EDMA310/360 Mathematics unit planner

Alison Khun S00113411

Unit Overview

Unit title: What are the Chances?

Content maths area: Probability
Grade/year level: 2
Learning Focus (ideas extrapolated from AusVELS): The unit of work I developed concentrates on the area of probability in level 2. The
sessions have been created coincide to the content strand of Statistics and Probability, with the sub-strand being Chance. Students will explore
probability events through practical activities and in everyday contexts plus, understand how to categorize these events according to the
likelihood of them occurring. Furthermore, students will develop key probability language. The proficiency strand that the unit sits on is fluency
where students use the language of probability to describe outcomes of events.
Rationale: The underpinning features of probability including randomness and uncertainty are evident in our everyday lives (Bryant & Nunes,
2012). It is through this mathematic area where children can think judiciously about randomness and the uncertainty of events (Carlton &
Mortlock, 2005); this is the platform where students can develop the awareness of fairness and equivalence in the world (Ritson, 1999).
Assumed prior knowledge of students: Although students are introduced to statistics and probability in both foundation level and level 1
there is very little focus on the probability aspect. In foundation level students are just aware of collecting information through answering closed
questions while in level 1, students are becoming aware of events that involve chance and beginning to become familiar with everyday
language to describe these particular events (VCAA, 2012).
Grouping strategies to support learning: The unit of work integrates group work in pairs and in small groups plus independent work.
Students will be grouped based on ability. This technique in grouping allows for less individual differences within the class and instruction is
more purposeful (Kulik & Kulik, 1982). The Investigation part of the sessions allow students to work collaboratively. This grouping strategy
scaffolds and supports academic learning, furthermore, both school and social attitudes (Gillies, Ashman & Terwel, 2008). Research suggests,
students who engage in-group work are more likely to cope well in real-life obscurities and allow students to encounter authentic problems; as
they share their opinions and experiences with others (Lotan, 2003).

Overview of assessment: Formative assessments are explicitly expended in this unit of work. I strongly believe students, especially in the
early years; learn probability concepts best when it is informal and limitless. That is why I thought the practice of formative assessments would
be parallel to this notion. Formative assessments are very student focused and learning is emphasized by how the student develops their
understanding (Greenstein, 2010). Furthermore, this type of assessment allows teachers and students to collaboratively evaluate and reflect on
their learning as each session teachers can modify and adapt their way of instructing to promote the students learning (Heritage, 2010).

MATHEMATICS UNIT PLANNER

Topic: Probability
Key mathematical understandings
(2-4 understandings only; written as statements believed to be
true about the mathematical idea/topic):

The likelihood and outcomes of

everyday events involving chance can
be calculated through our experience of
that event.

Probability events can be categorized or

Year Level: 2

Term: 2

Week: 5

Date: October 20th

Key AusVELS Focus / Standard (taken directly from AusVELS documents):

Content strand(s): Number and Algebra Measurement and Geometry Statistics and Probability
Sub-strand(s): Chance
Level descriptions:
Identify practical activities and everyday events that involve chance.
Describe outcomes as likely or unlikely and identify some events as certain or impossible.
Classifying a list of everyday events according to how likely they are to happen.
Using the language of chance.
Explaining reasoning.

listed according to the likelihood of that

event occurring.

The likelihood of probability events can

be described using probability

Proficiency strand(s): Understanding

Fluency
Problem Solving
Reasoning
Fluency includes counting numbers in sequences readily, using informal units iteratively to compare
measurements, using the language of chance to describe outcomes of familiar events and describing
and comparing time durations.

language.
Key skills to develop and practise (including
strategies, ways of working mathematically, language goals, etc.) (4-5

words appropriate to use with students)

Whiteboard and whiteboard markers

Recognizing everyday events that involve

Paper strips

probability.

String

Likely: might happen.

Chance Cards and corresponding worksheet

Unlikely: not likely to occur.

The Very Hungry Caterpillar by Eric Carle

Certain: sure to happen.

Nursery rhyme verses

Possible: capable of happening.

Distinguishing features of an event that can

Butcher paper

Impossible: unable to occur.

highlight the chance of it occurring.

Bags or large envelopes

Categorize: place in a particular class or

Identifying the features of an event when

Uni-fix blocks

categorizing, according to the likelihood of

Spinners and corresponding worksheet.

Using probability language when describing

the likelihood of an event.

Key vocabulary (be specific and include definitions of key

key skills only):

Key equipment/resources:

that event occurring.

Probability: the chance that something will

happen.

group.

Possible misconceptions (list of misconceptions related

Key probing questions (focus questions that will be used

Links to other contexts (if applicable, e.g., inquiry unit

to the mathematical idea/topic that students might develop):

to develop understanding to be used during the sequence of lessons; 3

5 probing questions):

focus, current events, literature, etc.):

The area of probability strictly focuses on

wrong or right answers.

describe the likelihood of a particular event

Enthralled ideas of the use of probability

occurring?

language outside the classroom environment.

Why does this probability term best describe

the likelihood of this event?

A student believes an event is more likely to

occur if it has happened before.

What everyday events involve chance?

Students are oblivious to the unpredictability

How can we categorize or list events

of events.

Using probability language, how can you

Literature/English: in session 3 the teacher

conducts a Read Aloud using the book, The
Very Hungry Caterpillar by Eric Carle. The
text content of the book is explored parallel to
the area of probability. In addition, students
read through nursery rhymes relating it back
to mathematics in this session also.

according to the likelihood of them occurring?

Students believe their luck will change after a

Learning
strategies/
skills

run of bad luck.

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)

Session 1
Identifying
probability
events.
Classifying
events
according to
how likely
they are to

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

TUNING IN
(WHOLE CLASS FOCUS)
(a short, sharp task relating to the
focus of the lesson; sets the scene/
context for what students do in the
independent aspect. e.g., It may be a
problem posed, spider diagram, an
open-ended question, game, or
reading a story)

Present students with

two probability events;
one event having a
certain outcome the
other impossible.
Discuss as a class how
probability events are
evident in our daily lives.

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

INVESTIGATIONS
SESSION
(INDEPENDENT LEARNING)
(extended opportunity for students to
work in pairs, small groups or
individually. Time for teacher to probe
childrens thinking or work with a small
group for part of the time and to also
conduct roving conferences)

Supply students with two

strips of paper and allow
them to name on one
strip, an event that is
certain to happen and on
the other strip, an event
that is impossible to
happen.

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

REFLECTION & MAKING

CONNECTIONS
SESSION
(WHOLE CLASS FOCUS)
(focused teacher questions and
summary to draw out the mathematics
and assist children to make links. NB.
This may occur at particular points
during a lesson. Use of spotlight,
strategy, gallery walk, etc.)

As a class, we will
discuss the vocabulary
used for the areas in
between certain and
impossible.
Selected students will
share to the class their
event and justify the spot

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

ADAPTATIONS

Testing
Viewing
Visually representing
Working independently
Working to a timetable

ASSESSMENT
STRATEGIES

- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to
the initial goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)

(should relate to objective. Includes

what the teacher will listen for,
observe, note or analyse; what
evidence of learning will be collected
and what criteria will be used to
analyse the evidence)

Enabling prompts:
How can we best
describe the
likelihood of this
event using
probability
vocabulary?
Limit the range of

Direct observation of
how well students
identified probability
events in our everyday
lives and how
appropriate they used
probability language to
describe the likelihood
of the event.

happen.
Describing
events using
probability
vocabulary
and
language.

Furthermore, discuss
why one outcome is
more likely to occur
compared to another.
Ask students based on
what information and
grounds do they use to
calculate the chances of
an event occurring.

In small groups students

will individually bring
their event to the
designated learning area
and place it on the line
between the words
certain and
impossible.
(Downton, 2014).

Create a list of the

probability words used
when describing these
events.
(Downton, 2014).

Session 2
Identifying
probability
events.
Classifying
events
according to
how likely
they are to
happen.
Describing
events using
probability
vocabulary
and
language.

As a class we will play

an activity involving a
lucky dip. A hat will be
filled with a range of
probability events, some
related to everyday
events involving chance
and a variety of others.
A few students will have
a turn at drawing an
event out of the lucky dip
but before he or she
does, the class will
predict whether or not
the event will be likely,
unlikely, certain or
impossible.

In pairs, students will

use the Chance Cards
provided and sort them
into first two groups,
possible and
impossible. They will
then narrow down the
sorting process and
focus on the cards
decided as possible and
sort them into certain
and uncertain and then
further sort the
uncertain event cards
into likely and
unlikely.
The Chance Cards are a
set of cards that identify
a range of probability
events that are evident
in our everyday lives.

they placed on the

continuum.
! Why did you place
your event on this
part of the
continuum?
! What new
vocabulary would
you use to describe
the chances of this
event occurring?
! Why would this event
not be placed this
part of the
continuum?
The teacher will observe
the class as they sort
and categorize their set
of Chance Cards.
Once it is clear that most
pairs have sorted their
cards into possible and
impossible. The
teacher will gather the
students around a table,
using a pair of students
work as an example and
discuss the language
used or heard when
justifying the
categorizing in the first
part of the worksheet.
Plus, the challenges
faced when re-sorting
the events.
(Department of

probability events to
make the activity
more accessible.
Extending prompts:
What is the most
efficient way to
compare the
chances of these two
events occurring?
Which two events
were the
easiest/hardest to
compare?

Enabling prompts:
What aspects of an
event can you see
that may help you
categorize easier?
Instead of focussing
on all the Chance
Cards at once
maybe concentrate
on 2 or 3 at a time.
Make connections
between the Tuning
In activity and the
events explored in
the Chance Cards
activity.
Extending prompts:
Did you find it difficult

The teacher will collect

the students work
using the Chance
Cards and analyse and
assess against a
checklist to identify the
students progress in
organizing and
classifying events
according to how likely
they are to happen.
The teacher will focus
on how the student resorts their cards and
narrows what category
these cards should be
placed under.

(Department of
Education WA, 2013).

Education WA, 2013).

Session 3
Classifying
events
according to
how likely
they are to
happen.
Describing
events using
probability
vocabulary
and
language.

The teacher will read to

the students, The Very
Hungry Caterpillar by
Eric Carle.
Once the book has been
read the teacher will
draw a chart with the
headings, impossible,
possible and certain.
As a class we will
categorize some of the
statements read
throughout the book and
discuss the reasons why
we placed it in under a
particular heading.

The teacher will provide

students with a variety of
nursery rhymes.
In pairs, for each line,
students must identify
whether or not that
statement is
impossible, possible
or certain.
Students will display
their findings on a chart
using probability terms
as headings.
Once the pair of
students have
categorised the

Selected pairs will share

to the class their work
and justify their reasons
for placing the
statements under the
corresponding heading.
! Why did you decide
to place this
statement under this
particular heading?
! What reasoning did
you have in making
this decision?
! Why would this
statement not be
placed under this

to re-sort the Chance

Cards into the
categories of
certain and
uncertain?
When sorting the
Chance Cards did
you find it easier
when there were
more cards or fewer
cards?
By having more
categories to sort the
cards into, did it
make the process
more efficient?
Did you identify any
events with an equal
chance of occurring?

Enabling prompts:
Try to categorize the
statements that
seem obvious to you
first.
Limit the use of
headings to two,
impossible and
possible.
Provide students
with verses where
content is explicit.
Extending prompts:
How did you
approach the

The teacher will rove

amongst the groups of
students during the
Investigation Session
and listen in on the
discussion of the
process they used
when deciding where to
place particular
statements.
The teacher will listen
for ideas and concepts
on how they classified
these statements and
the language they used
to describe the events.

For example the

statement, the
caterpillar ate through
one nice green leaf
(Van de Walle, Karp &
Bay-Williams, 2010).

statements, they will

share with another pair
of students and compare
the process of sorting
and discuss why they
placed statements under
the chosen headings.

heading?

(Van de Walle, Karp &

Bay-Williams, 2010).

Session 4
Classifying
events
according to
how likely
they are to
happen.
Describing
events using
probability
vocabulary
and
language.

As a class we will play

the game, What is
Impossible, Possible and
Certain?
The teacher will write on
the board the following
prompts:
An even number
A number smaller
than 7
A number bigger
than 6
A number bigger
than zero
The number 5.
In collaboration with the
teacher, students will
discuss each prompt
and answer each using
only the words;
impossible, possible
and certain in relation
to a fair die.
(Downton, 2014).

In small groups,
students will participate
in the activity Design A
Bag. This is where each
group chooses a variety
of 10 uni-fix blocks to put
into a bag; listing all the
colours inside.

Two groups will share to

the class what they had
in their bag and discuss
how we can classify
which colours were
impossible, possible or
certain to choose out of
the bag.

Once each group has

done this, they will swap
their bag with another
group and predict the
chances of each colour
listed being chosen.
Students must use
probability language
highlighted in the Tuning
In activity.

As a class we will review

how the chances of a
particular block being
drawn is based on the
number of blocks of that
particular colour.

Next, each member of

the group will draw out a
block while the rest of
the group predicts what
colour is chosen.
For example: there are 9
yellow uni-fix blocks in a
bag with a total of 10
uni-fix blocks. What are
the chances of drawing

! Why is it impossible
to choose a green
block?
! Why is it possible to
choose an orange
block but the
chances of choosing
a yellow block is
certain?
! How did your group
classify the likelihood
of each colour being

process of sorting
the statements under
each heading?
By including more
headings such as,
likely or unlikely,
would it make the
process easier?
Why?

Enabling prompts:
Limit the colour of
uni-fix blocks and if
necessary reduce
the amount of 10
blocks to 5.
Highlight the
meaning of the
probability terms:
impossible, possible
and certain.
Support students to
see the connection
between the Tuning
In activity to the
Design A Bag
activity.
Extending prompts:
Is it more challenging
to classify the
likelihood of which
colour will be drawn
compared to the
likelihood of an
event?
How do you know it

Using the same

checklist in session 2,
the teacher will touch
bases on how well the
student continues to
categorize the chances
of picking a particular
colour from the Design
A Bag activity. Instead
of collecting work
samples the teacher
will rove between
groups and interact
with students to gain a
deeper knowledge of
the progression of their
learning and what they
can understand.

out a yellow block?

drawn out?

(Downton, 2014).

Session 5
Describing
events using
probability
vocabulary
and
language.

Two students will

demonstrate to the class
the game Race to the
Top. The spinner used is
covered blue and
red. The pair will predict
which colour is likely,
unlikely, certain or
impossible to win.
Using the recording
sheet provided, students
will add a cross to either
the blue or red column
after each spin.
Whichever, colour
reaches 10 crosses first
wins.
(Van de Walle, Karp &
Bay-Williams, 2010).

Students will continue

playing Race to the Top
in groups of four, with
pairs versing pairs. They
will use the spinner
shown in the Tuning In
activity and will gradually
use spinners that have
more variety and colours
covering different areas.
When students predict
which colour will win; the
teacher should
encourage them to
justify their choices.
(Van de Walle, Karp &
Bay-Williams, 2010).

Three students will

share to the class one of
the spinners they used
and the colour they
chose to go for. They
must justify their choices
in relation to the spinner.
! Using the spinner
explored in the
Tuning In activity as
an example: why
would the colour
green be impossible
for the spinner to
land on?
! Why is the spinner
more likely to land on
the blue areas than
the red?
! Could you use the
word certain to
describe the
likelihood of the
spinner landing on
blue?

is impossible to
choose for example
a green block out of
the bag?
How do we
distinguish between
the two terms,
possible and
certain in relation to
this activity?

Enabling prompts:
Introduce spinners
with only two
colours.
Limit the covered
areas to fractions
that students are
more likely to have
seen. For example:
, , .
Extending prompts:
Why are the colours
that cover most of
the spinner tends to
be described as,
likely or certain.
If a colour only
covers a of the
spinner, compared to
another colour that
covers of the
spinner, can it be
described as
impossible?

Direct observation of
how well students were
able to describe the
likelihood of the spinner
hand landing on a
particular colour using
probability language.
Furthermore, teachers
will observe how
students recognized
the different
characteristics of the
spinners in relation to
the probability
language used to
describe them.

What does it mean if

a colour is
impossible to land
on?