# Summary of Lesson Plan:

# Australian Curriculum Links:

- List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116)
- Recognise that probabilities range from 0 to 1 (ACMSP117)

Year 6 Mathematics (Statistics and Probability):

- Describe probabilities using fractions, decimals and percentages (ACMSP144)
- Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (ACMSP145)

# Lesson Plan Sequence:

### Mathematical Prior Learning:

ordering fractions and decimals on a number line from 0 to 1 (BOS NSW, 2012b).

### Rationale:

### Objectives:

- Predict the possible outcomes of the spinner
- Conduct a chance experiment using the spinner
- Describe the probability of the spinner outcomes using words, fractions, decimals and percentages
- Reason why there may be differences between variation and expectation

### Lesson:

- As an introduction and as a whole class students revisit predicting the possible outcomes when throwing a dice using a digital dice on the IWB. The online Spinner Building learning object is introduced on the IWB to demonstrate how it works.
- In pairs, students then collaborate and negotiate to design and build their own spinner, choosing how many parts they want their spinner divided into and the colours of each part. Together they predict what the outcomes would be if the spinner were to spin 10 times.
- Students then conduct an experiment and spin the spinner 10 times and record the results.
- They describe why the results may be the same or different to their predications.
- Students then complete the Choice Board sheet for their spinner. They are required to explore three tasks in a row (vertically/horizontally/diagonally).
- Students share their ideas and negotiate and discuss their strategies before recording them in their maths notebooks.

### Questioning to extend Working Mathematically focus:

Appendix C):

- Was the spinner more likely to land on one colour? Why? (Reasoning);
- How did you increase the chances of the spinner landing on ie. Blue? (Reasoning);
- Why do you think there were differences between your predictions and your results? (Reasoning);
- Is there another way you could write down the possible outcomes? (Communicating);
- What influences the sector the spinner lands on? Chance or luck? (Reasoning).

### Integration of Technology:

The interactive spinner provides a tool that can be customised to the different learning needs of the students while supporting all students to engage in an experimental investigation. It also enables the accurate construction of a random generator and for large amounts of data to be quickly generated (Watson, 2007). The learning object may also act as a motivator engaging students and enhancing learning (Yanik, 2009).

Modifications for Stage 2:

Students create a customisable spinner. They list all of the possible outcomes and label them with the terms likely, unlikely and equally likely. Students predict what the outcome will be if they spin the spinner 6 times before undertaking the investigation and recording their results. Students discuss the reasons for discrepancies between their predication and results.

- MA2-19SP Describes and compares chance events in social and experimental contexts

# Assessment:

Students demonstrate their understandings through spoken language used during interviews and questioning, and conversations observed between peers. Assessment is also made using analysis of students written work samples in their maths notebooks.

# Resources:

- Access to the internet and online spinner

(Basic Builder – http://www.scootle.edu.au/ec/viewing/L2376/ma_004_csiro_200/index.html) - Choice Board pro-forma
- Maths notebooks and pencils

### [wpfp-link]

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