School Spotswood Primary School Year Group Prep B Date 00/10/2015
Focus Area Learning Intentions AusVels Statistics and probability - introduction Foundation Answer yes/no questions to collect information (ACMSP011) Level 1 Identify outcomes of familiar events involving chance and describe them using everyday language such as will happen, wont happen or might happen (ACMSP024) Location / Setting Organisation / Student Groups Special Considerations Classroom Whole class
Likely, unlikely, chance, could happen, could Linked to Learning Intentions Equipment not happen etc. Teachers Resource, Nelson Maths for Victoria, Jenny Feely 2003
Lesson Plan Template
INTRODUCTION MAIN BODY CONCLUSION Establishing prior knowledge. Tuning in activity. Guiding Inquiry and Practise Sharing, Explaining and Reviewing Inquiry Focus questioning Share time. Student reflection. What do they now know? Assessment criteria: Assessment FOR learning Assessment Criteria: Assessment AS Learning Assessment Criteria: Assessment OF Learning Introduce the topic with the question, Give the students small strips of paper and ask the Ask the students to come to the floor and explain why they Will it rain today? students to write down their own possibilities and placed certain events where they did. Ask further questions such as why they think it will rain/will impossibilities. not rain. We will then glue their suggestions on the timeline in Ask questions such as what else may happen today. the place they think. Write on a large piece of paper a timeline. Introduce the timeline with one end saying Will not happen and Will definitely happen. Ask the students some suggestions for the timeline.
Lesson Plan Template
COLLEGE OF EDUCATION Lesson Plan Template
School Spotswood Primary School Year Group Prep B Date 09/10/2015
Focus Area Learning Intentions AusVels Statistics and probability use of impossible Foundation Answer yes/no questions to collect information (ACMSP011) Level 1 Identify outcomes of familiar events involving chance and describe them using everyday language such as will happen, wont happen or might happen (ACMSP024) Location / Setting Organisation / Student Groups Special Considerations Classroom Whole class
Impossible, going to happen, chance, might Linked to Learning Intentions Equipment happen Teachers Resource, Nelson Maths for Victoria, Jenny Feely 2003
Lesson Plan Template
INTRODUCTION MAIN BODY CONCLUSION Establishing prior knowledge. Tuning in activity. Guiding Inquiry and Practise Sharing, Explaining and Reviewing Inquiry Focus questioning Share time. Student reflection. What do they now know? Assessment criteria: Assessment FOR learning Assessment Criteria: Assessment AS Learning Assessment Criteria: Assessment OF Learning Introduce the idea of things being impossible. Provide a Ask the students to draw up their own timelines. Bring the students to the floor and get them to explain their few examples of things that are impossible to happen. Have them place impossible and certain to happen reasoning. Ask the students to provide some examples. events. Also events that may happen. Ask students With a timeline on the board, ask the students where how likely they feel an event may happen. impossible would sit. If they have completed this, there is a worksheet Compare impossible events to events that would definitely happen. also available. (Attached)
Lesson Plan Template
COLLEGE OF EDUCATION Lesson Plan Template
School Spotswood Primary School Year Group Prep B Date 14/10/2015
Focus Area Learning Intentions AusVels Data collection & statistics and probability. The students will learn about data collection Foundation The students will learn how to use a table Answer yes/no questions to collect information (ACMSP011) Level 1 Identify outcomes of familiar events involving chance and describe them using everyday language such as will happen, wont happen or might happen (ACMSP024) Location / Setting Organisation / Student Groups Special Considerations Classroom Whole class
Likely, unlikely, chance, could happen, could not happen, Linked to Learning Intentions Equipment tally, order. How likely are we to get ____ colour jelly bean? Jar of jellybeans How many of each colour did you get? Worksheet (attached) What does this tell us? Teachers Resource, Nelson Maths for Victoria, Jenny Feely 2003
Lesson Plan Template
INTRODUCTION MAIN BODY CONCLUSION Establishing prior knowledge. Tuning in activity. Guiding Inquiry and Practise Sharing, Explaining and Reviewing Inquiry Focus questioning Share time. Student reflection. What do they now know? Assessment criteria: Assessment FOR learning Assessment Criteria: Assessment AS Learning Assessment Criteria: Assessment OF Learning Begin with relating back to the previous lesson on likely and unlikely events. Model the worksheet for the students on the board. Bring the students to the floor with their findings. Ask if the If I have a jar of jelly beans with green, yellow and orange This will be easier for them to grasp the concept. students have the same results as each other, if not why? jelly beans instead, can I get a black jelly bean? Send the students off with a work sheet and jelly Ask why some people may have had more colour than Ask them if they have seen a table before and show them beans. another and other thought prompting questions. how to properly colour this in. (It might be even worth having a worksheet 1 between 2, because the jelly bean amount is quite large)
Lesson Plan Template
COLLEGE OF EDUCATION Lesson Plan Template
School Spotswood Primary School Year Group Prep B Date 15/10/2015
Focus Area Learning Intentions AusVels Data collection & statistics and probability. The students will learn about data collection Foundation The students will learn how to use a table Answer yes/no questions to collect information (ACMSP011) Level 1 Identify outcomes of familiar events involving chance and describe them using everyday language such as will happen, wont happen or might happen (ACMSP024) Location / Setting Organisation / Student Groups Special Considerations Classroom Whole class
Likely, unlikely, chance, could happen, could not happen, Linked to Learning Intentions Equipment tally, order. How likely am I to land on ___? Worksheet (attached) How likely are we to roll a 1, 2, 3, 4, 5, 6? Dice
Teachers Resource, Nelson Maths for Victoria, Jenny Feely
2003
Lesson Plan Template
INTRODUCTION MAIN BODY CONCLUSION Establishing prior knowledge. Tuning in activity. Guiding Inquiry and Practise Sharing, Explaining and Reviewing Inquiry Focus questioning Share time. Student reflection. What do they now know? Assessment criteria: Assessment FOR learning Assessment Criteria: Assessment AS Learning Assessment Criteria: Assessment OF Learning Relate back to the previous lesson about probability. Show the students a cube with different coloured faces. Show the students their tally worksheet. Explain they Bring the students to the floor and have them explain their Ask them how likely it is to land on a certain colour. will be using dice instead. Demonstrate this sheet to findings. Write a tally up on the board with the colours and have the students. Send them off in pairs to complete the Why did ___ come up more than the others? students roll the cube. Keep count for the landed on worksheet. Why didnt you roll any of ___ number? colour. Ask the students what would make this fairer/ How could we roll six more? Or 1 less? unfair? What happens if we use a ten-sided dice?