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Please check your Course Information Booklet or contact your School Office for assignment submission locations.
Student ID 1 0 0 0 6 0 9 6 4
Email: parbm004
Course code and title: EDUC 3051 Mathematics Curriculum for Early years and Primary Years 2
Day, Time, Location of Tutorial/Practical: Workshop: Tues 11am, Maureen Hegarty. Seminar: Wednesday 4pm, Julie Grant
Assignment topic as stated in Course Information Booklet: Planning for two weeks of teaching maths
Further Information: (e.g. state if extension was granted and attach evidence of approval, Revised Submission Date)
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Brooke Parsons Mathematics Curriculum for Early & Primary Years -1–
100060964 Assignment 1
This unit of work has been designed to teach to a year five and six class. The students in the
class have a variety of Maths abilities and differing levels of knowledge about chance and data.
The year six students completed a chance and data unit when they were in year five, however it
was not as extensive as this unit because they were in a year four and five class. Children at this
school live in a middle to upper class area and therefore most of them fall into that socio-
economic status. Only three students in the class have a non-English speaking background.
One of these students receives extra School Services Officer (SSO) time because they still have
some difficulties with the English language, to date their Maths skills have not been greatly
affected by this and therefore no differing tasks have been required for this student during
Maths.
Please note that for the purposes of this assignment and to represent where the tasks fit into the
Maths/Science learning cycle (Rogers, 2002) some tasks appear to be broken up, however in
the classroom I would expect to complete the lesson/s through the learning cycle before moving
onto a new concept. For example, I would expect to complete the Heads or Tails game, tabling,
graphing and discussing results and subsequently, I would not move onto playing and collecting
data for the dice rolling game before graphing and discussing the results of the Heads or Tails
game.
It is necessary to acknowledge that the lessons detailed in this unit plan have been adapted
from a variety of resources including texts, books and websites.
Brooke Parsons Mathematics Curriculum for Early & Primary Years -2–
100060964 Assignment 1
Unit Plan…Chance, Data & Probability
Learning Area: Year Level:
Maths 5/6 (Primary & Middle Years)
Strands: Proposed Duration:
Exploring, analysing & modelling data 600 minutes (15 x 40 min lessons)
Key Ideas:
Year 5 - Students refine their understanding of chance and randomness by using data from their daily
activities to describe possible outcomes and their likelihood. They analyse trends and relationships and make
predictions about possibilities in the future.
Year 6 - Students engage with data to understand, analyse and apply notions of chance and probability in the
social and natural worlds.
Additional Key Ideas:
Year 5 - Students generate and analyse data from a diverse range of sources (including online) and
perspectives to investigate situations drawn from their personal lives and the world around them. They use
this data to explore patterns and relationships, and to inform their choices and actions.
Year 6 - Students engage with data by formulating and answering questions, and collecting, organising and
representing data in order to investigate and understand the world around them.
Standard Outcomes:
3.3 - Analyses data to search for patterns in events where the range of outcomes is generated by situations
where chance plays a role.
3.1 - Poses questions, determines a sample, collects and records data including related data, represents
sample data in order to investigate the world around them.
Essential Learnings: Key Competencies:
Identity – a sense of personal and group identity KC1 – using information
Thinking – a sense of creativity, wisdom and enterprise KC2 – communicating ideas
Interdependence – a sense of being connected with others and KC3 – planning & organising
their world KC4 – working in teams
Futures – a sense of optimism about their ability to shape their KC5 – using maths
futures KC6 – solving problems
Communication – a sense of the power and potential of literacy, KC7 - using technology
numeracy and ICT
Brooke Parsons Mathematics Curriculum for Early & Primary Years -3–
100060964 Assignment 1
Tasks for Enquiry: Key Questions:
Finding out about the Learner
Lesson 1
(Adapted from Bobis, Mulligan & Lowrie 2009)
Brainstorm words that could be used to describe What words are used to describe when there is a
chance (examples: likely, unlikely, certain, possible, chance of something happening?
impossible, probable, maybe)
Determine students prior knowledge of the Maths What do you know about probability?
term probability Can you give me an example?
Do you know how to represent it?
Lesson 2
(Adapted from Bobis, Mulligan & Lowrie 2009)
Play Heads or Tails as a class. If I flip a coin what are the possible outcomes?
Students put hands on head if think a head will be
face up after the coin is tossed. Students will put
hands on bottom if think a tail will be face up after the
coin is tossed
Discuss why students chose to put their hands on Why did you put your hands on your head/bottom?
their heads/bottoms. Did anyone keep their hands on their head/bottom for
Explain that the possible outcomes (head or tail) are every toss? Why?
called the sample space Does anyone know what the probability is of getting a
Introduce students to the term random, where all head or a tail?
possible outcomes have an equal chance of
occurring
Lesson continued in ‘Explore’ phase
Lesson 10 & 11
(Adapted from Same or Different, Maths 300 2001) What is the sample space of this game?
Have a pair of students assist you demonstrate this Does the player who needs to choose the same
game. colour blocks have a fair chance of winning?
Brooke Parsons Mathematics Curriculum for Early & Primary Years -4–
100060964 Assignment 1
Have 2 red blocks and 1 yellow block in a bag. Why? Why not?
Students chose one block at a time. Student who Are the outcomes for this random?
chooses two blocks the same colour wins a point and
students who chooses two blocks that are different
colours wins a point
Lesson continued in ‘Explore’ phase
Explore
Lesson 2 cont’d
Have students collect data of when they What do you think it means when;
see/hear/read of information relating to -the weather forecaster says there is a 50%
chance/likelihood chance it will rain tomorrow?
Share their findings and discuss as a class -the newspaper says it’s very likely that the Crows
will beat Port Adelaide?
-mum says it’s highly unlikely that you will be allowed
to go to Sarah’s for a play?
-on your “chance” line, where would that word go?
Use other examples relevant to what the students
found?
Lesson 3 & 4
Students play Heads or Tails as a class again. Why did you put your hands on your head/bottom?
Record how many times a head is face up and how Did anyone keep their hands on their head/bottom for
many times a tail is face up. Ensure you flip the coin every toss? Why?
a large number of times Does anyone know what the probability is of getting a
Lesson continued in ‘Getting the Idea’ phase head or a tail?
Lesson 5 & 6
(Adapted from Fenichel 2001; Bobis, Mulligan & What is the probability of rolling a 5?
Lowrie 2009) What is the probability of rolling an even number?
Introduce students to chance and probability with Why is that?
dice. Ask the students the probability of rolling a 5 Why isn’t it the same as rolling a 5?
and the probability of rolling an even number. Are the outcomes of rolling a dice random?
Discuss as a class.
Have the students work in pairs to roll and record
when they roll a 5 and when they roll an even
number. Ensure they keep track of how many rolls
Brooke Parsons Mathematics Curriculum for Early & Primary Years -5–
100060964 Assignment 1
they make. Ask the pairs to roll the dice 15 times
only.
Lesson continued in ‘Getting the Idea’ phase
Lesson 7
(Adapted from Bobis, Mulligan & Lowrie 2009; Reys
et al. 2007)
Introduce two 6-sided dice What number do you think will come up most often
Discuss students thoughts on which number will when the two numbers are added together? Why?
come up most often if the numbers on the dice are What number do you think will come up least often?
added together Why?
Have students work in pairs and roll their two dice 15
times.
Ask the students to record their results
Lesson continued in ‘Getting the Idea’ phase
Lesson 12 & 13
(Adapted from Cheng n.d.)
Students work in pairs with a pack of cards. What is the chance that you flip over a king?
Have the students flip a card from the top of the Why is it 1 in 13, when there are 52 cards?
pack, starting a new pile. Now that you have flipped this card what is the
For the purposes of this game have the students chance now that you will flip over a king? Is it 1 in
predict they will turn over a king and have them 12? Why? Why not? Would it be 4 in 51?
record their chance of doing so, along with the Why does keeping that card out of the pack make a
outcome difference to the chance of flipping another card?
Demonstrate to the whole class and then work in Do you think the outcomes of flipping cards are
pairs. random? Why? Why not?
(Students may want to record the cards they have
flipped over or look back on those cards in the pile)
Lesson continued in ‘Getting the Idea’ phase
Introduce the students to the term independent event If the chance of rolling a 5 is 1 in 6. If I rolled the dice
and rolled a 5, what would be the chance that if I
rolled the dice again that it would be a 5?
Why? Why not?
Why would the chance still be 1 in 6?
Why wouldn’t the chance be 1 in 6?
Lesson 7 cont’d
Brooke Parsons Mathematics Curriculum for Early & Primary Years -7–
100060964 Assignment 1
Using the data collected from rolling the two dice, What number came up the most in your pair? Why do
table and graph the results of each pair you think that is?
Discuss which number came up the most What number came up the least? Why?
Before tabling the classes results ask the students to How many sums make …?
write down all of the possible sums and what Do you think that there is an equal chance of rolling
numbers on the dice could make that sum one number against another number? Why? Why
Have the students predict what total number was not?
rolled the most by the class
Table and graph the classes results What number came up the most in the classes
Discuss how many times 7 was the total of the dice results? Why do you think that is?
rolled What number/s came up the least? Why?
Discuss how many times 2 & 12 were rolled
Lesson continued in ‘Practicing the Idea’ phase
Add a second yellow block into the bag and have the Do you think the person that has to pull out the same
students play again. coloured blocks might win more times now?
Ensure they record how many times the same or Why? Why not?
different blocks were pulled from the bag. Will there be a random outcome now that there are
Discuss some of the pairs results. the same number of each coloured block? Why?
Collate the class’s results and discuss. Why not?
If I pulled a red block out, what is left in the bag?
What coloured block is my opponent more likely to
draw from the bag? Why?
If that happens, what is the chance that I will pull out
Brooke Parsons Mathematics Curriculum for Early & Primary Years -8–
100060964 Assignment 1
a yellow or red block? What percentage is that?
Lesson 8 & 9
(Original lesson idea)
Have students work in pairs or small groups to play a
variety of games that have independent events
Examples:
Twister
Snakes & Ladders (with a 10-sided dice or two 6-
sided dice)
Trouble
Beetle (Maths 300 2002)
Cut & Predict (Swan 1998; Cheng n.d.)
Using the game of choice have the students record What is the chance of spinning a blue left foot?
what their chance of flipping/rolling/spinning is? What about a different combination?
Allow students to record a variety of different What is the chance of rolling a 3 on the dice? What is
combinations the chance of rolling a double number? What is the
chance of flipping over a king?
Have the students play the game, recording the What is the chance of flipping over any card that is a
number of flips, rolls, spins and their outcomes heart?
What is the chance of ….?
Have each pair/group table and graph their results. What is your sample space?
Brooke Parsons Mathematics Curriculum for Early & Primary Years -9–
100060964 Assignment 1
Lesson cont’d in ‘Applying the Idea’ phase Is this random? Why? Why not?
Lesson 14 & 15
(Original lesson idea)
Have the students work in pairs or small groups to
play one of these games that have conditional
probability events.
Examples:
Fish
Snap
Uno
Using the game of choice have the students record At the beginning of the game what is the chance of
what their chance of flipping number/suit/colour is? flipping over a yellow card? After 6 cards were flipped
Allow students to record a variety of different over, what was your chance then?
combinations After flipping over 20 cards, and one king, what
would your chance of flipping over a king be on the
next flip?
The final summative assessment tasks that the students need to complete are for their
independent events games and their games where conditional probability plays a role, the
rubrics for these assessments can be found in appendices five and six. The teacher must
complete these rubrics and assess whether the students demonstrated the skills in an excellent
manner, good, satisfactory or poor manner.
The appendices do not include a large number of worksheets because I would expect the
students to find their own ways of recording, tabling and graphing their results, and hence I
would not provide them with templates to do so.
There are no cross curricula links within this unit of work, however use of books that discuss the
chance or probability of something occurring (not within a Maths context) could be used
throughout the unit.
Learning about chance and probability in the classroom assists students to understand why
certain events occur. Chance and probability play a role in a number of everyday games as well
as games at side shows and the like, providing students with the opportunity to play these
games allows them to see for themselves just how the outcome can be, or is affected.
Bobis, J, Mulligan, J & Lowrie, T 2009, Mathematics for children: Challenging children to think
mathematically, 3rd edn, Pearson Education Australia, Frenchs Forest, NSW.
Reys, RE, Lindquist, MM, Lambdin, DV & Smith, NL 2007, Helping children learn mathematics,
8th edn, John Wiley & Sons, Inc., NJ.
Swan, P 1997, Dice dilemmas: Activities to promote mental computation and develop thinking
about chance processes, A-Z type, Woodvale, WA.
Swan, P 1998, Card capers: Developing mathematics from playing cards, A-Z type, Woodvale,
WA.
Complete this worksheet alone or with a partner, but be sure to complete your own sheet. Each
answer must be written as a fraction, decimal and a percentage.
1. Your sock drawer is a mess. There are 12 black socks and 6 red socks mixed together. What
are the chances that, without looking, you choose a red sock from your drawer?
If you have chosen a black sock out of your drawer and kept it out, what are the chances that
you will not wear an odd pair of socks today to school?
2. You are rolling a 6 sided dice, what are the chances of rolling a 6?
3. You are rolling the same dice, what are the chances of rolling an even number?
4. If you roll two dice, what is the chance of rolling a double number?
5. You randomly choose a card from a deck of cards, what is the chance you will select a jack?
6. Using the same deck of cards, if you have already selected a jack of clubs and kept that card
in your hand, what are the chances that you select another jack?
7. You are visiting a kennel that has three German Shepherds, four Labradors, six Chihuahuas,
five poodles and four Western Highland terriers. When you arrive the dogs are taking a walk,
what is the probability of seeing a German Shepherd first?
8. Two out of three students in Miss Parsons class prefer to bring their lunch, rather than buying
it. If twenty students prefer bringing their lunch, how many students are in Miss Parsons class?
Class Observation
Chance, Data & Probability
Brooke
Robert
…
Belinda
Leanne
Claudia
Peter
..
..
..
..
..
Emma
Is able to describe likelihood of
something occurring
Can describe the chance of
flipping a head or tail
Can describe the chance of
rolling a number on the dice
Can describe the chance of
flipping a card in a pack of
cards
Can describe an independent
event
Can record, table and graph
data for independent events
Is able to make predictions
about why something may/
may not occur?
Can record and make sense of
data for conditional probability
events
Can describe a conditional
probability event
Is able to represent the chance
of something happening in
fractions, decimals and
percentages
© Parsons 2009
© Parsons 2009
© Parsons 2009