Teaching pack · Year 5 Probabilityseegongsik /au
Repeated Experiments: a week of ready-to-teach maths
Five days of lessons for Year 5 Probability. Print this pack and the week is prepared.
AC9M5P02
conduct repeated chance experiments including those with and without equally likely outcomes, observe and record the results; use frequency to compare outcomes and estimate their likelihoods
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: “Repeating a chance experiment”, “Recording results as frequencies”, “Relative frequency”, “Comparing outcomes by frequency”, “Estimating likelihood from frequency”.
seegongsik.com/au/y5/probability/AC9M5P02
Aligned to Australian Curriculum V9 (AC9M5P02). 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 | Repeating a chance experiment | Practise the idea with talk, board and worksheet | Board: Repeating a chance experiment |
| 2 | Recording results as frequencies | Practise the idea with talk, board and worksheet | Board: Recording results as frequencies |
| 3 | Relative frequency | Practise the idea with talk, board and worksheet | Board: Relative frequency |
| 4 | Comparing outcomes by frequency | Practise the idea with talk, board and worksheet | Board: Comparing outcomes by frequency |
| 5 | Estimating likelihood from frequency | Practise the idea with talk, board and worksheet | Board: Estimating likelihood from frequency |
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 experiments. Ask: What did you practise today?
seegongsik.com/au/y5/probability/AC9M5P02/pack
Day 1 · Teacher planDay 1 of 5
Repeating a chance experiment
Children practise “Repeating a chance experiment” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain repeating a chance 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 “Repeating a chance 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 “Repeating a chance 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 “Repeating a chance experiment” on screen for the main block.
seegongsik.com/au/y5/probability/AC9M5P02
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 repeating a chance experiment.
Day 1 · Worksheet
Repeating a chance 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 □
Day 2 · Teacher planDay 2 of 5
Recording results as frequencies
Children practise “Recording results as frequencies” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain recording results as frequencies 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 “Recording results as frequencies”,
- 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 “Recording results as frequencies”. 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 “Recording results as frequencies” on screen for the main block.
seegongsik.com/au/y5/probability/AC9M5P02
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 recording results as frequencies.
Day 2 · Worksheet
Recording results as frequencies
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
Relative frequency
Children practise “Relative frequency” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain relative frequency 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 “Relative frequency”,
- 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 “Relative frequency”. 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 “Relative frequency” on screen for the main block.
seegongsik.com/au/y5/probability/AC9M5P02
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 relative frequency.
Day 3 · Worksheet
Relative frequency
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
Comparing outcomes by frequency
Children practise “Comparing outcomes by frequency” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain comparing outcomes by frequency 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 outcomes by frequency”,
- 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 outcomes by frequency”. 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 outcomes by frequency” on screen for the main block.
seegongsik.com/au/y5/probability/AC9M5P02
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 outcomes by frequency.
Day 4 · Worksheet
Comparing outcomes by frequency
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
Estimating likelihood from frequency
Children practise “Estimating likelihood from frequency” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain estimating likelihood from frequency 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 “Estimating likelihood from frequency”,
- 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 “Estimating likelihood from frequency”. 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 “Estimating likelihood from frequency” on screen for the main block.
seegongsik.com/au/y5/probability/AC9M5P02
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 estimating likelihood from frequency.
Day 5 · Worksheet
Estimating likelihood from frequency
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 Experiments
Cut out. Hold up a card and give an example.
Repeating a chance experiment
Give an example.
Recording results as frequencies
Give an example.
Relative frequency
Give an example.
Comparing outcomes by frequency
Give an example.
Estimating likelihood from frequency
Give an example.
Store in an envelope labelled AC9M5P02.
Mini-check · End of week
Show what you know: Repeated 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 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.