Teaching pack · Year 4 Probabilityseegongsik /au
Repeated Chance Experiments: a week of ready-to-teach maths
Five days of lessons for Year 4 Probability. Print this pack and the week is prepared.
AC9M4P02
conduct repeated chance experiments to observe relationships between outcomes; identify and describe the variation in results
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: “One spin”, “Repeat it many times”, “More trials, steadier results”, “Results vary”, “Predict, then test”.
seegongsik.com/au/y4/probability/AC9M4P02
Aligned to Australian Curriculum V9 (AC9M4P02). 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 | One spin | Practise the idea with talk, board and worksheet | Board: One spin |
| 2 | Repeat it many times | Practise the idea with talk, board and worksheet | Board: Repeat it many times |
| 3 | More trials, steadier results | Practise the idea with talk, board and worksheet | Board: More trials, steadier results |
| 4 | Results vary | Practise the idea with talk, board and worksheet | Board: Results vary |
| 5 | Predict, then test | Practise the idea with talk, board and worksheet | Board: Predict, then test |
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 repeated chance experiments. Ask: What did you practise today?
seegongsik.com/au/y4/probability/AC9M4P02/pack
Day 1 · Teacher planDay 1 of 5
One spin
Children practise “One spin” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain one spin 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 “One spin”,
- 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 “One spin”. 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 “One spin” on screen for the main block.
seegongsik.com/au/y4/probability/AC9M4P02
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 one spin.
Day 1 · Worksheet
One spin
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
Repeat it many times
Children practise “Repeat it many times” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain repeat it many times 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 “Repeat it many times”,
- 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 “Repeat it many times”. 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 “Repeat it many times” on screen for the main block.
seegongsik.com/au/y4/probability/AC9M4P02
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 repeat it many times.
Day 2 · Worksheet
Repeat it many times
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
More trials, steadier results
Children practise “More trials, steadier results” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain more trials, steadier results 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 “More trials, steadier results”,
- 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 “More trials, steadier results”. 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 “More trials, steadier results” on screen for the main block.
seegongsik.com/au/y4/probability/AC9M4P02
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 more trials, steadier results.
Day 3 · Worksheet
More trials, steadier results
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
Results vary
Children practise “Results vary” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain results vary 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 “Results vary”,
- 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 “Results vary”. 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 “Results vary” on screen for the main block.
seegongsik.com/au/y4/probability/AC9M4P02
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 results vary.
Day 4 · Worksheet
Results vary
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
Predict, then test
Children practise “Predict, then test” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain predict, then test 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 “Predict, then test”,
- 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 “Predict, then test”. 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 “Predict, then test” on screen for the main block.
seegongsik.com/au/y4/probability/AC9M4P02
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 predict, then test.
Day 5 · Worksheet
Predict, then test
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 Repeated Chance Experiments
Cut out. Hold up a card and give an example.
One spin
Give an example.
Repeat it many times
Give an example.
More trials, steadier results
Give an example.
Results vary
Give an example.
Predict, then test
Give an example.
Store in an envelope labelled AC9M4P02.
Mini-check · End of week
Show what you know: Repeated Chance Experiments
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 (repeated chance experiments) 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.