Introduction
Lesson 2
In an extension from lesson 1, you will further develop your mathematical language in relation to your everyday lives. This activity will require you to be placed in pairs and the use of the tables, in the same form as the previous lesson, although in pairs you will have your own table for record keeping. Using your key chance words of could, will or won't, you and your partner will be sorting through activities that you come across everyday and sorting them by the chance of those activities occuring.
Task
Task to Achieve Goals
- First step will be to pair off with someone who you don't normally hangout with. This will result in a mixture of answers between the two of you.
- Next you will both spend 5 minutes discussing what the terms could, will and won't mean to you. Also what your understanding of 'chance' is at this time.
- This step will involve you using the table from the previous activity. With the same headings you will pick activities that could, will or won't happen after school today. Go into edit again and record your answers, press save button, storing the answers for a later date.
- Discuss your answers with your partner, but record your own answers in your table.
- Again, the important aspect of the lesson is the reasons why you have put the activities into their chosen groups.
- At the end of the activity we'll get together as a class and see how many different answers we have for similar activities.
Process
Answer Table
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Could |
Will |
Won’t |
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These activities can be anything you do, or might not do, after school. They don't need to be school related, the more expansive the variety the better.
Evaluation
Discuss Results
Looking at all the results, we will go through why we have so many different outcomes for the 3 columns. These results are showing us that chance is dependent on many factors, and depending on what those factors are, that will shape what answer an individual will arrive at.
For example, if one of the activities was 'riding my bike after school', there will be several different answers.
Could: if I feel like it, if my brother is not riding it.
Will: need to do my paper round, going to the bmx track, riding to a friend's house.
Won't: don't own a bike, bike has only one wheel, don't have a helmet.
Take some time to think about where you come across moments of chance in everyday life and why your answers will differ from others.
Conclusion
What We Learnt
At the conclusion of this lesson you will begin to realise that while you can be certain an activity will happen, another person can be just as certain that the same activity won't happen. Also getting a greater understanding of the chance of everyday events occuring and how the same outcomes affect different people, in different ways.
Credits
First Steps in Mathematics: Chance and Data. Developing Probability and Statistics.
The Australian Curriculum: Mathematics
Teacher Page
The Australian Curriculum: Mathematics
Students describing events, or activities, that happen in everyday life and the chances of them occuring (ACMSP092). Using their tables, the students were using technology for result keeping and presenting the data to compare with their partner's (ACMSP096).