have all of the survey questions and options and
will be used in the following lessons.
Learner Diversity:
The teacher will be modelling all activities to the
students.

Understandi
ng

2/4

(ACMSP116
)
(ACMSP119
)

Collect
data about
their posed
survey
question
Create a
tally table,
a pie chart
and a bar
graph
using the
data
collected
Interpret
data shown
in the bar
graph by
writing
three
things that
the graph
tells them

Students
Posters
The posters
the students
have created
for their
experiment
will be
collected and
marked
against a
checklist. This
will be paired
with the
assessment
from the
following
lesson.
Observations
The first
assessment
strategy will
be paired with
observation
as individual
student
participation
needs to be
considered.

The teacher will be able to walk around and help

students in need.
Students are working in their mixed ability desk
groups.
PLENARY:
Fish bowl
The teacher will draw a large fish bowl on the board.
Each student will be given a post-it note and on it they
are asked to write a question they have about what
was covered in the lesson. They will not need to put
their name on the question. Once the question has
been written on the post it note, the students will be
asked to come and stick it in the fish bowl and sit on a
circle on the mat. One at a time the teacher will choose
a question, or ask a student to choose a question from
the fishbowl. The question will be read and the
students will have a chance to answer these questions
by putting their hand up.
INTRODUCTION:
Celebrity heads
3 students are asked to come and sit in front of the
whiteboard. Above their heads the teacher will write
something that the students have covered in previous
lesson such as tally table, pie chart, bar graph,
fractions. The teacher then chooses students at
random to give the Celebrities some clues in order to
help them guess.
LESSON BODY:
Lesson recap:
What did we do in the previous lesson?
What steps did we follow?
These will be written on the board so the students can
check them off when completed.
The teacher will hand out the Class Favourites Survey
sheet created in the previous lesson. The students will
be given the following instructions:
- This activity is to be completed individually.
- You must pick one item only from each box/question
- You must pick one item for every question.
Once this has been completed the students will use
their scissors to cut up the the boxes. Once they have
all been cut up the students will be asked to come and
place their survey votes in the appropriate containers.

Whiteboard a
marker

Survey sheet
Survey
containers

A2 poster pap
Strip graph
paper

Rulers and
markers/Texta
What are our
class
favourites?
What does the
data from
your graph tell
you about our
class
favourites?

Fluency
Understandi
ng

2/5

(ACMSP116
)

In their
maths
journals,
plan out
what they
will write
using the
criteria on
the
whiteboard
Create a
vide
reflection
about their
learning
experience
Create a
QR code so

Students
Video
Reflection
After viewing
the students
video
reflections
using a QR
code reader,
the teacher
will leave
comments for
individual
students
regarding
their
reflections as
well as their
efforts during
the

E.g. if they container is labelled favourite movie the

students will place the survey card that asks about
favourite movies in the container. There will be one
container per survey box.
The experiment activity will be explained to the
students.
Today we are going to begin chance experiment
number two Our Class Favourites. We will be creating
a poster, similar to that of the Dice Addition game to
be displayed in the classroom. Your poster should
include the tally table of your collected data, a pie
chart, a bar graph and a list of three things that your
data shows us.
Once this has been done the containers will be handed
out to their belonging group. The students may then
begin to sort out the votes in order to create a tally
table using the same columns as the lesson before.
These tally will be written on the A2 poster paper the
students will be provided with.
Once the students have done this they may come and
collect as strip of paper from the teacher to create
their strip graph.
Once the strip graph has been created the students
may move to creating their pie chart and bar graph
using their strip graph.
The students may then discuss the three points of
information from their bar graph, and write them down.
Learner Diversity:
The teacher will be able to walk around and help
students in need.
Students are working in their mixed ability desk
groups.
PLENARY:
Tell me about it.
Students turn to a partner on a mat and tell the one
thing they have learnt in this lesson, one thing they
have enjoyed in this lesson, and one thing that has
challenged them in this lesson. The teacher will then
ask some students to share their experience with the
class.

INTRODUCTION:
The teacher will show the students a pre-recorded

IWB to show
video
Video

Maths journal

Students iPad

QR code mak
http://www.qr
codegenerator.com
What have
you learnt
throughout
this unit?

Scissors and
glue
Posters

Teachers iPad

that others
may view
their video
reflection.

experiment.

video of themselves explaining the learning journey

that they , as a teacher, have gone through with
chance experiment two. The video will include the
experiment description (what favourites topic they
were looking into), one highlight, one lowlight, a little
bit of information about the data, and what they think
the most important thing was that they learnt and why.
Once watching the students will have chances to tell
the teacher what was talked about in the video, if there
was anything that could make it better, or any
suggestions they have. This will then be written on the
board and used as a reference point.
LESSON BODY:
In this lesson the students will be finishing their
posters (if not completed in the previous lesson) and
completing their experiment reflection. The students
will be doing this using the cameras on their iPads.
Before filming their reflections, the students will be
asked to use their maths journals to plan out what they
are going to say. This will ensure that there is not a lot
of time spent on the filming with a large number or retakes. The students will then upload these videos to
the QR code creator to generate a QR code. Once the
QR code has been completed, the students will be
asked to print it off, and cut around it so it can be stuck
on their Our Class Favourites poster. These will be
used for assessment for the teachers, self-assessment
for the students, and a interactive activity for when
parents come and look at the class displays on the
night of the Learning Journey meeting.
Learner Diversity:
The teacher will be able to walk around and help
students in need.
The students will be working in their desk groups as
well as individually.
Education assistant will be available to help students in
need.
PLENARY:
Gallery walk
The posters will be left on the tables of each group.
The students will be asked to walk around and view
each groups posters. The class will then come together
for a discussion about what students liked about the
other displays, something they found surprising, and

also something they were proud of.