Unit Title: Chance (adapted from Teachers Pay Teachers Resource)
Australian Curriculum Links:
Chance:
List outcomes of chance experiments involving equally likely outcomes and represent
probabilities of those outcomes using fractions (ACMSP116)
Recognise that probabilities range from 0 to 1 (ACMSP117)
Data representation and interpretation
Pose questions and collect categorical or numerical data by observation or survey
(ACMSP118)
Construct displays, including column graphs, dot plots and tables, appropriate for data type,
with and without the use of digital technologies (ACMSP119)
Describe and interpret different data sets in context (ACMSP120)
Focus Inquiry:
The lesson sequence is designed for Year 5 students and integrates the concepts of chance and data
representation. The Year 5 students will focus on two inquiry questions, “In any game of chance,
how can players be sure there is a fair chance of winning?” and “How can the probability of an event
be calculated and recorded?” The Year 5 class will investigate and develop the ability to interpret
probability through various forms of data representations including collections, spinners and graphs.
Students will develop and practice relevant vocabulary including likely, unlikely, equally likely, fair
and unfair. Students will recognise probability is measured between 0-1 through identifying fractions
and plotting these on a number line. Students will then be able to successfully link vocabulary with
appropriate fractions. In order for students to determine probability in real-life contexts, students
will collect categorical or numerical data through posing questions to the class. Students will use this
data to develop skills and knowledge to represent this data and allow them to make judgements and
predict probabilities.
Rationale:
The purpose of this unit is for students to be able to gather, interpret and analyse probability from
different sets of data and represent these in various forms. The unit incorporates a number of
General Capabilities including Literacy through the use of vocabulary, Numeracy by identifying
patterns of chance and recording, interpreting and using data to make judgments as well as Critical
and Creative thinking determining if the game is fair or unfair and making judgments/justifications.
The sequence aids students to build their understanding and confidence to recognise, decide and
justify their choices to probability situations in real-world contexts. Students are able to make
informed and supported statements based on evidence.
No. Lesson Title Key Mathematical Main Activity Resources Assessment
Understanding
1 Introduction to List outcomes of Students will be introduced to Word Wall Diagnostic:
Probability. chance experiments the language of chance including Dice Worksheet Think, Pair Share
involving equally likely, unlikely, equally likely, fair Activity
likely outcomes and unfair. Formative:
Observation and
Represent Explicit instruction for finding response to
probabilities of those sample space on coin and questioning during
outcomes using spinner. Introduction to fractions EI teaching
fractions as outcomes.
Roll of the Dice
Students will list all outcomes Worksheet-
from rolling a six-sided dice. Students are
Students will represent these able to list outcomes
outcomes as fractions on the of a
worksheet. Students will then roll chance experiment
the dice 100 times and record and
results in a tally table before represent
comparing results with a probabilities of
classmate. those using
fractions.
2 Finding Represent Students will be explicitly taught Different data representations:
probability probabilities of those how to find the probability within
using different outcomes using data collections before
data sets fractions introducing spinners.
without equally
likely Students will participate in a dice
outcomes. game, recording the results from
their dice, recording and
comparing results.
3 Fractions and Recognise that Students work in small groups to Large number line models Formative: Could
number lines. probabilities range create a large number line using created by students using tape, students equally
from 0 to 1 tape and paper. Students will paper and permanent marker. partition their
need to partition the number line Sticky notes to represent their number line? Could
correctly, before using probability fractions on the large model. students accurately
in fraction form and plot them on plot their fractions?
a number line whilst making links
to vocabulary from lesson 1. Observation of
Students will present their conversations in
number line to the class and groups
justify their decisions.
Work sample
Students will then complete a
small cut and paste activity,
matching the relative fraction,
Cut and paste activity with fraction,
fraction bar and number line.
fraction bars and number lines
match.
4 Collecting Data Pose questions and Students collect a range of data Data collection video - Formative: Can the
collect categorical or and information by surveying the ..\..\..\..\..\Desktop\Data student create
numerical data by class. Students will brainstorm collection methods.mp4 questions that
observation or survey ideas, some data sets for the Conducting a survey and provide the data
survey could include: class displaying results on a table they require?
favourite cereal, favourite using tally marks Can the student
subject, pets, siblings, etc. appropriately
select a data
collection method
for categorical and
numerical data?
Work sample
5 Representing Construct displays, After learning about a variety of Data Task Cards Formative:
Data including column ways to display data, students are QuickWrite Worksheet QuickWrite
graphs, dot plots & to select a task card which will justification
tables, appropriate data sets on them. Students will
for data type, with & need to select the appropriate Can students
without the use of data display for their task card. accurately select
digital technologies data displays from
Students will then complete a different data sets?
reflective activity (QuickWrite),
justifying their display decision.
6 Making and Describe & interpret Students become detectives and Interpreting Data Lesson Formative:
justifying different data sets in are given a number of displays Teaching PowerPoint Work samples
decisions. context including graphs, dot plots with Various data displays with
information missing. Students missing information. All displays Can students
need to decide what the displays on the same topic for identify display
are about and justify their statements to be made. information? Can
decisions. Students are to then students draw
compare the displays and make conclusions based
statements using evidence from on evidence from
these displays. data?
Summative Summative Fair vs Unfair
Assessmen Task
t Students are to create 3 spinners.
1 with 4 colours but not an equal chance of spinning each colour.
1 with 6 numbers with an equal chance of spinning each number.
1 with 6 numbers with an unequal chance of spinning each of the numbers.
After constructing the spinners students are to write a prediction for each one about the possible results if they
were spun 20 times.
Conduct the experiment.
Record the results of the experiments using tally marks and totals as fractions, decimals and percentages.
Graph the results in a column graph.
Interpret and analyse results and relate them to the chance each had of occurring.
Make mathematical statements about each graph.
Compares and contrasts results to a partner. Reflect on the reasons for differing results.
