Teaching pack · Year 7 Probabilityseegongsik /au
Sample space and probabilities of single-stage events: a week of ready-to-teach maths
Five days of lessons for Year 7 Probability. Print this pack and the week is prepared.
AC9M7P01
identify the sample space for single-stage events; assign probabilities to the outcomes of these events and predict relative frequencies for related events
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 sample space”, “Assigning probabilities”, “Probability from counts”, “Predicting relative frequency”, “An event within the sample space”.
seegongsik.com/au/y7/probability/AC9M7P01
Aligned to Australian Curriculum V9 (AC9M7P01). 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 sample space | Practise the idea with talk, board and worksheet | Board: The sample space |
| 2 | Assigning probabilities | Practise the idea with talk, board and worksheet | Board: Assigning probabilities |
| 3 | Probability from counts | Practise the idea with talk, board and worksheet | Board: Probability from counts |
| 4 | Predicting relative frequency | Practise the idea with talk, board and worksheet | Board: Predicting relative frequency |
| 5 | An event within the sample space | Practise the idea with talk, board and worksheet | Board: An event within the sample space |
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 sample space and probabilities of single-stage events. Ask: What did you practise today?
seegongsik.com/au/y7/probability/AC9M7P01/pack
Day 1 · Teacher planDay 1 of 5
The sample space
Children practise “The sample space” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the sample space in Year 7 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 sample space”,
- 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 sample space”. 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 sample space” on screen for the main block.
seegongsik.com/au/y7/probability/AC9M7P01
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 sample space.
Day 1 · Worksheet
The sample space
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
Assigning probabilities
Children practise “Assigning probabilities” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain assigning probabilities in Year 7 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 “Assigning probabilities”,
- 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 “Assigning probabilities”. 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 “Assigning probabilities” on screen for the main block.
seegongsik.com/au/y7/probability/AC9M7P01
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 assigning probabilities.
Day 2 · Worksheet
Assigning probabilities
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
Probability from counts
Children practise “Probability from counts” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain probability from counts in Year 7 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 “Probability from counts”,
- 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 “Probability from counts”. 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 “Probability from counts” on screen for the main block.
seegongsik.com/au/y7/probability/AC9M7P01
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 probability from counts.
Day 3 · Worksheet
Probability from counts
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 relative frequency
Children practise “Predicting relative frequency” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain predicting relative frequency in Year 7 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 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 “Predicting 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 “Predicting relative frequency” on screen for the main block.
seegongsik.com/au/y7/probability/AC9M7P01
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 relative frequency.
Day 4 · Worksheet
Predicting 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 5 · Teacher planDay 5 of 5
An event within the sample space
Children practise “An event within the sample space” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain an event within the sample space in Year 7 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 “An event within the sample space”,
- 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 “An event within the sample space”. 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 “An event within the sample space” on screen for the main block.
seegongsik.com/au/y7/probability/AC9M7P01
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 an event within the sample space.
Day 5 · Worksheet
An event within the sample space
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 Sample space and probabilities of single-stage events
Cut out. Hold up a card and give an example.
The sample space
Give an example.
Assigning probabilities
Give an example.
Probability from counts
Give an example.
Predicting relative frequency
Give an example.
An event within the sample space
Give an example.
Store in an envelope labelled AC9M7P01.
Mini-check · End of week
Show what you know: Sample space and probabilities of single-stage events
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 (sample space and probabilities of single-stage events) 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.