Ashley Marshall- S00154321

EDMA310 | Probability |

Tutorial: Wednesday 11am

MATHEMATICS UNIT PLANNER

Topic: Experimenting with probability
Key mathematical understandings

Understanding that all probability experiments

must be between zero (impossible) and one
(certain) on the probability scale.

Understanding the difference between

theoretical and experimental outcomes in
probability.

Year Level: 5

Term: 4

Week: 5

Date: 27/10/15

Key AusVELS Focus / Standard

Focus area 2.1 and 2.5
Content strand(s): Statistics and Probability
Sub-strand(s): Chance
Level descriptions:
List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those
outcomes using fractions (ACMSP116)

Proficiency strand(s):
Understanding Make connections between the theoretical and experimental outcomes in probability experiments.
Probability experiments are not influenced by
Students will work towards developing an understanding of how their outcomes reflect their experimental trials and
how they have used concrete materials and/or technology to make sense of their final results. Students will further
misconceptions such as individuals luck,
emphasise their understanding of their experimental results by representing them in common fractions.
favourite colour, gamblers fallacy, sample
size, or the number of trials in the experiment, Reasoning Develop the capacity to think and explain results logically by analysing, proving, evaluating, inferring,
and justifying the results of an experiment both independently and with their peers. When students are reasoning in
each trial is independent of the last.
probability they are able to interpret their results, explain how they have reached their final conclusion, and explain to
their peers the steps they took whilst exploring the task.
Key vocabulary
Key skills to develop and practise
Key equipment / resources:
Probability De Klerk (2007) The likelihood of
Using the correct terminology when referring to the
- Interactive
an event happening (p. 102)
Focus area 2.5
Whiteboard
probability of an outcome or event in an experiment
Sample space: The set of all possible outcomes
- Release the
occurring. E.g. If I were to toss a coin once there is an
of that experiment. The sample space of
prisoner board game and 12 counters
even chance of the coin landing on the head/ or tail side.
experiment 1 is: {head, tail}
- 50 cent coins

Dependant variables- When the outcomes of

Students comment on the likelihood of an experiment
- Coloured icy pole sticks
results are reliant on each other
occurring by naming how probable it is before testing its
- Bags (that are not see through)

Independent variables when the outcomes of

chance using theoretical and experimental approaches.
- Coloured plastic teddies (five different colours)
results are not reliant on each other.
- A very improbable story, by Edward Einhorn
Selecting the correct strategies of collating data using
Theoretical probability the expected number
- Marble jars (5 marble jars per person) & Marbles
systematic lists and diagrams such as frequency tables,
of ways the outcome can occur
-Paper plates, Paper clips
and lattice diagrams to organise the outcomes of chance
Experimental probability - the actual results of
- Booklets
experiments for future analysis and conclusion making.
the experiment that show how likely an
outcome occurred.
Highlighting both theoretical and experimental probabilities

Inferences- making initial arguments about the

using common fractions
chance of an outcome occurring.
Analyse and interpret data gathered from the systematic
Outcomes: De Klerk (2007) The result of an
lists, and common fractions devised.
experiment or trial involving the unknown (p.
92)

Ashley Marshall- S00154321

EDMA310 | Probability |

Possible misconceptions (list of misconceptions related to the

Tutorial: Wednesday 11am

Key probing questions

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

focus, current events, literature, etc.):

mathematical idea/topic that students might develop):

Sample size
Number of trials
Equiprobability
Luck (bias)
Gamblers Fallacy
Awareness Fallacy
Life Experience
A game is fair if the winner cannot be predetermined
Favourite colour/ number does better than others

Learning
strategies/
skills

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

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

Session 1
At the
conclusion of
this lesson
students will
come to

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

On the basis of your results do you believe

the experiment is fair? Why/ why not?
Can you explain how you got these
experimental outcomes?
Does anyone have any different results?
Why do you think your results are different to
another classmates?
What happened to your results when the
sample size was increased? How do you
know can you explain your thinking to me?
What evidence do you have that supports
your final conclusion?
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

TUNING IN

INVESTIGATIONS SESSION

(WHOLE CLASS FOCUS)

(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)

(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)

Brainstorm as a class what

probability is using a spider
diagram. (Pre-assessment)
- Such as the probability
formula, and sample size.
As a class explore an equally

Focus area 2.5

Two workstations
Students will use their maths
writers notebooks and concrete
materials such as unfix blocks,
counters, lattice diagrams, and
lists to record their results
following the procedure modelled
in tuning in. {See appendix 1 for
5

Performing
Persuading
Planning
Predicting
Presenting
Providing
feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

REFLECTION & MAKING

CONNECTIONS SESSION

Literature: Incorporating childrens literature

into mathematics enables students to see how
probability and chance can be found not only in
mathematics, but also through the exploring
books enabling students to see the connection
between what they are reading and their own
lives, and acknowledge that mathematics is not
restricted to its domain.
Throughout lessons two and three, A very
improbable story, by Edward Einhorn is read
aloud to students. The story depicts a young
boy called Ethans maths adventure as he
works through a range of probability
experiments that are later on explored by the
students within this unit of work.

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

ADAPTATIONS

ASSESSMENT
STRATEGIES

(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.)

- 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)

Game 1.
As a class come together to
discuss both games and look
at the results:

Enabling prompts
Game 1: Would you place
all six of your counters on
one particular cell
number?

Did any body place all or

most of their six
prisoners in one

Game 2: start with

students exploring simple

(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)

Conduct informal
observation and make
notes whist roaming
around to each
workstation. (Choose
5-6 students to make
notes on)

Ashley Marshall- S00154321

EDMA310 | Probability |

understand
what equally
likely
experiments
are and
explore why
games of
chance are
independent of
each other,
and not
influenced by
luck.

likely chance experiment and

explain to students the
procedure to follow when
exploring probability events.
{See appendix 1 for further
elaborations}

Focus area
2.2 and 2.5

Q. What do you predict the

outcome to be?

Chance experiment:
Selecting coloured teddies out of
a bag. (1 x red 1x blue, 1x
yellow, 1x green, 1x black)
{See appendix 2 for further
elaborations}

Q. Is there a chance that one

teddy can be luckier than
another colour?

Tutorial: Wednesday 11am

further elaborations}
Game 1. Release the prisoner
game mat, two six sided dice (per
pair) and twelve counters per
person, students explore the
game. {See appendix 3 for
further elaborations}
Game 2. Tossing one 50c coin,
and tossing two 50c coins in a
race to the top game {See
appendix 4 for further
elaborations} Students combine
with another pair to discuss their
mathematical argument, before
convincing and proving this
reason based on their results.
**For both experiments students
can record their results using a
frequency table** {see appendix
5 for an example.}

Session 2
At the
conclusion of
this lesson
students will
come to
understand
that in order
compare
results at the
completion of
the experiment
and know if an
experiment
has equally
likely

After noticing that students

did not initially determine the
theoretical outcomes in the two
workstations within lesson one,
readdress as a class the
reasons why we use these two
types of probability when
exploring chance outcomes
{See appendix 7 for further
elaborations}
Create a whole class inference
and state the theoretical
probability in order to compare
results later against the
students results from lesson
one.

Students independently complete

the task: Alex explores spinners
at his school fete
Ensure students follow the
procedure in appendix 1 when
working with this task. {See
appendix 1}

Game 2
(Highlight that outcomes
are independent of each
other)
- If a heads is flipped four
times in a row does that
mean that there is a
higher chance the next
coin flip will be a tail?
Create a whole class
discussion asking groups to
share one group of spinners
their group had been
discussing.

{See appendix 8 for additional

information about this task}
Students then test their spinners
against small and large sample
sizes to analyse which sample
size gives them the most accurate
6

particular numbered
box? If so what was your
reasoning behind that?
Can a number be luckier
than another?
If this die had a different
colour on each side
instead of numbers
would you rearrange
your prisoners in their
cells or leave them as
you had them, why?

How come your spinners

have both odd and even
numbers on them? Why
dont you have one
spinner with odds and
one spinner with even
numbers?
Is your group convinced
that you have found the

games of tossing the coin

and predicting the
outcome (Heads or Tails)
then advance to game
board one with one coin.
Extending Prompts
Game 1: If you played
this game using two 12
sided dice would you
change your decisions
about where to place your
prisoners?
Game 2: If your coin has
landed on heads the last
three times what do you
expect to happen when
you toss the coin next?

{See appendix 6 for

questions I will
observe for}

Focus
area 2.3

Focus
area 2.5
Enabling prompt
-

Ask students the

following question,

- If we know that two even

numbers make another
even number then should
all of the even numbers
be on the same spinner?
Extending prompt
- How many different
ways can you
rearrange the

Collection of students
self-assessment
{See appendix 9 for
the student selfassessment}

Focus
area 2.3

Ashley Marshall- S00154321

outcomes you
first need to
determine all
theoretical
outcomes.

Focus
area 2.2
and 2.5

EDMA310 | Probability |

Use a unfix graph to combine

each students result and
compare them against the
whole class inference and the
theoretical probability.
What similarities and
differences can you see
between the theoretical and
experimental probability?

Tutorial: Wednesday 11am

results in accordance to their

initial argument.
Probing question: Do you
expect the results to be more
accurate in a small or large
sample size? Or does the number
of trails you do not effect the
outcome?

spinner that will give Alex

the best chance at
winning a prize? Can you
prove this to the class?
Do your results show a
relationship with the
theoretical outcome?
Can you prove this to
me?

spinners so that
Ethans chances of
winning a prize are
increased? How do
you know all of the
spinner combinations
have been found?
Does the number of
trials you do effect the
accuracy of results?
How can you prove
this?

Focus
area 2.5
Session 3

Focus
area 2.2
and 2.5
At the
conclusion of
this lesson
students will
come to
understand the
role of small
and large
sample size as
a way of
ascertaining
more reliable
results and
plot the
theoretical and
experimental

Open-ended task
Explore further how spinners are
used in probability through an
online resource called
adjustable spinner, as students
in lesson one believed that the
sample size didnt effect the
results.
https://illuminations.nctm.org/adj
ustablespinner/

Students create their own

spinners as seen in {appendix
11}
-

Adjust the number of sectors in

the spinner
1. 2 sectors
2. 6 sectors
3. 10 sectors
Look at the theoretical (expected
outcome after 5 spins) and the
experimental outcome after 5
spins)
- Repeat for 15 spins and;
- 50 spins

Independently students will

use 1x six sided dice and their
six-sector spinner to explore
the likelihood of them
spinning a number between
1-6 and rolling a number that
has a difference of 2. E.g.
spinning a 4, and then rolling
a 6 or a 2. (represent the
theoretical outcomes as
fractions on the continuum)

Test after 10, 20 and 30 spins

-

Students use their maths

notebooks and concrete
materials to record their
results following the
7

Collate each individuals data

as a class set from each
sample size highlighting the
consistencies between small
sample sizes and the
reliability of data with large
sample sizes.

What do you notice

about our class data set
is one data set more
spread out than another?
Why do you think this
might be?
Which data set shows
the most consistency,
what does that tell you
then about large sample
sizes?

Extending prompt
- If you were asked to
repeat this task and
collate data based on a
dice and spinner
difference of 1 would you
suspect similar outcomes
about the reliability of a
small and large sample
size? Explain your
thinking.
Enabling prompt
- Grouping the student
with a pair so they can
share ideas and
strategies.

Focus
area 2.5

Taking pictures of
students data
collection and data
representations writing
brief notes about the
following questions
{See appendix 13}

Focus
area 2.3

Ashley Marshall- S00154321

results on the
probability
continuum to
see how likely
the outcome is
of occurring.

EDMA310 | Probability |

and determine how likely it is for

the red sector to be spun using
fractions. (see appendix 10 for
an example)
Think, Pair, share: What did
the results tell us about sample
size? Did increasing the number
of sectors decrease the
reliability of sample size?

Focus area 2.5

Session 4
At the
conclusion of
this lesson
students will
further explore
how fractions
are used in
probability
exploring
chance
statements.

Focus
area 2.2
and 2.5

Display the probability

continuum along the wall in the
classroom.
As a class explore the following
probability statements.
I have 5 ice creams left in my ice
cream box, Vanilla, Chocolate,
Strawberry, Caramel, and Mint.
What is the probability that I
choose the strawberry ice cream
without looking?
What is the probability that I
choose the strawberry ice cream
and then the mint ice cream?
As a class follow the procedure
outlined in {appendix 1}
- Work out the theoretical
expected outcome using
fractions, and after the
experiment find the experimental

Tutorial: Wednesday 11am

procedure modelled in lesson

1 tuning in. {See appendix 1
for further elaborations}
Students then represent their
experimental outcomes as
fractions on the continuum to
compare results)
Note: Lattice diagrams are
best suited to display the
theoretical expected outcome
and students can display
there results as such: {See
appendix 12 for the lattice
diagram example and
further elaboration on the
task requirements}

Students device their own

probability question to explore
For example:
A pack of 10 straws contains
5 different lengths, (2 straws
for each length) what is the
probability of choosing two
straws that are of equal
length?
Students should at least one of
the following to explore the
theoretical and experimental
outcomes. Frequency lists, tree
diagrams, lattice diagrams,
concrete materials.
Students record their results in
their probability workbook {see
appendix 14}

As a class collate all

fractional data for each trial
(10, 20, & 30) and discuss
the relationship between the
theoretical and expected
outcomes.

Students to come together as

a class.
All students place their
statements where they
believe they stand on the
probability continuum.
Choose five or six of the
examples along the
continuum to explore
whether the grade believe
they have placed the results
in the correct place.
Ask the whole class
questions such as:
Do you agree with
(student) who placed her
question at ______ on the
continuum? Why or why not
prove this to me.
How would you work out

Enabling Prompt:
Provide students with
concrete materials that
enable them to explore
the questions they
created and determine the
theoretical and
experimental probability,
rather than asking them to
work out their questions
by drawing pictures and
writing notes in their
journals.
Extending Prompt:
Explore the following
statements
The sample space is 8
what are all of the
possible outcomes?

Collect students
probability work books
as samples and mark
them against the
following rubric: {See
appendix 15}

Focus
area 2.3

Ashley Marshall- S00154321

EDMA310 | Probability |

Tutorial: Wednesday 11am

outcome using fractions (look for

the relationship with students
and highlight how together all
results equal one.)
- Plot the theoretical and
experimental outcomes on the
continuum to see how likely the
outcome are of occurring.

Session 5
At the
conclusion of
this lesson
students will
come to
understand
more
thoroughly
how probability
outcomes lie
between zero
and one as
they represent
outcomes as
fractions.

Focus
area 2.2
2.5

Read Aloud the book/ or watch

online: A very improbable story
https://www.youtube.com/watch
?v=Ya4nRzzsCH0
Read up until Ethans
exploration with the marble task
and as a class follow the
procedure in {appendix one}
Extending from appendix one
as a class state the theoretical
probability as a fraction and
place it on the number line

this question and check to

see if _____ is correct?

Marble jar open-ended task.

Individual task: Give students 5
marble jars each and the following
statements:
{See appendix 16}
Once the jars are made students
use the app Show Me App
(following the procedure in
appendix 1) to record the results
of a blue marble being drawn from
their jar after a sample size of 10
and a sample size of 30.
-

Read Ethans exploration with

the marble task.
In pairs students then work out
the experimental probability of
Ethans marble jar task and
share it with the class.
Q. Do you notice any difference
between the results

Students are to plot both the

theoretical and experimental
outcomes on the probability
continuum and highlight how
likely it is to choose the blue
marble within each jar and;
State whether one jar is more
likely than another.

Focus area 2.5

If (person) has stated that

there is a (example )
chance of her statement
occurring what does that tell
you about their experiment?
Would you say her outcomes
are likely or unlikely to
occur? And why.
Gallery Walk: Students
have the chance to explore
their classmates findings
through their presentation
on their Show Me app.
Teacher points out
different jars that have the
same probability of choosing
the blue marble but different
amounts asking the following
questions:

What did your results

indicate to you about
sample size? Were your
experimental results
more accurate to your
theoretical outcome with
a small or large sample
size?
If your sample size was
to increase to 100 what
would you expect would
happen to your results?

The event has a

chance of occurring what
could this event be?

Focus
area 2.5

Extending prompt
Is the probability of
choosing a blue and a red
marble in that order more
likely to occur more often
in a large or small sample
size? How can you prove
to your classmates that
your thinking is correct?
Enabling prompt
- Reduce the numbers
of marble jars
students must figure
out, and ask students
to consider which jar
they believe will give
them the best chance
at choosing out a blue
marble and why.

Focus
area 2.5

Informal notes based

on a checklist
{see appendix 17 for
the checklist}

Focus
area 2.3

Ashley Marshall- S00154321

EDMA310 | Probability |

Tutorial: Wednesday 11am

Appendices
Appendix 1:
Making a list of the sample space (Theoretical expected outcome) and Arguing the probability of the experiment using the probability continuum.
convince others of your argument using the outcomes recorded using systematic lists, organised table, tree diagram, or model (experimental outcome)
Analysing the results, and representing the resultant probability using fractions to prove to others your argument.
Appendix 2:
1. Determining how probable the experiment is This experiment has equally likely outcomes, as there is one teddy for each colour. This means that the blue teddy has an
equally likely chance of being pulled out of the bag at random.
2. Making a list of the sample space
1 Red 1/5
1 Blue 1/5
1 Yellow 1/5
1 Green 1/5
1 Black 1/5
= 5/5
Sample space = 5 (five different possible outcomes all with an equal chance of being selected)
Appendix 3: Release the prisoner game.

http://mathwire.com/games/ datagames.html
Students are to place their twelve counters in the cells, they may choose to spread them out, put them all in one, or have small groups in certain numbers (I am looking to see
what each students understanding of luck is). (Game board below)
- Two six sided dice are rolled the two values are added together and the value (for example 5, from 4+1) enables a person to take one prisoner out of their cell.
- The first person to release all prisoners wins.
- Students record their results used lists such as a frequency table.

(Game board)

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Ashley Marshall- S00154321

EDMA310 | Probability |

Tutorial: Wednesday 11am

Appendix 4: Race to the top game (1 game board per person)

- Along the bottom of each game board is all of the expected outcomes (Leave blank and get students to fill in the theoretical expected outcomes)
- Each time the coin is flipped the student must colour in one box of the outcome it landed on.
- First person to fill in an entire column wins.
Game board for one coin.

Game board for two coins.

HH

TT

HT

TH

Appendix 5: An example of recording results from the two stations.

Appendix 6: Observational questions

Was the student able to follow the procedure modelled during tuning in for each experiment?
What strategies did the student use to analyse the probability of each?
Did the student use a systematic list to keep track of outcomes? If so what was the list?
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Ashley Marshall- S00154321

EDMA310 | Probability |

Tutorial: Wednesday 11am

Was the student able to express why each experiment had equal outcomes?
Did the student seek assistance from others? What were the types of questions they were asking?

Appendix 7:
- Identify the sample size.
- Helps us to make inferences based on the expected results.
- Analyse experimental results against the expected results,
- Make final judgments about the probability of the event occurring in the future and;
- prove to others why your argument was supported, or unsupported throughout the experiment.

Appendix 8.
Students explore the following open task related to spinners they are given below:

Focus
area 2.5

(EDMA309: Problem solving book task)

Alex is playing a game at the school fete. He must spin each of the spinners shown. If the sum of the numbers that are spun is even he wins a prize.
1. Students are to construct a lattice diagram to show the sample
2. Assess what the probability of Alex winning a prize using Spinner A and Spinner B, and the lattice diagram.
3. Using two new spinners, rearrange the same eight numbers to increase Alexs chance of winning a prize. What is the probability of Alex winning with your new spinners?
Explain your reasoning. (How many spinner combinations can you find that increase Alexs chance of winning?)

12

Ashley Marshall- S00154321

EDMA310 | Probability |

Tutorial: Wednesday 11am

Appendix 9: Student self assessment

Think about the problem you just worked on. The answer these question by circling what you think:
1. How sure are you that your answer is right?
ABSOLUTELY SURE
PRETTY SURE
SORT OF SURE
NOT SO SURE
I KNOW I GOT IT WRONG
Why are you sure (or not sure) about your answer?
2. How hard was this problem for you?
VERY VERY HARD
PRETTY HARD
SORT OF HARD
NOT SO HARD
REALLY EASY
Why was this problem at this difficulty level for you?
3. Have you ever solved a problem like this one before?
YES MANY TIMES
YES, ONCE OR TWICE
NOT SURE
DONT THINK SO
NO, DEFINITELY NOT
If so, describe the other problems and say why they were like this one. If not, what was different about this problem from the others youve seen?

Reys, (Reys et al., 2013, p.76)

Appendix 10: fractions on number line

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EDMA310 | Probability |

Appendix 11

Tutorial: Wednesday 11am

Focus area
2.3

http://www.craftnhome.com/number-spinners-for-maths.html

Appendix 12: Lattice diagram and further task description

Students explore this experiment and its outcomes after 5 spins, 15 spins, 30 spins, and after 50 spins and writing a short statement highlighting what happened in each sample size
trial.
Students then represent their results from each trial using concrete materials such as unfix cubes, Lego, bottle tops etc

Appendix 13: Questions for assessment
What diagram has the child used to represent the theoretical outcome
Is there mathematical argument relevant to the experiment?
In what ways have students been able to convince others and prove their mathematical statement is correct
what does the student understand about the influence of sample size on chance outcomes?
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Ashley Marshall- S00154321

EDMA310 | Probability |

Tutorial: Wednesday 11am

Appendix 14: Students workbook

Appendix 15: Rubric

Goes Beyond

Task Accomplished
Substantial Progress
Some progress

Little progress

The student is able to state the theoretical expected outcome, lists the experimental outcomes, represents the
probabilities of the results using common fractions and shows a clear understanding of the relationship between the
theoretical and experimental outcomes.
The student is able to state the theoretical expected outcome, lists the experimental outcomes, represents the
probabilities of the results using common fractions and shows a clear understanding
Student is able to state the theoretical expected outcome and list the experimental outcomes using concrete
materials or visual representations, but does not represent the probabilities of those results using fractions.
Makes the correct decision to concretely display all possible outcomes in the sample space but requires substantial
assistance and enabling prompts to ascertain understanding about the link between the theoretical expected
outcomes and the experimental expected outcomes.
Records a series of outcomes and knows they are equally likely to occur but little evidence of the student using the
probability experiment checklist

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Ashley Marshall- S00154321

EDMA310 | Probability |

Tutorial: Wednesday 11am

Appendix 16: Marble Jar questions:

Jar one has a 100% chance of getting a blue marble at random, what might the contents of this jar be?
Possibility: 20 blue marbles

Jar two has a 50% chance of getting a blue marble at random, what might the contents of this jar be?
Possibility: 20 blue marbles, 20 red marbles

Jar 3 has a 25% chance of a person selecting a blue marble at random, what might the contents of this jar be?
Possibility: 10 red, 10 blue, 10 yellow, 10 green

Jar 4 has a 20% chance of a person selecting a blue marble at random, what might the contents of this jar be?
Possibility: 5 red, 5 blue, 5 yellow, 5 green, 5 orange.

Jar 5 has a 10% chance of a person selecting a blue marble at random, what might the contents of this jar be?
Possibility: 2 red, 2 blue, 2 yellow, 2 green, 2 orange, 2 pink, 2 brown, 2 black, 2 white, 2 purple.


Appendix 17: Checklist
Student _________________________
Explored statement 1 _____ Statement 2 _____ and/or Extension question ______ (tick one or more)
Does the question relate to the explored statement YES/NO? What was there question _________________________________________________
Does the student provide sequential images of their exploration with their question? YES/NO
Does the students working out follow the steps in the chance experiment outlined in lesson 1? YES/NO if no what is not shown______________________
Does the student show numerous attempts at one particular stage of the experiment? YES/NO and how ______________________________
Does the student record their voice over the presentation to explain their thinking at each step of the presentation? ____________________

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A
A

Overall word count for the entire document including references: 5139

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Ashley Marshall- S00154321

EDMA310 | Probability |

Tutorial: Wednesday 11am

Th

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