Teaching pack: Chance: Certain, Likely, Unlikely, Impossible (Year 3) -- a week of maths lessons

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Teaching pack · Year 3 Probabilityseegongsik /au

Chance: Certain, Likely, Unlikely, Impossible: a week of ready-to-teach maths

Five days of lessons for Year 3 Probability. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out cards, a mini-check and answers.

AC9M3P01

identify practical activities and everyday events involving chance; describe possible outcomes and events as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ explaining reasoning

Start here: five minutes to Monday

Skim the week at a glance on the next page.
Print the five days (plan + worksheet each).
Cut out the card sheet once; reuse all week.
Open the free interactive unit on your board.
Teach from the plan: timings, talk prompts and answers are on one page.

No maths background needed

Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan.

On the board

On-screen pictures for this unit include: “The chance line”, “Place the event”, “List the outcomes”, “The marble bag”, “Could it be fair?”. Each day plan names which picture to show.

seegongsik.com/au/y3/probability/AC9M3P01

Aligned to the Australian Curriculum V9 (AC9M3P01). Original material from seegongsik, not endorsed by ACARA. Descriptors (c) ACARA, CC BY 4.0. Free to print and use in class.

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 chance line	Practise the idea with talk, board and worksheet	Board: The chance line
2	Place the event	Practise the idea with talk, board and worksheet	Board: Place the event
3	List the outcomes	Practise the idea with talk, board and worksheet	Board: List the outcomes
4	The marble bag	Practise the idea with talk, board and worksheet	Board: The marble bag
5	Could it be fair?	Practise the idea with talk, board and worksheet	Board: Could it be fair?

Materials (one trip)

This pack printed (plans, worksheets, cards, mini-check).
Pencils, scrap paper, and the board or projector for the interactive unit.
Optional counters, number cards or rulers if your day plan names them.

A note home

This week in maths we work on chance: certain, likely, unlikely, impossible. Ask: What did you practise today? Can you show me with a drawing?

seegongsik.com/au/y3/probability/AC9M3P01/pack

Day 1 · Teacher planDay 1 of 5

The chance line

Children practise the idea behind “The chance line” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of the chance line in Year 3 words,
use the board picture to check our 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 chance line”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “The chance line”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “The chance line” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/probability/AC9M3P01

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about the chance line.
Drawings or numbers match the board story, not random decoration.

Day 1 · Worksheet

The chance line

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

Place the event

Children practise the idea behind “Place the event” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of place the event in Year 3 words,
use the board picture to check our 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 “Place the event”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “Place the event”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Place the event” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/probability/AC9M3P01

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about place the event.
Drawings or numbers match the board story, not random decoration.

Day 2 · Worksheet

Place the event

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

List the outcomes

Children practise the idea behind “List the outcomes” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of list the outcomes in Year 3 words,
use the board picture to check our 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 “List the outcomes”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “List the outcomes”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “List the outcomes” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/probability/AC9M3P01

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about list the outcomes.
Drawings or numbers match the board story, not random decoration.

Day 3 · Worksheet

List the outcomes

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

The marble bag

Children practise the idea behind “The marble bag” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of the marble bag in Year 3 words,
use the board picture to check our 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 marble bag”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “The marble bag”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “The marble bag” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/probability/AC9M3P01

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about the marble bag.
Drawings or numbers match the board story, not random decoration.

Day 4 · Worksheet

The marble bag

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

Could it be fair?

Children practise the idea behind “Could it be fair?” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of could it be fair? in Year 3 words,
use the board picture to check our 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 “Could it be fair?”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “Could it be fair?”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Could it be fair?” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/probability/AC9M3P01

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about could it be fair?.
Drawings or numbers match the board story, not random decoration.

Day 5 · Worksheet

Could it be fair?

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 Chance: Certain, Likely, Unlikely, Impossible

Cut out. Hold up a card and give an example. Partner checks with the board if needed.

The chance line

Give an example.

Place the event

Give an example.

List the outcomes

Give an example.

The marble bag

Give an example.

Could it be fair?

Give an example.

Store in an envelope labelled AC9M3P01 for next year.

Mini-check · End of week

Show what you know: Chance: Certain, Likely, Unlikely, Impossible

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 (chance: certain, likely, unlikely, impossible) in child words.
Items 2-3: two different correct examples linked to the week’s pictures.
Item 4: a real muddle (wrong place value, unfair compare, mixed units, etc.).
At standard: clear example + short explanation. Beyond: teaches a partner with a new example.

Use day-plan look-fors across the week; this check is summative, not a surprise trap.

Descriptor: identify practical activities and everyday events involving chance; describe possible outcomes and events as \'likely\' or \'unlikely\' and identify some events as \'certain\' or \'impossible\' explaining reasoning