Teaching pack · Year 6 Probabilityseegongsik /au
The Probability Scale: a week of ready-to-teach maths
Five days of lessons for Year 6 Probability. Print this pack and the week is prepared.
AC9M6P01
recognise that probabilities lie on numerical scales of 0 – 1 or 0% – 100% and use estimation to assign probabilities that events occur in a given context, using common fractions, percentages and decimals
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 scale from 0 to 1”, “Fraction, decimal or percentage”, “Counting equally likely outcomes”, “Estimating a chance”, “The chance it does not happen”.
seegongsik.com/au/y6/probability/AC9M6P01
Aligned to Australian Curriculum V9 (AC9M6P01). 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 scale from 0 to 1 | Practise the idea with talk, board and worksheet | Board: The scale from 0 to 1 |
| 2 | Fraction, decimal or percentage | Practise the idea with talk, board and worksheet | Board: Fraction, decimal or percentage |
| 3 | Counting equally likely outcomes | Practise the idea with talk, board and worksheet | Board: Counting equally likely outcomes |
| 4 | Estimating a chance | Practise the idea with talk, board and worksheet | Board: Estimating a chance |
| 5 | The chance it does not happen | Practise the idea with talk, board and worksheet | Board: The chance it does not happen |
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 the probability scale. Ask: What did you practise today?
seegongsik.com/au/y6/probability/AC9M6P01/pack
Day 1 · Teacher planDay 1 of 5
The scale from 0 to 1
Children practise “The scale from 0 to 1” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the scale from 0 to 1 in Year 6 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 scale from 0 to 1”,
- 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 scale from 0 to 1”. 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 scale from 0 to 1” on screen for the main block.
seegongsik.com/au/y6/probability/AC9M6P01
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 scale from 0 to 1.
Day 1 · Worksheet
The scale from 0 to 1
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
Fraction, decimal or percentage
Children practise “Fraction, decimal or percentage” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain fraction, decimal or percentage in Year 6 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 “Fraction, decimal or percentage”,
- 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 “Fraction, decimal or percentage”. 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 “Fraction, decimal or percentage” on screen for the main block.
seegongsik.com/au/y6/probability/AC9M6P01
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 fraction, decimal or percentage.
Day 2 · Worksheet
Fraction, decimal or percentage
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
Counting equally likely outcomes
Children practise “Counting equally likely outcomes” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain counting equally likely outcomes in Year 6 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 “Counting equally likely 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 “Counting equally likely 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 “Counting equally likely outcomes” on screen for the main block.
seegongsik.com/au/y6/probability/AC9M6P01
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 counting equally likely outcomes.
Day 3 · Worksheet
Counting equally likely 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
Estimating a chance
Children practise “Estimating a chance” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain estimating a chance in Year 6 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 a chance”,
- 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 a chance”. 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 a chance” on screen for the main block.
seegongsik.com/au/y6/probability/AC9M6P01
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 a chance.
Day 4 · Worksheet
Estimating a chance
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
The chance it does not happen
Children practise “The chance it does not happen” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the chance it does not happen in Year 6 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 it does not happen”,
- 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 it does not happen”. 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 it does not happen” on screen for the main block.
seegongsik.com/au/y6/probability/AC9M6P01
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 it does not happen.
Day 5 · Worksheet
The chance it does not happen
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 The Probability Scale
Cut out. Hold up a card and give an example.
The scale from 0 to 1
Give an example.
Fraction, decimal or percentage
Give an example.
Counting equally likely outcomes
Give an example.
Estimating a chance
Give an example.
The chance it does not happen
Give an example.
Store in an envelope labelled AC9M6P01.
Mini-check · End of week
Show what you know: The Probability Scale
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 (the probability scale) 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.