Topic: Chance and Probability

Year Level: 3 Unit: 1 Week: 5 Term: 1 Major Key Focuses - ACARA

Date: 11 April 2014

Content description Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067) Content Description Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069) Content description Interpret and compare data displays (ACMSP070) Students will know (declarative knowledge): A collection of data with various attributes can be classified or sorted in different ways (into tables, tallies, Venn diagrams, online data collect, images) A single object can belong to more than one class/group Gathered data can be organised into graphical forms to convey information Representations can be used to make inferences about the gathered data Data collection may be referred to as statistics Graphs and statistics assist in representing shape and expression of data Students will be able to (procedural skills): Create concrete materials to be used whilst experimenting with chance How to classify and sort data into the most appropriate representations using digital technology Identify chance differences through a range of data collections Organise gathered data and collate information into a variety of graphs Form judgements based on gathered data

Australian Curriculum Reference: (Below are the content descriptors covered in weeks 1-5) Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051) Recognise, model, represent and order numbers to at least 10 000 (ACMNA052) Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053) Recognise and explain the connection between addition and subtraction (ACMNA054) Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061) Tell time to the minute and investigate the relationship between units of time (ACMMG062) Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067) Key Skills to Develop and Practise: Categorising data/information based on attributes Collecting and recording data Creating different types of graphs Reading, interpreting and comparing different graphs Using Microsoft Excel to produce different graph types Equipment/Resources: Interactive whiteboard Work Sheets Computers - Microsoft Word & Excel Task Sheet Rubric Planning documents Mathematical Terminology: Data Statistics Graph (Bar, Pie, Picture, Line Plot) Classification/Categorising Trends Attributes Values Tally Tables Recordings

 Teaching strategies: Games Investigation, Open-ended questions and discussions, relevance Authentic tasks Topics that interest students Group and individual work Links to other subjects:

Venn Diagram Generalisations Fractions Percentages

English - Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694) Geography - Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024) Science - Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066) Blooms Level Analysing Questions: What might be some of the possible outcomes for the experiments What are some problems you may encounter when conducting chance experiments Can you compare your results with any other results? Blooms Level Evaluating Questions: Even though the groups all conducted the same experiments are you surprised by the results? Suggest some possible reasons for the variations? How else might you conduct chance experiments using the equipment you had? Blooms Level: Creating Questions: Whats the best way you can represent your findings using digital technology? Are there any other ways you could present this information? (Picture graphs) Why did you choose to present your information this way? What other materials can be used for conducting chance experiments?

Blooms Level Remembering Questions: List the known terminology surrounding statistics and probability

Blooms Level Understanding Questions: Define the listed terms in your own words

Blooms Level Applying Questions: Who and where might we use statistics and probability in the real world? Why do we need to know about statistics and probability? When you collect data do you think its best to organise it clearly?

Task Description For this summative assessment task, students will be required to predict, observe and explain a range of data collected whilst they conduct chance experiments. Students will demonstrate their understanding of chance through the construction of graphical representations using digital technologies. Groups will create their own concrete materials dice and coloured spinners; but the classroom teacher will supply one dollar coins. Students will be required to work in groups of three to four students, demonstrating the ability to work collaboratively whilst communicating effectively with their group members. What students will do: 1. Using printed cardboard templates, groups create their own concrete mathematical materials - dice and coloured spinners. LM supplies each group with a one dollar coin. 2. Students design a data table suitable for tallying and recording results of chance experiments. 3. Students will have thirty turns with each object. Before students begin experiments they will need to make predictions for what the likely outcomes might be. These predictions must be recorded for comparisons. 4. Students take turns to conduct experiments through equal sharing of handling materials and tallying results. Students are to focus on one object at a time. 5. Students examine their own results based on predictions compared with actual experiment results by adding up total scores to begin making data comparisons. 6. Students compare data between the dice, spinner and coin. For example, was it easier to make predictions when there were more or less chances available (a coin only has the chance of two outcomes, whereas a dice has the chance of six outcomes). 7. Students construct graphs using Microsoft Word/Excel by selecting the most suitable graph, table or chart to best represent their findings. 8. Students compare their results with other groups. Are you surprised by anyone elses results even though you conducted the same experiment?