Teaching pack · Year 10 Probabilityseegongsik /au
Conditional Probability: Narrowing the World with \'Given\': a week of ready-to-teach maths
Five days of lessons for Year 10 Probability. Print this pack and the week is prepared.
AC9M10P01
use the language of “if ... then”, “given”, “of”, “knowing that” to describe and interpret situations involving conditional probability
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “The whole class, then the narrowed group”, “Reading a condition off a two-way table”, “\'Given\' rewrites the denominator”, “A tree stores the conditionals on its second branches”, “Conditioning is not symmetric”.
seegongsik.com/au/y10/probability/AC9M10P01
Aligned to Australian Curriculum V9 (AC9M10P01). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | The whole class, then the narrowed group | Practise the idea with talk, board and worksheet | Board: The whole class, then the narrowed group |
| 2 | Reading a condition off a two-way table | Practise the idea with talk, board and worksheet | Board: Reading a condition off a two-way table |
| 3 | 'Given' rewrites the denominator | Practise the idea with talk, board and worksheet | Board: 'Given' rewrites the denominator |
| 4 | A tree stores the conditionals on its second branches | Practise the idea with talk, board and worksheet | Board: A tree stores the conditionals on its second branches |
| 5 | Conditioning is not symmetric | Practise the idea with talk, board and worksheet | Board: Conditioning is not symmetric |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on conditional probability: narrowing the world with \'given\'. Ask: What did you practise today?
seegongsik.com/au/y10/probability/AC9M10P01/pack
Day 1 · Teacher planDay 1 of 5
The whole class, then the narrowed group
Children practise “The whole class, then the narrowed group” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the whole class, then the narrowed group in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The whole class, then the narrowed group”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “The whole class, then the narrowed group”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The whole class, then the narrowed group” on screen for the main block.
seegongsik.com/au/y10/probability/AC9M10P01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the whole class, then the narrowed group.
Day 1 · Worksheet
The whole class, then the narrowed group
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Reading a condition off a two-way table
Children practise “Reading a condition off a two-way table” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain reading a condition off a two-way table in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Reading a condition off a two-way table”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Reading a condition off a two-way table”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Reading a condition off a two-way table” on screen for the main block.
seegongsik.com/au/y10/probability/AC9M10P01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about reading a condition off a two-way table.
Day 2 · Worksheet
Reading a condition off a two-way table
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
\'Given\' rewrites the denominator
Children practise “\'Given\' rewrites the denominator” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain \'given\' rewrites the denominator in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “\'Given\' rewrites the denominator”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “\'Given\' rewrites the denominator”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “\'Given\' rewrites the denominator” on screen for the main block.
seegongsik.com/au/y10/probability/AC9M10P01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about \'given\' rewrites the denominator.
Day 3 · Worksheet
\'Given\' rewrites the denominator
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
A tree stores the conditionals on its second branches
Children practise “A tree stores the conditionals on its second branches” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a tree stores the conditionals on its second branches in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “A tree stores the conditionals on its second branches”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “A tree stores the conditionals on its second branches”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “A tree stores the conditionals on its second branches” on screen for the main block.
seegongsik.com/au/y10/probability/AC9M10P01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about a tree stores the conditionals on its second branches.
Day 4 · Worksheet
A tree stores the conditionals on its second branches
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Conditioning is not symmetric
Children practise “Conditioning is not symmetric” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain conditioning is not symmetric in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Conditioning is not symmetric”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Conditioning is not symmetric”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Conditioning is not symmetric” on screen for the main block.
seegongsik.com/au/y10/probability/AC9M10P01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about conditioning is not symmetric.
Day 5 · Worksheet
Conditioning is not symmetric
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Conditional Probability: Narrowing the World with \'Given\'
Cut out. Hold up a card and give an example.
The whole class, then the narrowed group
Give an example.
Reading a condition off a two-way table
Give an example.
'Given' rewrites the denominator
Give an example.
A tree stores the conditionals on its second branches
Give an example.
Conditioning is not symmetric
Give an example.
Store in an envelope labelled AC9M10P01.
Mini-check · End of week
Show what you know: Conditional Probability: Narrowing the World with \'Given\'
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (conditional probability: narrowing the world with \'given\') in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.