Appendices 1

CHANCE AND DATA: CREATE A SPINNER

Design and make a 10- sided spinner. Your spinner must include green, blue, red and yellow, but can include other colours too if you wish.
Colour the spinner below to show the colours on your spinner.

Follow these design rules:

 Blue has a small chance of winning.
 Green and Red have an equal chance.
 Yellow is likely to win.

Use your spinner and record the results for 30 spins on the record sheet. Look carefully at your results.

SPINNER TALLY SHEET

Spin Number Colour Spin Number Colour Spin Number Colour

1. 11. 21.

2. 12. 22.

3. 13. 23.

4. 14. 24.

5. 15. 25.

6. 16. 26.

7. 17. 27.

8. 18. 28.

9. 19. 29.

10. 20. 30.

How many times did blue win?---------------

How many times did green win?---------------

How many times did red win? -----------------

How many times did yellow win? -----------------

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Fill in the evaluation questions below:

1. Which colour won the least number of times? Why do you think that this happened?

2. Which colour won the most number of times? Why did this happen?

3. Did Green and Red win an equal number of spins? Why might this have happened?

4. Would you change anything on your spinner if you made it again?

Challenge:

5. Colour the marbles below using at least 4 different colours so that each colour has an equal chance of being drawn
from the box.

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Learning Area: Mathematics Year Level Class Size:24
:3/4

Timing: 9.45 – 10.45 Date: Tuesday 1st May 2018 Wk 3

Topic: Chance

Curriculum Connections

Grade 3 Conduct chance experiments, identify and describe possible outcomes and recognise variation in
results(ACMSP067)
Grade 4 Describe possible everyday events and order their chances of occurring (ACMSP092)
Identify everyday events where one cannot happen if the other happens (ACMSP093)
Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)

Appendices 2 Lesson Plan 2 Week 3

Intended Students conduct chance experiments to identify and describe possible outcomes. Students
learning discuss the language used to describe chance and the possible outcomes.
outcomes

Assessment  How will I know that my intended learning outcomes have been achieved?
Class discussion, observation, small group participation.

9.45 Whole Class: Do you know what chance is? It’s the probability or the likelihood of something
happening.
Brainstorm language of chance and data.
Certainly, possibly, possible, probable, definitely, maybe, likely, unlikely, impossible,
rarely, certain.
Put words on cards or use post it notes Chn order from most likely to least likely. (certainly,
possibly, might, probably, definitely, maybe) Done, just need to photocopy in the morning.

An Even Chance: Produce a coin. Say, “If I toss this coin, what is the chance I will toss a
head?” (Even chance, 50:50, 1 in 2, fair chance. Ask students to select heads or tails, and to
signal their selection by putting their hands on their heads or on their tails. Toss the coin
several times, and then ask if students want to change their minds.

It Just Isn’t Fair: Provide each group with flash cards labelled “certain,” “perhaps”, very
unlikely, most likely, some chance, and no chance. Sequence the cards. Ask chn to
sequence record school situations for each chance card. eg. I am certain that I am in Grade 4
this year.

It is …… that all of the children in this class will watch television tonight.

It is ……..that the new ¾ classroom will be built by the end of the year.

It is…….. to rain tomorrow.

…………..Mum or Dad will make spaghetti for dinner tonight

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 The school library will……….. have the 13-Storey Treehouse book on the shelf

We………. will play basketball for our next P.E lesson

Students can make up some of their own sentences.

Students come back to the floor and can share their work.

10.45

Resources Ideas and Activities ACARA

https://www.australiancurriculumlessons.com.au/2014/08/02/ideas-teaching-chance-data-
interpretation-data-unit-work-years-345/

 Coin
 Chance words x2
Questions What questions can I plan to support student learning and encourage discussion of big
ideas? See the planned teaching for the question prompts.

Reflection How will I get students to reflect on their learning

Bring students back to the floor and ask them what they discovered and learnt.

Evaluation  What worked well?

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 Lesson Plan 6 Week 3
Learning Area: Mathematics Year Level Class Size:24
:3/4

Timing:11.45 – 12.30 7th May 2018 Wk 4

Topic: Chance

Curriculum Connections

Grade 3 Conduct chance experiments, identify and describe possible outcomes and recognise variation in
results(ACMSP067)
Grade 4 Describe possible everyday events and order their chances of occurring (ACMSP092)
Identify everyday events where one cannot happen if the other happens (ACMSP093)

Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)

Intended Students conduct chance experiments to identify and describe possible outcomes.
learning Students discuss the language used to describe chance and the possible outcomes.
outcomes

Assessment Class discussion, observation, small group participation.

11.45 Tool Time: Review of what is not the answer. Slide show

5 to 10 min Naplan maths example. Discuss eliminating the wrong answers first. Mark the word
not the box, can eliminate 2 or 3 answers to narrow it down.

Complete spinner assessment activity.( Attach the plastic spinners to the paper
spinner for the students).

Check on students who may require assistance with the design rules.

Design and make a 10- sided spinner. Your spinner must use green, blue, red and
yellow,

Follow these design rules:

 Blue has a small chance of winning.

 Green and Red have an equal chance.
 Yellow has the most chance
Use your spinner and record the results for 30 spins.
12.30
What do your results show?

Fill in the evaluation sheet. Circle share time, what surprised you? What did you
predict?

Resources Record sheet is already printed, attach plastic spinners

Questions What questions can I plan to support student learning and encourage discussion of

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 big ideas?

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