MATHEMATICS UNIT PLANNER

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

That the probability of an equally likely

event occurring is random.

When compiling a sample space all

possibilities need to be generated.

Year Level: 6

Term: 1

Week: 1-9

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

Content strand(s): Statistics and Probability
Sub-strand(s): Chance
Level descriptions:
Conduct chance experiments with both small and large numbers of trial using appropriate digital

Whether the probability of a result can be

measured.

technologies. (ACMSP145)
Compare observed frequencies across experiments with expected frequencies. (ACMSP146)

Proficiency strand(s):
Understanding
Problem solving
Reasoning
Key skills to develop and practise (including strategies, Key equipment / resources:
ways of working mathematically, language goals, etc.) (4-5 key skills

Ipods

Students will be able to list all possible outcomes

of an event, using a systematic method.

ITunes playlists

Interactive white board

Students will be able define random correctly

and identify when it occurs.

http://www.keycurriculum.com/products/tinkerplots/tinkerplots-resources
Newspaper articles about iPod shuffles randomness

Using percentages to measure events likelihood

of occurring.

https://www.youtube.com/watch?v=mhlc7peGlGg

The connection between sample space and

randomness.

http://stayorswitch.com/

http://www.bbc.co.uk/bitesize/ks2/maths/data/probability/play/
http://jmathpage.com/JIMSProbabilitypage.html
http://www.mathletics.com.au/
http://education-portal.com/academy/lesson/events-as-subsets-of-asample-space-lesson-quiz.html

only):

Possible misconceptions (list of misconceptions related to

the mathematical idea/topic that students might develop):

Date: 5/2

Not providing all outcomes of an event, due to

inexperience of systematically recording results.
Generalising that an event is random, even
though there is not enough evidence to justify it.
Inability to view an event as independent,
likewise having an inability to view correlations
between events that have occurred.

Key vocabulary (be specific and

include definitions of key words appropriate
to use with students)

Random
Sample Space
Likelihood
Chance
Probability
Equally likely
Trials
frequencies

Key probing questions (focus questions that will be used to develop understanding to be

Links to other contexts (if

used during the sequence of lessons; 3 5 probing questions):

applicable, e.g., inquiry unit focus, current

events, literature, etc.):

Are there any rules for randomness?

Can we measure the chance of event occurring?
Does frequency determine if an event is random or not?
How do you know you have found all possible outcomes?
Whats the chance of selecting the same thing again? Has it
increased, decreased or no affect?

IPod shuffle newspaper

articles, link to literature
and current events.
KWL charts used in all
content areas.

Learning
strategies/
skills

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
What
Probability
entails

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)

What is probability?
Students will create a
graffiti wall of each subtopic.

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)

Before students start they

will fill in the K and W, of a
KWL chart about
probability. In the session
students will have the
opportunity to
independently research the
probability topics listed on
the board; adding to their
chart. Using selected
educational websites;
http://www.bbc.co.uk/bi
tesize/ks2/maths/data/
probability/play/
http://jmathpage.com/JI
MSProbabilitypage.htm
l
http://www.mathletics.c
om.au/
The teacher will rove, to
make sure students stay
on topic and adding new
items to their learnt
column.

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

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.)

Using their KWL charts,

students will add new
ideas/terms to the wall.
The key terms;
Randomness, Sample
space, Chance, Equally
likely, Frequencies and the
types of representations
Will be explored and
thoroughly explained.
What new terms did you
learn?
What terms did you already
know?
Were you able to discover
what you wanted?
How are you feeling about
probability?

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing
patterns
Selecting
information
Self-assessing
Sharing ideas
Summarising
Synthesising

ADAPTATIONS
- 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)

Enabling prompt:
Students will work in a
small group, with the
teacher directing the
students to certain sites,
concerning the W and L of
the KWL charts.
Extending prompt:
Students will have to justify
why their chosen topics are
worth researching, and
how it will help them gain a
holistic idea of probability.

Testing
Viewing
Visually representing
Working independently
Working to a timetable

ASSESSMENT
STRATEGIES
(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)

The teacher will use all

responses as guide for
students prior knowledge
to this content area.
Noting what areas need
to be developed further or
which areas they have a
great understanding of;
And their overall
disposition towards the
topic.

Session 2
What
Randomness
is.

Students will look at

newspaper articles about
how random the iPod
shuffle is?
What do you think of when
we use the word random?

Session 3
How sample
space can be
used to change
frequencies of
Randomness.

Students will be re-given

the question, is the iPod
shuffle random? Can you
prove it?
They will share their results
from last session and
determine whether this is
true or not.

For this experiment,

students will be separated
into groups. Each group
will receive an iPod, with a
randomly generated list of
10 songs.
Students will identify the
characteristics of each
song and then create a set
of 4-5 rules, so that
randomness can be
determined.
They are then to test these
rules; they are able to
modify their rules as they
go. The teacher will rove
the classroom probing
students about their rule
choices.
Students will repeat
session two. The group
size and measurement
tools will be the same.
However, this time
students will be given a
randomly generated list of
20 songs and will have
access to a simulation to
record data.
http://www.keycurriculum.c
om/products/tinkerplots/tink
erplots-resources
The teacher will rove the
classroom probing the
students about whether
they think the increased
sample size will affect the
result.

Students will finish the

activity by writing an
individual summary of what
has occurred and whether
they believe that the iPod
shuffle is random.
This summary will include
their rules create, the
results and the justification
of whether or not it was
random.
Did you modify the rules at
any time? Why?
Can randomness be
measured?
How did you represent
your data?
Students will discuss
whether they believe the
iPod shuffle is still random,
and whether the increased
sample space has affected
the results.
Each group will use their
data created on the
simulation, as a form of
justification.
Did the increased sample
space effect, the
frequencies of each song?
Did using the simulation
help with generating and
recording data?

Enabling prompt:
What were some of the
words mentioned in the
tuning exercise? Can they
help to create your rules
about randomness?
Extending prompt:
What variables have
occurred?
And will this affect the
overall result?
E.g. The cut-off point of a
song, or having an artist
appear more than once.

Enabling prompt:
How are you going to input
your results using the
simulation?
What method did you use
last time?
Extending prompt:
If the sample spaces were
continually increased, how
would this provide you with
a more accurate indication
of randomness? Justify.

The teacher will collect

and read the summaries.
These will highlight key
misconceptions and the
variance in detail given.
Throughout the lesson,
the teacher will be
observing how the
student initially attacks
the topic and whether
they are thinking
rationally.

The teacher will observe

the students use of the
simulation, probing
whether students feel this
method or organising
data is useful.

Session 4
Listing all
possible
outcomes in a
Sample space

Students will watch this

video about sample spacehttp://educationportal.com/academy/lesson
/events-as-subsets-of-asample-space-lessonquiz.html
What is a sample space?
What different ways can
we represent the
outcomes?

Session 5
The chance of
something
occurring can
be Measured.

Students will play a few

rounds of Monty Halls
problem, to switch or stayhttp://stayorswitch.com/
Which has a better chance
of selecting the car;
switching or staying?

The students have been

invited out for ice-cream.
They have the option of
selecting a maximum of
five toppings, added to a
vanilla ice-cream. The
toppings include
raspberries, smarties,
bananas and passionfruit.
What would the sample
space be?
Use at least two different
representations to display
your data.
The teacher will rove
inquiring if all possible
outcomes have been
achieved.
Can you have five toppings
of smarties as an option?
Students in pairs will
explore the likelihood of
each option presented
within the Monty Hall
problem.
Using their knowledge of
sample space and
randomness, they will list
all possible outcomes and
the chance of each item
being selected.
Justifying whether they
should switch or stay. The
teacher will rove, asking;
How are you going to
represent the data?
Which areas of probability
are you using?

Students will compare

answers with each other
and determine whether all
outcomes were found.
How do you know all
outcomes were found?
Can there be any more
solutions added? Were
there double ups?
What were the
representations used? And
how did they help you
organise your results?
Is there a greater chance
of selecting all the same
topping or selecting
different toppings? Justify.
Students will record their
justification of whether to
switch or stay.
They will then watch this
YouTube cliphttps://www.youtube.com/w
atch?v=mhlc7peGlGg
As a class students will
compare and list, the
difference/similarities of
reasoning.
Were you able to work out
which idea is best?

Enabling prompt:
Can you show me an
example of an ice-cream
with 5 helpings of
toppings?
Can you create a different
example?

The teacher will collect

the students sample
space representations, as
documentation of their
current understandings.

Extending prompt:
Using the same toppings;
imagine that strawberry,
chocolate ice-cream has
been added.
Can you create a sample
space of each topping and
flavour?

Enabling prompt:
Besides words, what other
representations can we
use to describe data e.g.
percentages.

The teacher will note

whilst roving, whether the
student is able to
effectively measure each
outcome.

Extending prompt:
Could you create your own
problem, where chance
can measured?

The teacher will analyse

the students initial
justification in comparison
to the second,
recognising if a change in
thought has occurred.