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TERM/WEEKS: 2+3 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Chance and Data

AUSTRALIAN CURRICULUM MATHEMATICS

General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N&A M&G S&P (include learner diversity)
Prof
Lesson 1 Identify  distinguish Vocabulary Challenge Cards 1.Why did https://youtu.be/Tedbpe
practical between certain Photo’s of Introduction- 15mins James think tdzBE

Fluency
activities and and uncertain groups and The teacher will show students a Sarah was
everyday events challenge Youtube “Chance- Stage One being Twinkl Chance
events that  use chance terms Cards when Mathematics” Teacher will pose ridiculous Challenge Cards
involve to describe the activity questions about the video to the wanting to
chance. likelihood of completed. students they are to (think, Pair, get her Twinkl Chance
Describe events happening Share) their ideas to each question. Umbrella and Vocabulary Cards
outcomes as Students will use their reasoning Gloves?
‘likely’ or and critical thinking skills.
‘unlikely’ Lesson Sequence 25 mins 2.What was
and identify Students will discuss the meaning Sarah’s
some events of the vocabulary associated with reasoning for
as ‘certain’ chance using a word wall. wanting
or … I wonder what do these words these items?
‘impossible’ …. mean? Use the Vocabulary Cards
(ACMSP047 Likely- might happen it might not 3.What did
) Unlikely- might not happen but it Sarah say
might was too hard
Certain- definitely will happen to predict?
Impossible- definitely will not
happen 4.I wonder if
Students will be placed in groups of you can think
4, groups will be given the chance of anything
challenge cards to complete. likely to
Students are to place the correct happen
chance word next to the scenario today?
given within the cards.
Each group will have a reporter, this 5.I wonder if
reporter will report back to the there is
whole class with the groups anything that
reasoning behind the decisions of you think is
the group. unlikely to
Lesson Closure 10 mins
 Groups return to the mat to present happen
their answers and reasoning. today?
Other students may ask questions.
Learner Diversity
Extension students work
independently, Students at risk will
work with the teacher.

Reasoning

Lesson 2 Identify Chance Shapes Jar Activity 1.What are Its Probably Penny
practical Introduction 15 mins the chance “Loreen Leedy”
activities and  Name chance Teacher reads “Probably Penny” to vocabulary https://www.youtube.co
everyday vocabulary words the class. they saw in m/watch?v=c9gtkhiwN
events that  Place the right The class is asked what are the the book? AQ
involve chance chance vocabulary they saw in the
chance. vocabulary word book? 2. is there
Describe Work Teacher and students make a word anymore
in the right area samples and
outcomes as to show explosion chart with all the words chance words
‘likely’ or anecdotal they could see (these words will be you can think
understanding. notes
‘unlikely’ used in a word wall). Students are of that we
and identify asked if there are any more don’t already
some events vocabulary words they can think of? have here.
as ‘certain’ Chance Powerpoint
or Lesson Sequence 25 mins 3.What are Twinkl
‘impossible’ Teacher presents the chance the chances?
(ACMSP047 powerpoint to the class (See
) resources)
Students will advise the teacher of
what vocabulary words need to be
placed in the cloud bubbles.
Students will be shown a series of
pictures of Jars, Students are to use
their small whiteboards to answer
the questions. (teacher will cover
the answers)
The teacher will reveal each answer
as they go and ask the students why
this is the answer?
Twinkl Jar worksheets
Students are given worksheets to
complete (see resources).
Students answer the questions on
their own about the items in the Jar.

Lesson Closure 10 mins

Teacher gathers students on the
mat.
She will provide answers to the
questions on the worksheets, giving
reasoning with her answer.
Learner Diversity
Extension students work
independently, Students at risk will
work with the teacher.
 Reasoning
Chance and Tallying 1.What pets
Lesson 3 Collect, Introduction 15 mins do you own?
check and The teacher will show students the
classify Youtube video “Cool Math-Learn 2.How can https://www.youtube.co
data (ACMS about Tally Marks” we organise m/watch?v=iwZJvh_7o
P049) Students will be asked some our jelly qA
 Record data questions, she will write the beans?
using tally answers on the board in tally marks.
marks 1. Which of you owns dogs and 3.Can we
 Separate how many? put them into
shapes into 2. Which of you own cats? categories of
categories to 3. Which of you own fish? colour?
record data. Work Bag of Shapes
samples and
Checklist Teaching Sequence 25 mins 4.A series of
The teacher will then give each is it likely
student a bag with 20 shapes inside, and is it
students are to separate the shapes unlikely
into colours and represent them in questions on Seesaw
tally marks. worksheets.
Students are to take a picture of
their work and upload to Seesaw.

Students are given a worksheet,

Jelly Bean Jars.
Students are to first look at the jar
and organise the jelly beans into
tally marks to help them answer the Jelly Bean Chance
chance questions on the sheet (see worksheets
resource)
 Students will then go ahead and
answer the Chance questions on the
activity sheet using their knowledge
from the previous two lessons.

Lesson Closure 10 mins

Teacher gathers students on the
mat. She will provide answers to the
questions on the worksheets, giving
reasoning with her answer.

Learner Diversity
Extension students work
independently, Students at risk will
work with the teacher.

Lesson 4 Collect, Tallying, Pictograph and Chance

check and Introduction 15 mins
Reasoning

classify Students are advised they will

data (ACMS require their math books and a
P049) pencil. 1.How are
 Collect data from The teacher will take the students we going to
passing cars out to the oval where they can see collect our
 Students use cars passing by. data?
tallying for data Students are told they are going to https://www.youtube.co
collection. be recording data by counting the 2.How do we m/watch?v=GWoya4T3
tally? 7PU
 Students create amount and colour of cars that
pictographs to travel by. 3.What are
represent their Advise students to write down some some things
data. colours in advance to make it easier we need to Pictograph Template
for them if near a busy road. remember
Students are to use their tallying when
skills to record the data. creating our
Students return to the classroom tally sheets?
after data has been recorded.
Rubric

Lesson Sequence 25 mins

Teacher shows students the youtube
video on Pictographs “Picture
Graphs Second Grade - Kids learn
about Picture Graphs”.
As this is playing the teacher stops
the video at intervals and follows
the instructions on the board so the
students can see, the teacher will
ask questions along the way.
How do you think we will work out
how many pencils of each colour
we have?
How will we represent the data so
other people can see how many of
each colour we have?
The teacher will complete her
pictograph on the board, students
are reminded about the table,
headings and the key on a
pictograph in order for people to
understand what the data is.
 Students are to create their own
pictograph with the data collection
they did earlier on cars and colours
Lesson Closure 10 mins
Students bring their pictographs to
the mat
Students are asked what the chance
of the next car being blue is and
why? “Think Pair Share” your
reasoning with the class and
teacher.
Learner diversity
Extension students work
independently, Students at risk will
work with the teacher.

Collect, Tallying and Pictograph

Reasoning

Lesson 5 check and Introduction 10 mins

classify Teacher shows a Youtube video of 1.How do we
data (ACMS grouping. The teacher will start by find out what https://www.youtube.co
P049) asking who likes which fruit. everyone’s m/watch?v=XOfJf7J1V
Students names and fruit will be favourite p8
written on the board. fruits are?
 Group the fruits Lesson Sequence 30 mins
of the same sort Pictograph Template
 together and Students must tally up the results by 2.How can
tallying results. placing the fruits into groups of we show
For example other people
 Create Apple our data?
pictographs with Orange
headings, labels Mango
and key. Pear.

Students can use the data they have

collected of fruits in the class to
make a pictograph.
Students are reminded to use a
heading for the graph as well as
labels and a key. So people can
understand and interpret the data
that has been collected.

Lesson Closure 10 mins

Students will bring their
pictographs to the mat.
The teacher will ask questions
Work according to the data collected.
samples and Learner diversity
Peer Extension students work
assessment independently, Students at risk will
of work work with the teacher.
samples.
 Create Chance and Data dice roll.
Lesson 6 displays of Introduction 10 mins 1.What are
data using Students are to sit in a circle one at the important
lists, table a time they are going to roll a dice. things to
and picture The teacher will record the results remember
graphs and  Collect the data on the board under each number she when
interpret from dice rolling will tally how many times it has creating a
them game by tallying. been rolled. pictograph?
Teacher shows the students how she Chance and data dice
 Represent the has represented the data. 2.How can roll twinkl
(ACMSP050 data using a She talks about the pictograph and we make it
) pictograph with if the students think we may be able easier at the
headings, labels to use it to represent this sort of end to count
and key. data? our results?

Lesson Sequence 30 mins

Students are given a worksheet to
work through (see resources).
This activity asks the students to
answer the chance questions. Then
roll a dice 20 times and record your
findings.
Students are to use their tallying
skills as well as their graphing skills
to represent their data and answer
the questions on the sheet.
Lesson Closure 10 mins
Students present their data to the
class and explain their findings and
reasoning.
Learner Diversity
Rubric
Extension students work
independently, Students at risk will
work with the teacher if needed.
 Assessment Tools

Lesson 3 Checklist
Lesson 4 Tallying and lesson 6 Pictograph
 Lesson resources

Lesson 1-
“Chance- Stage One Mathematics”https://youtu.be/TedbpetdzBE
Vocabulary cards

Chance Challenge cards

Lesson 2
Its probably Penny- https://www.youtube.com/watch?v=c9gtkhiwNAQ

Chance Powerpoint

Chance Jar worksheets

Lesson 3
Cool Math - Learn about Tally Marks
https://www.youtube.com/watch?v=iwZJvh_7oqA
Jelly Bean Chance worksheets
Lesson 4
Pictograph Youtube
https://www.youtube.com/watch?v=GWoya4T37PU
Pictograph Template
Lesson 5
Grouping of Data
https://www.youtube.com/watch?v=XOfJf7J1Vp8
Pictograph template
Lesson 6
Chance and data dice roll
References

Leedy, L. (2007). It's Probably Penny. 1st ed. United States: Henry Holt & Company.
K10outline.scsa.wa.edu.au. (2018). k10outline - Mathematics v8.1. [online] Available at:
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/mathematics-v8 [Accessed 13 May 2018].
Seesaw. (2018). Seesaw - Student Driven Digital Portfolios. [online] Available at: https://web.seesaw.me/ [Accessed 13 May 2018].
Twinkl. (2018). Primary Resources - KS2, KS1, Early Years (EYFS) KS3, KS4. [online] Available at: https://www.twinkl.com.au [Accessed 13 May
2018].
YouTube. (2018). Chance- Stage 1 Mathematics. [online] Available at: https://youtu.be/TedbpetdzBE [Accessed 13 May 2018].
YouTube. (2018). Cool Math - Learn about Tally Marks. [online] Available at: https://www.youtube.com/watch?v=iwZJvh_7oqA [Accessed 13
May 2018].
YouTube. (2018). Grouping of Data. [online] Available at: https://www.youtube.com/watch?v=XOfJf7J1Vp8 [Accessed 13 May 2018].
YouTube. (2018). It's Probably Penny. [online] Available at: https://www.youtube.com/watch?v=c9gtkhiwNAQ [Accessed 13 May 2018].