Lesson Plan

Date: 4/9/2013
Unit: Mathematics - Chance

Time: 50 mins
Lesson # 1

Level: Year 2
Year level statement
The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of
mathematics content across the three content strands: Number and Algebra, Measurement and
Geometry,andStatistics andProbability. The proficiencies reinforce the significance of working
mathematically within the content and describe how the content is explored or developed. They provide
the language to build in the developmental aspects of the learning of mathematics.
At this year level:
Understanding includes connecting number calculations with counting sequences, partitioning and
combining numbers flexibly, identifying and describing the relationship between addition and
subtraction and between multiplication and division
Fluency includes counting numbers in sequences readily, using informal units iteratively to compare
measurements, using the language of chance to describe outcomes of familiar chance events and
describing and comparing time durations
Problem Solving includes formulating problems from authentic situations, making models and using
number sentences that represent problem situations, and matching transformations with their original
shape
Reasoning includes using known facts to derive strategies for unfamiliar calculations, comparing and
contrasting related models of operations, and creating and interpreting simple representations of data

Content Descriptions:
Identify practical activities and everyday events that involve chance. Describe outcome as likely or
unlikely and identify some events as certain or impossible. (ACMSP047)
Elaborations:
Classifying a list of everyday events according to how likely they are to happening using the language of
chance, and explaining reasoning. (ACMSP047)

Lesson Objectives:
Students Prior Knowledge:
Be able to identify that some events are certain or impossible

LESSON STRUCTURE:
Time

Introduction & Motivation:

Teaching Approaches &

Resources
15 min Students have been picked up from Japanese and are to come Can use redcat (microphone) if I
in and sit down on the floor in their assigned circle seating. feel comfortable
To introduce the topic ask students a few real world
questions:
Put your hand up if you think you will definitely
have
Japanese next week on Wednesday?

Explain to students that they

must raise their hand to answer
the questions asked.

Who thinks its likely that Mr Weier will come into the class
today?
Put your hand up if is possible that it will snow in Clontarf
today?
Who thinks Mr Weier may come in our classroom today?
-> students very chatty - may need to stop and
go through expectations
Explain to the students that when something is likely or
unlikely to happen this is known as chance. For instance
Word Wall - A2 Paper in
there is a chance that Mr Weier will visit the class today,
however, it is impossible that it will snow in Clontarf today. Cupboard
Develop a word wall for students to refer to if struggling to
find the right word. Explain to students that they can refer to
the word wall if needed and if they think of any other words
they can add to it by putting their hands up.
-> worthwile to visualise terminology for wordwall

Time

Main Content:

Teaching Approaches &

Resources

30 min Explain and do the activity as a class:

1) Use the interactive whiteboard to display the activity
sheet that students will be using.
2) The first part of the activity is a whole class activity.
Discuss the first question: Do you think it is harder
to roll a six than any other number?.
3) Then get students to take a turn at rolling the die and
record the results in the table using a tally.
4) Discuss the class results.

Large die
- Activity Sheets copied
12 times -> may be put in
plastic sleeve for use at
another occasion
- Students can use their
own whiteboard markers
on plastic sleeves ->use
of their own marker
teaches them to take on
Explain to students that they will be broken into groups and responsibility
will repeat the activity together and compare their results to
the class results.
Break students into pairs by numbering them off. After every
student has been given a number call out the numbers and
asks students to move quietly to their station and start the
activity. Do this until all students are in pairs.
-> choosing partner issues have been resolved by getting
students back on floor and making new groups with partner
to the right
-> partly uncontrolled to start with but guiding trouble
groups in the correct direction let them enjoy the game
-> modelling correct behaviour to Jordan so that he can try it
on Annabelle
Monitor students progress and assist students that require
help. Prompt students to use mathematical language that
relates to chance.

-> Anastasia works with BJ - BJ is sharing and works with

Anastasia beautifully
-> BJs attempt to throw the dice ends up with Anastasia
copying his behaviour -> needs to be corrected
-> giving Anastasia a job for cleaning up is perfect ;-)

Time

Conclusion:

Support and/or Extension

Activities
Anastasia - support given from
either the teacher (Mrs Wood) or
a teacher aide if available.

Teaching Approaches &

Resources

10 min Use a clapping pattern to gain students attention and ask

them to pack up quietly and move to the floor quickly and sit
in a rectangle.
When all students are seated on the floor discuss a few
students results and the differences they noticed from the
class results to their results.
Alyssas questions:
-> Do you find you got different answers to the class result?
-> students call out and then you said with your hands up ->
Show me with your hands whether you think you have the
same result as the class
-> What do you think is the chance to roll a certain number?
-> We all have the same chance to roll any number on the
dice?
Expected answers:
- Results varied (not all students have the same
number the same amount of time)
- Results varied from the class results
- I have a lucky hand and rolled 5 sixes.
Rolling a die is like playing the lottery.
- Results are by chance and cant be
forced -> go back to introduction when
you mentioned the terminology
Chance as described below.
-> using Wordwall after the the activity and discussion is a
good choice as you had used some of the terminology in
your questioning
-> students quite engaged
Revisit the first question discussed by the class and see if
their answers have changed.
-> excellent questions come for students that can be
answered with the terminology from the wordwall

SAFETY CONSIDERATIONS
Students moving around the classroom
Dice being rolled/ thrown around the room
Clear instructions on what is not appropriate when rolling the dice.

Alyssa, this was a great start into your teaching career. You have prepared an engaging lesson that the
students enjoyed participating in it. Classroom Teaching and Classroom Behaviour Management are two
different things that consistently need reflection. I can tell that you have experienced that today and
already came up with some strategies to work on it. I am positive that you will take on suggestions to
develop your own teaching style.
Keep up your excellent preparation and the kind approach towards the students in our care. Well done!
Alexandra Wood 4.9.13