MATHEMATICAL

TUNING IN INVESTIGATIONS SESSION REFLECTION & MAKING ADAPTATIONS ASSESSMENT

FOCUS (The Hook) . CONNECTIONS SESSION STRATEGIES



Brainstorm: Word wall & Certain and uncertain Whole class discussion Enabling prompts
Session 1 Probability line events Monitor class discussion. Pay
Ask students to share their Whats the correct use of close attention to language
Understanding the language Watch Chance YouTube clip In pairs students work results of the certain and the word? and terminology used when
and terminology of https://www.youtube.com/ through a set of cards uncertain events cards. describing probability
probability. watch?v=TedbpetdzBE describing a variety of Record findings on the - Encourage students to concepts.
events, classifying them board. refer to word wall and
As a whole group brainstorm under the headings: probability line. During small group activity
words that can be used to Focus questions: pick a focus group and work
describe the chance of an - The event is certain directly with them. Record
even occurring (e.g. likely, to happen - If you had to place Extending prompts student progress on student
unlikely, possible, impossible - The event will likely the event on the assessment sheets.
etc.) happen probability line - Can you come up
- The event is where would it go? with your own?
Create a class probability impossible
line and sort words along - If you had to label Students to create one or
the line (e.g. rarely through In the same pairs ask the probability line two open-ended scenarios,
to certain) students to consider open- with a numerical which they can later share
ended scenarios (see below) value from 0 to 100 with the class. Need to take
Use different coloured post and record their thinking. what would it look into consideration the
its to represent chance in a like? And where responses the class may give
percentage format (e.g. Example scenario: would each event in response to the scenarios.
zero, 1/2 , 1 and 100%). be placed? Need to include correct
- You ask the teacher a vocabulary in relation to
Keep the probability line and question and she replies chance and probability.
word wall in a visible area of maybe. What might the Discuss responses to
the classroom for students question have been? scenarios. Create
to refer back to throughout opportunities for students to
the unit. discuss and debate their
findings.
 What are the chances? How many marbles in the Whole class discussion Enabling prompts Summative assessment
Session 2 bag? throughout the lesson.
In a bag place sets of the Students to present their - How are you Feedback taken from one on
Develop an understanding same objects in different In small groups students are findings to the class. Discuss recording which one questioning with
that probability is an colours (counters, marbles, given a bag of marbles. They if they were able to use marbles you are students as well as
independent event, whereby blocks). Each set is to do not know how many predictions as to which drawing out each contributions to class
no one event affects the contain three different marbles are in the bag but colour marble was going to time? discussion to monitor
outcome of another event. colours (5 green, 2 blue, 3 there are two different be drawn each time. - Why is it important student understanding.
red) colours. to put back the
As a class write up a marble before you
Demonstrate to the students Students are asked to draw summary about the draw the next one? Collect students work
by pulling out one item from out 10 marbles and record probability of choosing one samples at the completion
a set without looking. they results, each time colour marble over anther. Extending prompts of the lesson to see students
replacing the marble after Put up on word wall so understanding of the marble
Repeat this a number of they have drawn. accessible to the class. - How would you bag activity.
times, returning the object predict what colour
that has been pulled out Students need to try and marble was in the
each time. work out how many of each bag if you knew
colour marble there is in the there were 3
Tally the results on the bag based on their results. different colours in
board and ask students the bag but you
probing questions: Encourage students to do didnt know the
experiments to find out how amount?
- Which counter was many marbles.
I most likely to pull - How could you
out? change your
- What was the method without
chance of pulling changing the game?
out a green one?
- How many out of
10 chances was
there?
- Can you put that
into a
fraction/percentage
 Online Spinner Co-operative small group Whole class discussion Enabling prompts
Session 3 http://www.mathplayground.c activities
om/probability.html Discuss the results as a class Focus question: Observe and take notes on
Understanding possible Students move around the and make comparisons with the conclusions the students
outcomes through Set the spinner to four room in small groups (3-4 the station activities from - What do you think makes drew and document any
theoretical probability and colours, and ask the per group) participating in earlier in the lesson. something fair/unfair? interesting statements. Pay
experiments students to predict which the different activities set particular attention to the
colour will come up most up. Through group discussion Discuss the meaning of fair understanding from each of
often and why. Spin the students need to decide prior to beginning the game, the activities.
spinner 5 times and tally the At each station students whether the games were fair and review the term when
results in a table. need to: or unfair and explain why. asking students to create an
- Make predictions argument.
Ask students if they would -Tally results & record
like to change their winner. Extending prompts
predictions based on the - Discuss game was fair or
results and spin another 5 unfair? Focus question:
times. - What is it exactly
Spinner game that makes the
Tally outcomes and discuss Player A wins if the spinner game fair/unfair
results with the students. lands on one of 2 colours.
Player B wins if the spinner Challenge students to make
Change the spinner to two lands on one of 3 colours. an argument based on the
different and two of the data and game rules as to
same colours (to make it Coin Toss whether the game is fair or
unfair) and repeat the Using iPad: National Library not, and ask students to
process. Discuss the of Virtual Manipulatives write a short paragraph
reasoning behind which http://nlvm.usu.edu/en/nav outlining their argument.
colours come up most often /frames_asid_305_g_3_t_5.
and why. html?from=grade_g_3.html

Rolling Dice

How many outcomes? Drop It activity Whole group Enabling prompts
Session 4 Exploring the likelihood of
Show the Ted-Ed YouTube: various outcomes occurring. Have students predict what Students who are having
Understanding possible The Last Banana will happen if they pool their difficulties grasping the task
outcomes through https://www.youtube.com/ Cup Toss: data from the drop it are encouraged to visit the
theoretical probability and watch?v=Kgudt4PXs28 activity. below website:
experiments Ask students to list all the
Pausing at key points to possible ways that the cup Pool the data and compute http://www.bbc.co.uk/scho
could land if they tossed it in
 discuss ideas: the air and let it land on the
the three ratios (upside ols/mathsfile/shockwave/ga
floor. down, right side up, and on mes/fish.html
- Dice game how the side) to the total number
many outcomes? Which of the possibilities of tosses.
- Using a lattice (upside down, right side up,
diagram to map out or on its side) do they think Discuss Extending prompts
the outcomes is most and least likely?
Why? Focus questions: Students to finish watching
What did you Ted-Ed YouTube clip as it
learn? discusses using fractions to
Ask students to drop the cup What other discuss outcomes. Ask
from the same height (no possible answers students to use fractions to
variables) 20 times are there? describe the outcomes of
Are there any other the drop it activity.
Students to record their possibilities?
answers and report back in Is there another
whole class discussion. way to work that
out?
How can you do
this another way
and still get the
same
answer/result/resp
onses?

Session 5 Whole Class activity Fair or Rock paper scissors Whole class reflection Enabling prompts
Unfair Assess students ability to
Understanding whether a Introduce activity with a Compare the results. - Can you explain this sort data using graphs.
game is fair/ unfair Explain the game and start demonstration of the game: task to me?
discussion of outcomes, and rock, paper, scissors. Discuss: During rock, paper, scissors
how many possible - Is the game fair? - How could you activity work with a focus
outcomes there are per coin Divide the class into pairs check this? group and record student
toss. (player A and player B) and - Do both players understanding on student
have them play the game 18 have an equal assessment sheet.
Three students toss 2 coins times. chance of winning - Can you use what
record points according to in any round? (Yes) you know to solve
the following rules: Use a grid to graph the wins this?
of player A in red (how many - How many
Player A gets 1 point if the A players won one game, different outcomes
coin toss results in two two games, etc.) are there?
heads Extending prompts
Player B gets 1 point if the Do the same for all B players Record the possible
toss results in two tails in a different colour. outcomes in a diagram - How could you
work out the
Player C gets 1 point if the Using a graph of their choice percentage of each
toss results are mixed (one (column, bar, picture graph) outcome?
head, one tail). students need to graph their
data. - Could you create a
The game is over after 20 pie graph to
tosses. The player who has represent your
the most points wins. data?