mag s2 yr6 ac144 · australian*curriculum*indicator*yr6*!...
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Australian Curriculum Indicator YR 6 Describe probabili-es using frac-ons, decimals and percentages ACMSP144 Key Ideas • probability of an event occurring can be expressed as
either a decimal, frac-on or a percentage • there is a difference between theore-cal and
experimental probability and the larger the sample space the greater the chance of the theore-cal and experimental probability matching
• validity of results in probability experiments • fair tests Context for Learning -‐ Real life experiences: games involving chance; roll of dice, cards, board games, fair test (link to Science) -‐ winners and losers in games of chance assessing the reasonableness of results (validity) / fair tests Resources FISH vocabulary cards event possibility statements -melines IWB/iPads /laptops/Skitch Pigs Might Fly by Emily Rodda
Vocabulary Introductory Ac,vity Process – Is it likely? Learning inten-on learners will describe and explain the vocabulary around probability and describe the probability of events occurring. Engage the learners in a discussion about the probability specific vocabulary printed on A4 paper (likely, unlikely, impossible, certain, uncertain, even chance) review the vocabulary from year 5 -‐ Think/Pair/Share strategy Select 7 learners to be the probabili-es. Label cards (likely, unlikely, possible, impossible, certain, uncertain, even chance). Learners are to arrange the terms from least likely to most likely to occur (whole class ac-vity). have the students place the terms on a word cline where they also note the intervals (pairs or small group) Using a mystery box with the Probability examples inside, have the students iden-fy which probability indicator relates to that par-cular example.
• the teacher will win the Miss Australia compe--on next year • the sun will rise tomorrow morning from the North • we will have homework next week • a pig will fly past the classroom window • Emily Rodda will visit our school • it will rain today • if you toss a coin it will land on a head • rolling a 1 from a fair standard die • I will walk home from school this aYernoon • I will get Student of the Week this week
Is this event possible? How reasonable is the answer?
Likely/Unlikely Possible/Impossible
Certain/Uncertain Experimental
Theore-cal Sample space
Predict
Even Chance
AcAvity Processes-‐Down the Mountain Learning inten*on Learners will iden-fy the link between decimals / frac-ons / percentage and probability. View h\p://www.scootle.edu.au/ec/viewing/L6567/index.html with the learners and discuss the ‘chance’ of different ski runs being selected by the snowboarder. Discuss how, in theory, the snowboarder has a ⅙ chance of selec-ng a given run down the mountain. 1 being the number of favourable outcomes (what are you wan-ng to happen) and 6 being the total number of possible outcomes. Discuss how conduc-ng more trials changes the outcome of an experiment. Ask the students to explain why this happens. Conduct the experiment up to 10 000 trials. Students to think/pair/share their reasons for their results. • Review the link between common frac-ons, decimals and percentage (¼ = 0.25 = 25%, ½ = 0.5 = 50%, ¾ = 0.75 = 75%) etc
-‐ as an explicit teaching focus
• Use an Elimina-on Draw (templates eg h\p://itcthinkdrive.com.au/ or h\p://strongvon.com/bracketsheets) with 16 different frac-ons, decimals and percentages for students to, either individually or in pairs, find the largest probability of an event occurring eg. ½, 0.75, 16%
• Learners report back to the group about who the ‘winner’ of their elimina-on draw was and why
AcAvity Processes – InvesAgaAon Come In Spinner Whole class focus Learning Inten-on. Learners will create their own spinner using the given criteria to demonstrate an understanding of the link between frac-ons, decimals and percentages rela-ng to probability, h\p://etc.usf.edu/clipart/galleries/551-‐spinners Students will state the experimental probability of an event occurring (using frac-ons). Learners are asked to create a spinner that meets the following criteria; Red is most likely, blue and green have an equal chance of being spun, orange is more likely than blue or green but less likely than red. Learns use the spinner AYer carrying out the inves-ga-on, learners answer the following ques-ons based on the a sample size of 36 events.
1. How many -mes will you spin each colour? 2. How did you get these numbers? 3. Spin the spinner 36 -mes and record your results using a table. 4. Did your results match your predic-on / why? 5. What is the percentage chance of each of the colours being spun on your spinner?
Mathema-cians ask ques-ons, before, during and aYer doing a problem
Mathema-cians use consistencies and rela-onships to generalise
Extensions and VariaAons (DifferenAaAon) Learning inten-on Small group work with students who need further instruc-on (error interven-on or extension) – Ac*vity Processes-‐ Spinner Task
Iden-fy learners who need extra assistance to work with the teacher on the task in a small group. Depending on the group and where difficul-es are present, will depend where assistance is required. Extension -‐ provide a spinner with no lines segments drawn onto it so the student has to come up with their own frac-on that would be a mul-ple of 36.
Rest of class, work in groups on differen-ated learning ac-vi-es -‐ these can involve digital technologies if appropriate
Ac*vity Processes-‐ Group Work Rota*ons Learning inten-on -‐ Students to reinforce concept the probability can be represented with either frac-ons, decimals or percentages. h\p://www.scootle.edu.au/ec/viewing/L3672/index.html -‐ unfair test example -‐ Loaded Dice h\p://www.scootle.edu.au/ec/viewing/L2634/index.html -‐ Dice Duals -‐ Go Kart Race h\p://www.scootle.edu.au/ec/viewing/L8277/index.html -‐ Spinners Assessment Tool -‐ a report is generated at the end of the 16 items
Background A word cline (Vocab ac,vity) is a graded sequence of words whose meanings span across a con,nuum of meanings on a sloping line. This ac,vity expands learners’ vocabulary and allows them to discover shades of meaning between words. It is a great way to introduce language embedded within a topic.. Links to other MAGs MAG 6.2.22
AcAvity Processes-‐ InvesAgaAon -‐ Chances Are Learning inten*ons: Learners will engage in an inves-ga-on (using the FISH strategies) to design, conduct and explain a probability experiment to demonstrate an understanding of probability. The FISH heuris-c is used by the teacher to unpack the task for learners. Red FISH Learners are asked to design a probability experiment to demonstrate an understanding of probability. Blue FISH Learners use their prior knowledge of probability to select two different sample spaces (eg black card and a spinner , die and counter, coin and die, counter and coin). Yellow FISH The learner makes and records predic-ons about the probability of the events as a frac-on -‐ theore-cal probability eg I think there will be an even chance of drawing a black card and rolling an even number. Yellow FISH The learner decides how many trials you need to conduct a fair test. Yellow FISH The learner conducts the inves-ga-on and records the data – experimental probability. A part of this process a photographic record is created and annotated using an Ipad with the Skitch app. The record should illustrate the actual probability of the chosen event occurring? Yellow FISH A graph is constructed to record the inves-ga-ons results? Probability is represented as either frac-ons, decimals or percentages. Green FISH Learners check to make sure their process and results are reasonable White FISH Learners share their inves-ga-ons with the class, reflec-ng on their results and any pa\erns found in your data. Assessment-‐Chances Are Inquiry task creates opportuni-es for students to inves-gate probability using two different sample spaces and make predic-ons about the validity of their test. Also allows students to report on their predic-ons whilst demonstra-ng their understanding of the concept.