Practicum Lesson Number

7
VEL Strand Discipline Based Learning
Date 18/09/2015
Topic and Focus Numeracy Chance, Mystery Spinner

Year Level Grade 5/6

Time of Lesson
Duration of Lesson 45 Minutes
Class Size 25
Student Learning Objectives and relevant Aus Curric/AusVELS/N
Syllabus
outcomes:

In this lesson students will continue with their exploration of chance. The
continue
to practice the use of vocabulary associated with chance and will be
encouraged to use
these key words in their explanations. Students will need to demonstrate
probability and chance are on a continuum from 0 to 1. They will be exp
to
participate in experiments and record data; they will use the data to ma
judgements
about chance and probability. Students will also need to demonstrate th
ability to
make predictions.

AUSVELS:
Grade five students (by the end of the unit) will be able to pose questions to gather data and constru
various displays
appropriate for the data, with and without the use of digital technology. They compare and interpret d
data sets.
Students list outcomes of chance experiments with equally likely outcomes and assign probabilities a
number from 0 to 1.

Grade six students (by the end of the unit) will be able to interpret and compare a variety of data dis
including
displays for two categorical variables. They analyse and evaluate data from secondary sources. Stud
compare observed
and expected frequencies of events, including those where outcomes of trials are generated with the
digital
technology. They specify, list and communicate probabilities of events using simple ratios, fractions,
and
percentages.

Describe probabilities using fractions, decimals and percentages (ACMSP144)

Compare observed frequencies across experiments with expected frequencies (ACMSP146)
List outcomes of chance experiments involving equally likely outcomes and represent probabilities of
outcomes using fractions (ACMSP116)

Assessment/Means of Evaluation and Method Used

Students will be able to complete all aspects of the lesson. They will
be able to write a coherent sentence about what they have found in
the experiment.
Student Teacher Focus
Time Management: Ability to work with a small group and keep time. Als
being able to
give some attention to the rest of the class ensuring they pack up in ti
Might need
to move some of the class onto the floor with me. Also make sure that th
who are finished
are continued to be challenged.

Students Background Knowledge

Students have completed two lessons on chance. They have completed
experiment;
they were given a table to collect their data. They are able to solve num
problems
using mental and technological methods.
Students have an understanding of how to graph data and how to read
graphs.
Students have learned about percentage, decimals and fractions. They
understand
how to interchange fractions into decimals and percentages. Students a
able to
compare, order and represent decimals. Students have been introduced
chance and
to the terminology required as part of their exploration. They have also
worked with
number lines and probability.
Resources and Materials
Mystery Spinner
Student workbooks
Quick Maths Sheet
Modelling on the white board
Classroom Organisation

Students will work independently they will listen to the spins made and
will have
to collect data in their own work books.
Students will also need to work in groups to compare their data and resu
Lesson Plan
2

5 Mins

Stage

1)

Introduction

Quick maths sheet. Correct the sheet.

Students need to draw a table on the board. Model
Label the table.

5 Mins

20/25 Mins

2) Explanation of Task
Students need to listen to me. I will be calling out colours from
a
mystery spinner. They need to write down each colour and th
amount of times I call it out on their table.
Once I have finished calling out the colours they will need to
do
some predicting. They need to decide what the mystery
spinner
looks like based on their results.
Label both the spinners percentages.
They will then need to compare their findings with a partner
and
then a group.
They will also need to write a sentence explaining their
results.
*Extension: Students can make their own spinner. List in
fractions
decimals and percentages their chosen colours also a
sentence to
explain the chance of landing on each section.
3) Students on Task

I will spin the mystery spinner.

Afterwards I will ensure students understand the task. I will
clarify
any questions.
I may also pull the students who are struggling to the front on
the
floor.
Students should be able to explain why they have drawn the
spinner they have, they should also be able to talk about how
they
would change the experiment.
3

5 Mins

4) Closure
Back to their tables. Students need to write a sentence about
their
results.

Reflection on Student Learning

What did you observe about student learning?

Comments on Future Lesson Directions

Are there areas you need to go over or move beyond?

Reflection on Lesson
How was the timing or the flow of the lesson? What other observations did you make

Reflection on Student Teacher Outcomes

Did you meet your own focus objectives? Could you still improve in that area? Were there
other areas
you feel you could concentrate on in the future? What were the positive points of your
lesson?

Supervisor Evaluation