Teaching pack · Year 4 Probabilityseegongsik /au
Likelihood and Independent Events: a week of ready-to-teach maths
Five days of lessons for Year 4 Probability. Print this pack and the week is prepared.
AC9M4P01
describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events
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 chance scale”, “Ordering by likelihood”, “Possible outcomes”, “Independent events”, “Dependent events”.
seegongsik.com/au/y4/probability/AC9M4P01
Aligned to Australian Curriculum V9 (AC9M4P01). 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 chance scale | Practise the idea with talk, board and worksheet | Board: The chance scale |
| 2 | Ordering by likelihood | Practise the idea with talk, board and worksheet | Board: Ordering by likelihood |
| 3 | Possible outcomes | Practise the idea with talk, board and worksheet | Board: Possible outcomes |
| 4 | Independent events | Practise the idea with talk, board and worksheet | Board: Independent events |
| 5 | Dependent events | Practise the idea with talk, board and worksheet | Board: Dependent events |
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 likelihood and independent events. Ask: What did you practise today?
seegongsik.com/au/y4/probability/AC9M4P01/pack
Day 1 · Teacher planDay 1 of 5
The chance scale
Children practise “The chance scale” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the chance scale in Year 4 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 chance scale”,
- 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 chance scale”. 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 chance scale” on screen for the main block.
seegongsik.com/au/y4/probability/AC9M4P01
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 chance scale.
Day 1 · Worksheet
The chance scale
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
Ordering by likelihood
Children practise “Ordering by likelihood” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain ordering by likelihood in Year 4 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 “Ordering by likelihood”,
- 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 “Ordering by likelihood”. 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 “Ordering by likelihood” on screen for the main block.
seegongsik.com/au/y4/probability/AC9M4P01
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 ordering by likelihood.
Day 2 · Worksheet
Ordering by likelihood
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
Possible outcomes
Children practise “Possible outcomes” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain possible outcomes in Year 4 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 “Possible outcomes”,
- 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 “Possible outcomes”. 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 “Possible outcomes” on screen for the main block.
seegongsik.com/au/y4/probability/AC9M4P01
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 possible outcomes.
Day 3 · Worksheet
Possible 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
Independent events
Children practise “Independent events” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain independent events in Year 4 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 “Independent events”,
- 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 “Independent events”. 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 “Independent events” on screen for the main block.
seegongsik.com/au/y4/probability/AC9M4P01
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 independent events.
Day 4 · Worksheet
Independent events
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
Dependent events
Children practise “Dependent events” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain dependent events in Year 4 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 “Dependent events”,
- 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 “Dependent events”. 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 “Dependent events” on screen for the main block.
seegongsik.com/au/y4/probability/AC9M4P01
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 dependent events.
Day 5 · Worksheet
Dependent events
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 Likelihood and Independent Events
Cut out. Hold up a card and give an example.
The chance scale
Give an example.
Ordering by likelihood
Give an example.
Possible outcomes
Give an example.
Independent events
Give an example.
Dependent events
Give an example.
Store in an envelope labelled AC9M4P01.
Mini-check · End of week
Show what you know: Likelihood and Independent Events
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 (likelihood and independent events) 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.