Professional Documents
Culture Documents
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
Year Level: 6
Term:
Week: 5
Date: 20/10/2014
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.
strategies/Learning
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
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.
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.
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.
Session 2
There is no
difference in
results when
the variables
stay the
same but the
method
changes.
Enabling:
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.
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.
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.
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.
Focus Questions:
Which horse is most
likely to win? Why?
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?
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)
Enabling:
Mini lesson with
students in creating
fractions and converting
fractions to decimals.
Extending:
Find the percentages for
each horse winning the
game.