Teaching pack · Year 7 Probabilityseegongsik /au
Repeated chance experiments and simulations: a week of ready-to-teach maths
Five days of lessons for Year 7 Probability. Print this pack and the week is prepared.
AC9M7P02
conduct repeated chance experiments and run simulations with a large number of trials using digital tools; compare predictions about outcomes with observed results, explaining the differences
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: “More trials, closer to theory”, “Predicted versus observed”, “Running relative frequency”, “Simulating many die rolls”, “More trials, tighter results”.
seegongsik.com/au/y7/probability/AC9M7P02
Aligned to Australian Curriculum V9 (AC9M7P02). 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 | More trials, closer to theory | Practise the idea with talk, board and worksheet | Board: More trials, closer to theory |
| 2 | Predicted versus observed | Practise the idea with talk, board and worksheet | Board: Predicted versus observed |
| 3 | Running relative frequency | Practise the idea with talk, board and worksheet | Board: Running relative frequency |
| 4 | Simulating many die rolls | Practise the idea with talk, board and worksheet | Board: Simulating many die rolls |
| 5 | More trials, tighter results | Practise the idea with talk, board and worksheet | Board: More trials, tighter results |
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 chance experiments and simulations. Ask: What did you practise today?
seegongsik.com/au/y7/probability/AC9M7P02/pack
Day 1 · Teacher planDay 1 of 5
More trials, closer to theory
Children practise “More trials, closer to theory” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain more trials, closer to theory 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 “More trials, closer to theory”,
- 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 trials, closer to theory”. 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 trials, closer to theory” on screen for the main block.
seegongsik.com/au/y7/probability/AC9M7P02
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 trials, closer to theory.
Day 1 · Worksheet
More trials, closer to theory
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
Predicted versus observed
Children practise “Predicted versus observed” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain predicted versus observed 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 “Predicted versus 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 “Predicted versus 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 “Predicted versus observed” on screen for the main block.
seegongsik.com/au/y7/probability/AC9M7P02
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 predicted versus observed.
Day 2 · Worksheet
Predicted versus 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 3 · Teacher planDay 3 of 5
Running relative frequency
Children practise “Running relative frequency” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain running 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 “Running 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 “Running 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 “Running relative frequency” on screen for the main block.
seegongsik.com/au/y7/probability/AC9M7P02
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 running relative frequency.
Day 3 · Worksheet
Running 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
Simulating many die rolls
Children practise “Simulating many die rolls” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain simulating many die rolls 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 “Simulating many die rolls”,
- 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 “Simulating many die rolls”. 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 “Simulating many die rolls” on screen for the main block.
seegongsik.com/au/y7/probability/AC9M7P02
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 simulating many die rolls.
Day 4 · Worksheet
Simulating many die rolls
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
More trials, tighter results
Children practise “More trials, tighter results” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain more trials, tighter results 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 “More trials, tighter results”,
- 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 trials, tighter results”. 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 trials, tighter results” on screen for the main block.
seegongsik.com/au/y7/probability/AC9M7P02
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 trials, tighter results.
Day 5 · Worksheet
More trials, tighter results
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 chance experiments and simulations
Cut out. Hold up a card and give an example.
More trials, closer to theory
Give an example.
Predicted versus observed
Give an example.
Running relative frequency
Give an example.
Simulating many die rolls
Give an example.
More trials, tighter results
Give an example.
Store in an envelope labelled AC9M7P02.
Mini-check · End of week
Show what you know: Repeated chance 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 (repeated chance 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.