Teaching pack · Year 9 Probabilityseegongsik /au
Simulations and Chance Experiments: a week of ready-to-teach maths
Five days of lessons for Year 9 Probability. Print this pack and the week is prepared.
AC9M9P03
design and conduct repeated chance experiments and simulations, using digital tools to compare probabilities of simple events to related compound events, and describe results
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: “Relative frequency settles”, “Simulating a coin and a die”, “Designing a simulation”, “Simple: one coin”, “Compound: at least one head in 3”.
seegongsik.com/au/y9/probability/AC9M9P03
Aligned to Australian Curriculum V9 (AC9M9P03). 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 | Relative frequency settles | Practise the idea with talk, board and worksheet | Board: Relative frequency settles |
| 2 | Simulating a coin and a die | Practise the idea with talk, board and worksheet | Board: Simulating a coin and a die |
| 3 | Designing a simulation | Practise the idea with talk, board and worksheet | Board: Designing a simulation |
| 4 | Simple: one coin | Practise the idea with talk, board and worksheet | Board: Simple: one coin |
| 5 | Compound: at least one head in 3 | Practise the idea with talk, board and worksheet | Board: Compound: at least one head in 3 |
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 simulations and chance experiments. Ask: What did you practise today?
seegongsik.com/au/y9/probability/AC9M9P03/pack
Day 1 · Teacher planDay 1 of 5
Relative frequency settles
Children practise “Relative frequency settles” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain relative frequency settles 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 “Relative frequency settles”,
- 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 “Relative frequency settles”. 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 “Relative frequency settles” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P03
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 relative frequency settles.
Day 1 · Worksheet
Relative frequency settles
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
Simulating a coin and a die
Children practise “Simulating a coin and a die” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain simulating a coin and a die 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 “Simulating a coin and a die”,
- 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 a coin and a die”. 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 a coin and a die” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P03
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 a coin and a die.
Day 2 · Worksheet
Simulating a coin and a die
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
Designing a simulation
Children practise “Designing a simulation” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain designing a simulation 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 “Designing a simulation”,
- 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 “Designing a simulation”. 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 “Designing a simulation” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P03
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 designing a simulation.
Day 3 · Worksheet
Designing a simulation
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
Simple: one coin
Children practise “Simple: one coin” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain simple: one coin 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 “Simple: one coin”,
- 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 “Simple: one coin”. 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 “Simple: one coin” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P03
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 simple: one coin.
Day 4 · Worksheet
Simple: one coin
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
Compound: at least one head in 3
Children practise “Compound: at least one head in 3” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain compound: at least one head in 3 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 “Compound: at least one head in 3”,
- 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 “Compound: at least one head in 3”. 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 “Compound: at least one head in 3” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P03
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 compound: at least one head in 3.
Day 5 · Worksheet
Compound: at least one head in 3
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 Simulations and Chance Experiments
Cut out. Hold up a card and give an example.
Relative frequency settles
Give an example.
Simulating a coin and a die
Give an example.
Designing a simulation
Give an example.
Simple: one coin
Give an example.
Compound: at least one head in 3
Give an example.
Store in an envelope labelled AC9M9P03.
Mini-check · End of week
Show what you know: Simulations and Chance Experiments
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 (simulations and chance experiments) 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.