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EEC4102 Teaching Primary Mathematics3

LESSON PLAN
PLAN PREPARED BY: Melissa Baptista.

Unit of work (title): Chance and probability

Topic of this lesson: The probability of different outcomes

Curriculum Level: 3 & 4

Content Descriptor(s) that is/are relevant to THIS lesson:
Conduct chance experiments, identify and describe possible outcomes and recognise variation in
results (VCMSP147)
Sequence: 5 of 6

Materials/Resources:
Resources:
- Paper
- Pencil
- Spinner

Mathematical learning intention

Our focus is on understanding probability.

Success Criteria:
- I can conduct chance experiments
- I can collect and record data
- I can estimate the probability of simple events
Materials:
- Paper
- Pencil
- Spinner

Guiding questions:
Which colour is the spinner most likely to land on?
Which colour is the spinner least likely to land on?
Do all colours have an even chance?
Is there a colour that would be impossible for the spinner to land on?
Is it certain that it will land on either blue, red, green, yellow or pink? Why/why not?
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EEC4102 Teaching Primary Mathematics3

Lesson Outline
Warm up (10 mins) Academic Literature Connection

What are the chances? – Whole class game

Students involved in a whole class discussion develop a
Teacher states a scenario, and the class has a shared understanding of a concept when they share
discussion to decide how likely the event is, stating their views and understanding. (Yackel et al. 1991)
their reasoning for their answer.

 Teacher to support/ prompt students through

answering the questions and reinforcing
vocabulary by ensuring students use correct
terms- unlikely, likely, most likely, certain,
impossible when answering questions.

Explicit teaching
Strategy 3 from the HIT strategies states that explicit
Teacher to show examples of and introduce the
teaching practices should be implemented in a lesson
concept of a probability spinner. After explaining what
to clearly show students what to do and how to do it.
a probability spinner is, the students will be asked
questions regarding the probability of different Explicit teaching is represented in this lesson when the
outcomes. The teacher will spin a few times and teacher shows and explains to the class what a spinner
support students when answering questions through is and how to use one. Students proceed to use these
prompts and reinforcing vocabulary by ensuring skills during the main activity.
students use correct probability terms.

E.g. A question such as ‘What is the probability of the

spinner landing on the colour pink?’ could be asked by
the teacher. Students may respond with ‘not likely’.
While that answer is not wrong, the correct probability
term is ‘unlikely’. The teacher would then be required
to assist the students in finding and using the correct
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EEC4102 Teaching Primary Mathematics3
term.
Key vocabulary to be developed:
Commonly used words (high frequency)
Data, chance, probability, estimate
Context specific words (low frequency)
unlikely, likely, most likely, certain, impossible
Open-ended task
Students will work together with a partner to
participate in an experiment using a spinner with
uneven colour amounts. Students will spin 20 times
and record the outcome of the experiment.
After gathering their results, students will review and
discuss why the spinner lands on certain colours more
than others. Students will also discuss whether their
predictions were correct and why their outcomes
resulted in such a way.
Students will then be asked how they could create a
spinner experiment that produced fairer outcomes.
Seeing as the spinners they have used did not have
equal colour sections, therefore, creating an unfair
experiment.
Reflection
10 minutes before the lesson ends, a class discussion
will be held. Students will be asked to reflect on their
findings and whether they were able to create a
spinner that provided fairer outcomes.
The main activity for this lesson is an open-ended task
which ensures that students of different abilities are
able to participate and engage with the mathematical
concept. Booker (2014) states, ‘Materials are
fundamental to learning mathematics in all forms and
at almost all levels…’ Concrete materials allow students
to visualize and gain a better understanding of the
topic. These objects can support and develop a child’s
knowledge of a mathematical concept. Hurst (2016, p.
38) states that concrete materials allow students to
illustrate their understanding of the concept.
Reys (2020) states that “Trying to solve the problem
will help them begin to think about the important idea
of equal-sized groups.” (p.154) By using simple
problems and conducting and investigating different
ways of creating a solution, assists in supporting and
developing students understanding of the basic
concepts.
Strategy 9 from the HIT strategies states that students
should be required to think about their own thinking.
By reflecting on the lesson, students are able to
effectively express their thoughts. This also allows the
educator to see how much the class has learnt and
understood from what was taught. Hattie (2009) states
"when teachers see learning through the eyes of their
students and help students become their own
teacher”.
Stein (2008) states that students in a whole class
discussion that supports mathematical learning are
active participants. The discussion builds on student
responses and understanding.
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EEC4102 Teaching Primary Mathematics3

References

ACARA 2021, Mathematics, viewed 11 August 2021, <https://www.australiancurriculum.edu.au/f-10-

curriculum/mathematics/?layout=1>. Australian Institute for Teaching and Social Leadership 2017,

Australian Professional Standards for Teachers, viewed 11 August 2021, <

https://www.aitsl.edu.au/teach/standards>.

Booker, G, Bond, D, Briggs, J, Sparrow, L & Swan, P 2014, Teaching primary mathematics, Pearson,
French Forest. Hu

Department of Education and Training. (June, 2017). ‘High Impact Teaching Strategies’: Victoria State
Government. https://www.education.vic.gov.au/Documents/school/teachers/support/high-impact-
teaching-strategies.pdf

Reys, R, Lindquist, M, Lambdin, D, Smith, N, Rogers, A, Falle, J, Frid, S & Bennett, S 2020, Helping
children learn mathematics, Wiley & Sons, Melbourne.

State Government of Victoria 2019, High Impact Teaching Strategies, Australian Broadcasting
Corporation Education, viewed 12 August 2021,
<https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/
hits.aspx>.

Kazemi, E., & Stipek, D. (2001). Promoting conceptual thinking in four upper-elementary mathematics
classrooms. The Elementary School Journal.

Stein, M.K., Engle, R.A., Smith, M.S. and Hughes, E.K., 2008. Orchestrating productive mathematical
discussions: Five practices for helping teachers move beyond show and tell. Mathematical thinking and
learning.

Victoria Curriculum and Assessment Authority. (2024). Mathematics. Year 4.

https://victoriancurriculum.vcaa.vic.edu.au/mathematics/mathematics/curriculum/f-10#level=4

Yackel, Erna & Cobb, Paul & Wood, Terry. (1991). Small-Group Interactions as a Source of Learning
Opportunities in Second-Grade Mathematics. Journal for Research in Mathematics Education.