Teaching pack · Year 9 Probabilityseegongsik /au
Listing Outcomes for Compound Events: a week of ready-to-teach maths
Five days of lessons for Year 9 Probability. Print this pack and the week is prepared.
AC9M9P01
list all outcomes for compound events both with and without replacement, using lists, tree diagrams, tables or arrays; assign probabilities to outcomes
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 two-stage compound event”, “With replacement: same options”, “Without replacement: fewer, no repeats”, “A tree diagram for two coins”, “Two dice as a table”.
seegongsik.com/au/y9/probability/AC9M9P01
Aligned to Australian Curriculum V9 (AC9M9P01). 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 two-stage compound event | Practise the idea with talk, board and worksheet | Board: A two-stage compound event |
| 2 | With replacement: same options | Practise the idea with talk, board and worksheet | Board: With replacement: same options |
| 3 | Without replacement: fewer, no repeats | Practise the idea with talk, board and worksheet | Board: Without replacement: fewer, no repeats |
| 4 | A tree diagram for two coins | Practise the idea with talk, board and worksheet | Board: A tree diagram for two coins |
| 5 | Two dice as a table | Practise the idea with talk, board and worksheet | Board: Two dice as a table |
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 listing outcomes for compound events. Ask: What did you practise today?
seegongsik.com/au/y9/probability/AC9M9P01/pack
Day 1 · Teacher planDay 1 of 5
A two-stage compound event
Children practise “A two-stage compound event” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a two-stage compound event in Year 9 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 two-stage compound event”,
- 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 two-stage compound event”. 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 two-stage compound event” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P01
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 two-stage compound event.
Day 1 · Worksheet
A two-stage compound event
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
With replacement: same options
Children practise “With replacement: same options” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain with replacement: same options in Year 9 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 “With replacement: same options”,
- 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 “With replacement: same options”. 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 “With replacement: same options” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P01
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 with replacement: same options.
Day 2 · Worksheet
With replacement: same options
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
Without replacement: fewer, no repeats
Children practise “Without replacement: fewer, no repeats” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain without replacement: fewer, no repeats in Year 9 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 “Without replacement: fewer, no repeats”,
- 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 “Without replacement: fewer, no repeats”. 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 “Without replacement: fewer, no repeats” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P01
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 without replacement: fewer, no repeats.
Day 3 · Worksheet
Without replacement: fewer, no repeats
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
A tree diagram for two coins
Children practise “A tree diagram for two coins” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a tree diagram for two coins in Year 9 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 tree diagram for two coins”,
- 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 tree diagram for two coins”. 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 tree diagram for two coins” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P01
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 tree diagram for two coins.
Day 4 · Worksheet
A tree diagram for two coins
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
Two dice as a table
Children practise “Two dice as a table” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain two dice as a table in Year 9 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 “Two dice as a table”,
- 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 “Two dice as a table”. 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 “Two dice as a table” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P01
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 two dice as a table.
Day 5 · Worksheet
Two dice as a table
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 Listing Outcomes for Compound Events
Cut out. Hold up a card and give an example.
A two-stage compound event
Give an example.
With replacement: same options
Give an example.
Without replacement: fewer, no repeats
Give an example.
A tree diagram for two coins
Give an example.
Two dice as a table
Give an example.
Store in an envelope labelled AC9M9P01.
Mini-check · End of week
Show what you know: Listing Outcomes for Compound 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 (listing outcomes for compound 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.