Teaching pack · Year 6 Probabilityseegongsik /au
Experiments and Simulations: a week of ready-to-teach maths
Five days of lessons for Year 6 Probability. Print this pack and the week is prepared.
AC9M6P02
conduct repeated chance experiments and run simulations with an increasing number of trials using digital tools; compare observations with expected results and discuss the effect on variation of increasing the number of trials
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: “A few rolls are lumpy”, “More flips settle down”, “Expected against observed”, “Predicting the trend”, “Runs vary from each other”.
seegongsik.com/au/y6/probability/AC9M6P02
Aligned to Australian Curriculum V9 (AC9M6P02). 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 | A few rolls are lumpy | Practise the idea with talk, board and worksheet | Board: A few rolls are lumpy |
| 2 | More flips settle down | Practise the idea with talk, board and worksheet | Board: More flips settle down |
| 3 | Expected against observed | Practise the idea with talk, board and worksheet | Board: Expected against observed |
| 4 | Predicting the trend | Practise the idea with talk, board and worksheet | Board: Predicting the trend |
| 5 | Runs vary from each other | Practise the idea with talk, board and worksheet | Board: Runs vary from each other |
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 experiments and simulations. Ask: What did you practise today?
seegongsik.com/au/y6/probability/AC9M6P02/pack
Day 1 · Teacher planDay 1 of 5
A few rolls are lumpy
Children practise “A few rolls are lumpy” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a few rolls are lumpy 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 “A few rolls are lumpy”,
- 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 “A few rolls are lumpy”. 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 “A few rolls are lumpy” on screen for the main block.
seegongsik.com/au/y6/probability/AC9M6P02
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 a few rolls are lumpy.
Day 1 · Worksheet
A few rolls are lumpy
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
More flips settle down
Children practise “More flips settle down” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain more flips settle down 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 “More flips settle down”,
- 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 flips settle down”. 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 flips settle down” on screen for the main block.
seegongsik.com/au/y6/probability/AC9M6P02
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 flips settle down.
Day 2 · Worksheet
More flips settle down
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
Expected against observed
Children practise “Expected against observed” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain expected against observed 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 “Expected against observed”,
- 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 “Expected against observed”. 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 “Expected against observed” on screen for the main block.
seegongsik.com/au/y6/probability/AC9M6P02
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 expected against observed.
Day 3 · Worksheet
Expected against observed
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
Predicting the trend
Children practise “Predicting the trend” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain predicting the trend 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 “Predicting the trend”,
- 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 “Predicting the trend”. 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 “Predicting the trend” on screen for the main block.
seegongsik.com/au/y6/probability/AC9M6P02
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 predicting the trend.
Day 4 · Worksheet
Predicting the trend
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
Runs vary from each other
Children practise “Runs vary from each other” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain runs vary from each other 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 “Runs vary from each other”,
- 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 “Runs vary from each other”. 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 “Runs vary from each other” on screen for the main block.
seegongsik.com/au/y6/probability/AC9M6P02
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 runs vary from each other.
Day 5 · Worksheet
Runs vary from each other
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 Experiments and Simulations
Cut out. Hold up a card and give an example.
A few rolls are lumpy
Give an example.
More flips settle down
Give an example.
Expected against observed
Give an example.
Predicting the trend
Give an example.
Runs vary from each other
Give an example.
Store in an envelope labelled AC9M6P02.
Mini-check · End of week
Show what you know: Experiments and Simulations
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 (experiments and simulations) 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.