Weekly Sequence
Topic/Focus
Overview
Duration (Weeks)
Number
Lesson
of
name
lessons
1
Probabilit
y
terminolo
gy
2
Recordin
g
probabiliti
es
Statistics and Probability
Prior to this teaching sequence, educators should complete a diagnostic test on chance in order to ascertain student’s prior knowledge. This could be set out as a set of
multiple-choice questions or something similar. This will also aid educators to diagnose any potential learning difficulties/misconceptions that the students may have.
Throughout this teaching sequence students will construct sample spaces of chance and assign probabilities to the outcomes of events. Students will show critical thinking
when they extend their reasoning to express the outcomes in decimals, percentages and fractions. Students will gain knowledge about probability terminology. At the end of
the week, educators should carry out a reflective lesson on what has been learnt to monitor student progress and understanding. This may be in the form of a class
discussion or a few whole class questions on the whiteboard.
1
AC Content
Teaching and learning sequence
Resources
Descriptor
ACMSP167
ACMSP168
Lesson objectives: discuss the meaning of probability terminology (for example: probability, sample space, favorable
outcomes, trial, events and experiments)
Learning sequence
Introduction
o Whole class brainstorm on whiteboard, explore the focus question – what is probability? Discuss learner’s ideas
and existing understandings.
Body
o LM splits class into four groups to explore probability further by playing a series of 4 games. Students will rotate
through activities.
o Game 1: what’s in the bag? – Put 4 counters in a bag (3 red, 1 blue). Students are to discuss the likelihood of
selecting a certain color and make predictions. Students will then take turns of shaking the bag and selecting a
counter from the bag.
o Game 2: coin toss – students are to predict the likelihood of flipping a head or a tale. Students are to take turns of
flipping the coin.
o Game 3: deck of cards – students are to make predictions and discuss the likelihood of drawing different suites.
Students take turns at drawing different cards.
o Game 4: colored spinner – students are to make predictions and discuss the likelihood of spinning a certain color.
Students will take turns spinning the wheel.
Conclusion
o LM and students discuss their findings and establish a shared understanding of key terminology.
Lesson objectives: expressing probabilities as decimals, fractions and percentages.
Learning sequence
Introduction
o Demonstrate probability using a 6 sided die, use prompting questions like; what is the chance of rolling a 6? Draw
up table on whiteboard of possible outcomes you could get with this experiment and the different ways you can
represent the probabilities; decimals, fractions and percentages. For example: chance of rolling a 6 = 1/6 which is
a fraction or 0.16 as a decimal or 16.67% as a percentage
o LM will demonstrate to students how to calculate a decimal and percentage from a fraction and show working.
o As LM demonstrates probability using the die, use terminology that was explored in prior lessons like sample
space.
Body
o Students will complete games that were played in lesson 1 however this time students are asked to record
LM resources:
o Whiteboard
o Die
o Probability terms
Student resources:
o Math’s exercise
books
o Counters
o Coins
o Cards
o Colored spinner
o Pencils
LM resources:
o Whiteboard
o Die
Student resources:
o Math’s exercise
books
o Counters
o Coins
o Cards
o Colored spinner
o Pencils
3
4
5
Likelihoo
d of
events
Equally
likely,
unlikely
or likely
Reflectio
n and
consolida
tion
ACMSP168
ACMSP167
ACMSP167
ACMSP168
probabilities as decimals, fractions and percentages.
Conclusion
o LM and students will discuss findings. LM will choose one student from each group to demonstrate their
calculations.
Lesson objectives: exploring probabilities of events as decimals, fractions and percentages.
Learning sequence
Introduction
o LM displays an event on the whiteboard e.g. Probability of flipping a head with a coin and students are to place
this on a probability line.
Body
o LM provides students with a list of events and a probability line
o Students are to cut out the events and place them on the probability line showing all working in their math’s
exercise books.
Conclusion
o LM and students will discuss the answers and students will choose an across the room partner to mark their work.
o LM will give students individual feedback to check their developing knowledge and understanding.
Lesson objectives: distinguish between equally likely outcomes and outcomes that are not equally likely
Learning sequence
Introduction
o LM explains to students the terms; equally likely, unlikely or likely in terms of events.
o LM explains to students a game called equally likely, unlikely or likely where the LM calls out events to students
and they are to move to the certain section of the room that signifies their stance on the probability of the event
occurring.
Body
o LM provides students with different events and asks students to stand in the section of the room that they think is
correct. LM will pick students to justify why they have chosen to stand in that particular section of the room.
o Students will then be asked to come up with their own event with an elbow partner and demonstrate it to the class
and whether it is an equally likely event to another or an unlikely event or a likely event.
Conclusion
o LM and students will discuss knowledge’s and understandings about events probabilities. LM will use whiteboard
to conclude understandings of unlikely events, likely events and equally likely events by coming up with an event
for each heading.
Lesson objectives: Revise and recall learning
Learning sequence
Introduction
o LM will revise learning on probability with students through a whiteboard brainstorm activity – “what have we
learnt”
Body
o The whole class will make a large probability line together and hang it up on one of the walls in the classroom
o Each student will be asked to write an event and put it on the probability line depending on the likelihood of the
outcome occurring.
Conclusion
o Students will be constantly reminded of this mathematics topic by the probability line on the wall. LM will also
advise to students that if they come up with further events they can also add these to the wall.
LM Resources:
o Coin
o Whiteboard
o Probability line
Student resources
o List of events
o Probability line
o Math’s exercise
books
LM Resources:
o Classroom divided
into sections; likely,
unlikely or equally
likely
o Whiteboard
Student Resources:
o Elbow partner
o Math’s exercise
books
o Whiteboard
LM Resources:
o Whiteboard
Student Resources:
o Paper
o Marker pens
o Pencils
o Glue
o Rulers