Welcome to your lessons for the week,
Each of the following lessons will engage your prior knowledge from previous lessons and prepare you for applying probability and chance to real-life examples. You will be marked on your participation, effort, and knowledge. If you have any questions, please ask your teacher for help. Let's Go!!
LESSON 1
UNDERSTANDING - USING FRACTIONS TO REPRESENT PROBABILITY
Class Discussion - Coming up with questions such as "how likely is it for you to flip a coin and get heads or tails", the correct vocabulary will be encouraged as well as "there is a 1/2 chance of getting heads" to encourage the use of fractions so they understand this is what the lesson is about.
Task 1: Probability Line
We will be creating a probability line in our working books with 0 being impossible and 1 being certain. It will be broken up at the halfway point and then at the quarter points as well. Your probability line needs to include:
0 = 0% or impossible
1= 100% or certain
1/2 = 0.5 = 50% or likely
1/4 = 0.25 = 25% or not very likely, highly likely
Complete the below worksheet using your probability line
Get the resources you require from the maths cupboard.
Class discussion - We will recap what has been learned in this lesson and go through the answers on the worksheet.
LESSON 2
FLUENCY - USING ESTIMATION REASONABLENESS TO ANSWER CALCULATIONS
Class discussion - What is probability? Probability is the number of ways an event can occur. For example; if a singular die is rolled then the probability of rolling a 2 is a 1/6 chance. Discuss other events using accurate vocabulary.
Task 2: Head and Tails
You are to create a table that includes your prediction, tally, and outcome. You will then predict how many heads you will get and how many tails you will get then flip a coin 50 times and write your outcome then advise whether your prediction was accurate.
Get the resources you require from the maths cupboard.
Extension Question:
Do you think you would get the same results if you did this again? Why?
Class discussion - How many people got heads and how many people got tails? Why do we think this occurred? Did anybody do anything differently?
Lesson 3
PROBLEM SOLVING - CREATING PROBABILITY PROBLEMS AND SOLVING THEM
Task 3: Creating a problem
Students may create a problem using a die, dice, coins, marbles, rock, paper, and scissors and then use a table to relay their results.
Get the resources you require from the maths cupboard.
You must begin by making a prediction on what will happen. Your predictions can be crafted from the following examples:
- How many times will _____ come up?
- Which _____ is least likely to come up?
- Would the same results occur if you did the same thing again? Why?
Once your experiment is completed you must write whether or not your prediction was accurate and what could have been done differently.
Class discussion - Discuss as a class each experiment, what was predicted and why.
Lesson 4
REASONING - MAKING PREDICTIONS AND INTERPRETING THE RESULTS OF CHANCE EXPERIMENTS
CONGRATULATIONS YEAR 5!! It is fair day and you have completed all the tasks that allow you to play the chance games at the fair and make your predictions about which one you will win.
Below is a table of the chance games that you must play and write predictions for. You will estimate which game has a higher chance of winning with 1 being the highest chance and 3 being the lowest chance. You will then play the games and write your findings and whether or not your predictions were accurate.
Sentence helper: I predict that _______ because ________
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Game Name
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Prediction; why do you think this game has the highest chance of winning?
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Floating Ducks
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Laughing Clowns
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Bean bag toss
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You will get three chances to play each game and will need to fill out the below table to assist in writing your final findings.
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Predictions (highest to lowest)
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Outcome 1
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Outcome 2
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Outcome 3
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1
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2
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3
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