| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Chance and probability |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Chance and Probability
Year 3
Mathematics
20 students
This lesson aligns with the Australian Curriculum for Mathematics, particularly relating to Chance and Probability under the Number and Algebra strand.
| Step Number | Step Title | Length (mins) | Details |
|---|---|---|---|
| 1 | Introduction to Chance | 5 | Briefly introduce the concepts of chance and probability. Use simple terms and examples. |
| 2 | Demonstration of Outcomes | 5 | Use dice and coins to show various outcomes and their likelihood. Engage students by asking them to predict outcomes. |
| 3 | Printable Card Activity | 10 | Distribute printable cards for students to fill out based on their understanding of events and outcomes discussed. |
| 4 | Group Discussion | 5 | Facilitate a discussion where students share their thoughts on events they filled in on their cards. |
| 5 | Collecting Cards | 3 | Briefly collect or randomly check some students' cards for understanding without requiring presentations. |
| 6 | Assigning Homework | 2 | Assign homework that reinforces the lesson without presenting it in front of the class. |
"Good morning, class! Today, we are going to explore the exciting world of chance and probability. Who here has ever played a game where you rolled a dice or flipped a coin? Those games are a great way to understand chance!
Chance refers to how likely something is to happen. For example, if I say it's 'certain' that I have a coin in my hand, that means I really do! But if I say it’s 'impossible' that I’m holding a dinosaur, that would be absolutely true!
Can anyone tell me some other terms we might use when we talk about chance? Great! Terms like 'likely' and 'unlikely' help us express how probable something is.
Let’s dive deeper into these concepts!"
"Now, I have a dice and a coin here with me. Let’s use these to understand outcomes better.
First, let’s roll the dice! How many sides does a dice have? That's right, six! When I roll it, there are six possible outcomes. Can anyone guess what those numbers are?
Next, I have a coin. It has two sides: heads and tails. If I flip this coin, we only have two possible outcomes.
Let’s try predicting the outcomes. If I roll the dice, what do you think is the outcome? Think carefully about how many numbers could be on the top. And what about the coin? Which side do you think will land face up?
Excellent predictions, everyone! Let’s keep these outcomes in mind as we move on."
"Now, it's time for a fun activity! I’m going to hand out some printable cards. On these cards, you'll see different scenarios where you will write whether you think the event is 'certain', 'likely', 'unlikely', or 'impossible'.
For example, one scenario might be, 'It will rain tomorrow.' What do you think?
Make sure you think about each statement carefully and fill out your cards with your own thoughts. You have ten minutes, so let’s get started!
If you have any questions while you work, just raise your hand, and I’ll come around to help."
"Alright, time’s up! Now, I want you to pair up with your partner and discuss what you wrote on your cards. Share your thoughts about each event.
What did you decide was 'certain'? And what was 'impossible'?
I’ll give you a few minutes to talk. Afterward, we’ll have some students share their ideas with the class. Remember, it's important to listen to each other’s perspectives!"
"Thank you for those great discussions! Now, I need to collect your printable cards. I want to see if everyone understood the concepts we’ve talked about today.
I'll walk around and randomly check some of your cards while you stay seated. This is just to see how well we’ve grasped the ideas. Don’t worry; there's no need to present them right now!"
"For homework tonight, I’d like you to complete a short exercise related to what we've covered in class about chance and probability. It will involve thinking about some events and deciding how likely they are to occur.
Make sure you bring it back to class, and we’ll check it together next session. It’s going to reinforce everything we learned today, so be sure to give it a go!"
"To wrap up today’s lesson, let’s quickly review what we’ve learned about chance and probability. We talked about key terms like 'certain', 'likely', 'unlikely', and 'impossible', and how they help us describe the likelihood of different events happening.
We also explored outcomes by using dice and coins, predicted some results, and shared our thoughts in pairs.
I am really proud of how engaged everyone was today! Remember, the more you practice these concepts, the better you’ll understand them. I'm looking forward to seeing your homework tomorrow. Have a great day, everyone!"
Define the following terms in your own words:
Consider the following events. For each one, decide whether it is 'certain', 'likely', 'unlikely', or 'impossible' and explain your reasoning:
Roll a six-sided dice three times and record the outcomes. Based on your results, what is the probability of rolling a 4? Explain how you calculated this probability.
Flip a coin five times and note how many times it lands on heads and how many times it lands on tails. What is the probability of getting heads? Discuss if this matches your expectations before the flipping.
Create your own scenario that fits into one of the categories (certain, likely, unlikely, impossible) and write it out. Share it with a family member and ask for their opinion on which category it belongs to.
Find an example of a situation in real life where you might have to make a decision based on chance. Describe the situation and the potential outcomes.
Reflect on the activity we did in class with the printable cards. Which scenario did you find most difficult to categorise? Why?
Write a short paragraph summarising what you have learned about chance and probability from this lesson. How do you think these concepts apply to everyday life?
| Question | Answer |
|---|---|
| What is the definition of chance? | |
| Can you name some terms used to describe probability? | |
| How many sides does a standard dice have? | |
| What are the possible outcomes when rolling a dice? | |
| How many sides does a coin have? | |
| What are the possible outcomes when flipping a coin? | |
| In the scenario 'It will rain tomorrow', how would you categorize that event? | |
| What does it mean if an event is described as 'likely'? | |
| What would you classify as 'impossible'? | |
| Why is it important to consider different perspectives in discussions about chance? | |
| How does understanding probability benefit decision-making? | |
| What will you be working on for homework related to chance? |