Lesson Plan 1

Numeracy-chance and data

Title
Topic and Focus
AUSVELS

Duration of lesson

60

Class Size

25

Chance language
Domain

Content Descriptor

Math

Chance and data

Math

Chance and data

Teaching Focus: Explicit teaching

Learning Intentions:
Students will begin to develop an understanding of the language which relates to chance.
Students will understand the difference between impossible and certain.
Resources and Materials:

Identify practical activities and everyday events that

involve chance. Describe outcomes as likely or
unlikely and identify some events as certain or
impossible
Identify outcomes of familiar events involving chance
and describe them using everyday language such as
will happen, wont happen or might happen

Stage 1
Intro

1. Students will discuss with teacher and class what they know about
chance. What do they think the word chance means?
2. Teacher will give students a number of cards with chance language
on it. Teacher will ask students to sort out the words into a line with
certain and definitely.
3. Teacher will write the chance language on the board for students to
see. Teacher will read to students the following statement and ask to
discuss with partner which word do they think best matches the event
and ask students to explain their answer.
Scenarios
Language
It will rain today

will happen

It will rain tomorrow

wont happen

Flipping head on a coin

might happen

Come to school on
Saturday
Eat dinner tonight

likely

Have chicken for dinner

certain

Learn something in math

this week

impossible

unlikely

15
minutes

Stage 2
Body of
lesson

Stage 3:
Conclusio
n

1. Teacher will discuss how to play Greedy Pigs with students.

2. Give students a piece of paper and send them back to their seats.
3. Teacher will roll an out number. Students will be asked to stand up.
Teacher will roll dice in round 1 and students will write down the number.
Teacher will ask students if anyone wants to sit down. Students sit down.
Teacher rolls the dice again and students add their numbers up. The game
continues until the out number is rolled. Students who sat down in the
previous game and have the highest score win.
1. Discuss with students during the game and after the game why they chose
to sit down. Why they think the number will be rolled? Teacher will use the
chance language during the game, asking question: is it certain that a 6 will
be rolled? Is it impossible a 6 will be rolled in the next roll? Is it likely that a 6
will be rolled? Is it un-likely a 6 will be rolled in the next round?
4.

30
minutes

1. Discuss with students what they believe chance means now that they have
done the lesson. Discuss why chance increases when rolling the dice.

15
minutes