Teaching pack · Year 5 Probabilityseegongsik /au
Listing Outcomes and Their Chances: a week of ready-to-teach maths
Five days of lessons for Year 5 Probability. Print this pack and the week is prepared.
AC9M5P01
list the possible outcomes of chance experiments involving equally likely outcomes and compare to those which are not equally likely
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: “Listing the possible outcomes”, “When outcomes are equally likely”, “When outcomes are not equally likely”, “Which outcome is more likely”, “Comparing the two kinds of experiment”.
seegongsik.com/au/y5/probability/AC9M5P01
Aligned to Australian Curriculum V9 (AC9M5P01). 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 | Listing the possible outcomes | Practise the idea with talk, board and worksheet | Board: Listing the possible outcomes |
| 2 | When outcomes are equally likely | Practise the idea with talk, board and worksheet | Board: When outcomes are equally likely |
| 3 | When outcomes are not equally likely | Practise the idea with talk, board and worksheet | Board: When outcomes are not equally likely |
| 4 | Which outcome is more likely | Practise the idea with talk, board and worksheet | Board: Which outcome is more likely |
| 5 | Comparing the two kinds of experiment | Practise the idea with talk, board and worksheet | Board: Comparing the two kinds of experiment |
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 listing outcomes and their chances. Ask: What did you practise today?
seegongsik.com/au/y5/probability/AC9M5P01/pack
Day 1 · Teacher planDay 1 of 5
Listing the possible outcomes
Children practise “Listing the possible outcomes” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain listing the possible outcomes in Year 5 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 “Listing the 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 “Listing the 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 “Listing the possible outcomes” on screen for the main block.
seegongsik.com/au/y5/probability/AC9M5P01
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 listing the possible outcomes.
Day 1 · Worksheet
Listing the 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 2 · Teacher planDay 2 of 5
When outcomes are equally likely
Children practise “When outcomes are equally likely” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain when outcomes are equally likely in Year 5 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 “When outcomes are equally likely”,
- 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 “When outcomes are equally likely”. 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 “When outcomes are equally likely” on screen for the main block.
seegongsik.com/au/y5/probability/AC9M5P01
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 when outcomes are equally likely.
Day 2 · Worksheet
When outcomes are equally likely
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
When outcomes are not equally likely
Children practise “When outcomes are not equally likely” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain when outcomes are not equally likely in Year 5 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 “When outcomes are not equally likely”,
- 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 “When outcomes are not equally likely”. 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 “When outcomes are not equally likely” on screen for the main block.
seegongsik.com/au/y5/probability/AC9M5P01
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 when outcomes are not equally likely.
Day 3 · Worksheet
When outcomes are not equally likely
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
Which outcome is more likely
Children practise “Which outcome is more likely” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain which outcome is more likely in Year 5 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 “Which outcome is more likely”,
- 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 “Which outcome is more likely”. 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 “Which outcome is more likely” on screen for the main block.
seegongsik.com/au/y5/probability/AC9M5P01
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 which outcome is more likely.
Day 4 · Worksheet
Which outcome is more likely
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
Comparing the two kinds of experiment
Children practise “Comparing the two kinds of experiment” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain comparing the two kinds of experiment in Year 5 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 “Comparing the two kinds of experiment”,
- 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 “Comparing the two kinds of experiment”. 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 “Comparing the two kinds of experiment” on screen for the main block.
seegongsik.com/au/y5/probability/AC9M5P01
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 comparing the two kinds of experiment.
Day 5 · Worksheet
Comparing the two kinds of experiment
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 Listing Outcomes and Their Chances
Cut out. Hold up a card and give an example.
Listing the possible outcomes
Give an example.
When outcomes are equally likely
Give an example.
When outcomes are not equally likely
Give an example.
Which outcome is more likely
Give an example.
Comparing the two kinds of experiment
Give an example.
Store in an envelope labelled AC9M5P01.
Mini-check · End of week
Show what you know: Listing Outcomes and Their Chances
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 (listing outcomes and their chances) 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.