What Changes Would You Make to This Plan for the Next Time?

UNIT PLAN

Subject: Year 8 Mathematics Unit Name: PROBABILITY

Unit duration: 9 x 72 minute periods Term: 2

What are the key ideas/concepts that you will How will you introduce and organise the unit? focus on in this unit? What’s in the Bag? See lesson 1

1. Understanding of set theory What key activities will be used to motivate the 2. Qualitative sense of probability students? 3. Simple trials to carry out experimental Games probability Experiments in probability 4. Theoretical probability 1. Coin tossing 5. Understand the notion of ‘long run’ 2. Spinner 6. Simulations 3. Jelly beans Essential Question: 4. Rolling a die What things effect the chance of something Interactive ICT use occurring? Use of excel to collect data Construction of games

When students have completed this unit, what What evidence of learning will you be looking are the main ideas/concepts they should know? for from your students?

Measurement, Chance and Data How will you know your teaching was 4.5 successful?

 contrast between the stability of long run What will the students be able to do? relative frequency and the variation of observations based on small samples By the end of this unit students will; 1. Be able to describe a set and represent it 4.75 on a Venn diagram 2. Understand the concepts of Union,  use of random numbers to assist in Intersection, universal probability simulations and the arithmetic manipulation of random numbers to achieve 3. Be able to make realistic estimates of the the desired set of outcomes probability of common events  calculation of theoretical probability using ratio of number of ‘successful’ outcomes to 4. Carry out simple trials and calculate total number of outcomes experimental probability  use of tree diagrams to explore the outcomes from multiple event trials 5. Calculate theoretical probability 6. Understand that long run experimental 5.0 probability approached theoretical  Demonstrate comprehension of empirical probability probability as long-run experimental relative 7. Be able to determine the probability of frequency  Calculate theoretical probabilities of multiple events using tree diagrams collections of outcomes in an event space for 8. Be able to design a simulation of an a random experiment, using symmetry and counting the outcomes in the collections, and event using simple equipment comparing them to the total number of possible outcomes in the event space  Use appropriate technology to generate random numbers for simple simulations Structure

 Specify the relationship between these sets, and subsets of these sets, in terms of set complement, intersection, union and inclusion using Venn diagrams and tree diagrams as appropriate What processing questions have you prepared What visuals, materials, manipulatives, to ask students which initially facilitate their explanations, Thinking tools and models may learning and for when they have completed be necessary? the investigations? Examples include Venn Diagrams Tree diagrams Literacy words Number line

How, when, and where will they be used to support the unit?

All the way through the unit

What is your rationale for using them?

Greater detail and explanation

What relevant prior knowledge must students What confusions and misconceptions related possess to do this unit? to concepts, problem solving, reasoning Decimal equivalents ½ = 0.5 strategies and skills do you anticipate?

What knowledge from previous learning What strategies /interventions will you have in (including previous experiences) does this unit place? build on? In Year 7 students would have covered  Describing probability  Experimenting probability (tossing coins)  Experimenting probability (using spinners)  Theoretical probability

Which concepts will be extended and deepened?  Theoretical probability  Simulations  Tree diagrams

What changes would you make to this plan for the next time? Unit Title: LESSON BY LESSON Year Level: Yr 8 VELS Level: 5.0 Lesso Main Teaching Warm Up Resource Introduction to Student Activity Share/Reflection of n Emphasis Concept Taught in (5-10mins) Required (5-10mins) -Content and Lesson Student Activity (5-10mins) ENGAGE (35-40 mins) ELABORATE EVALUATE EXPLORE / EXPLAIN /ELABORATE 1 SETS What’s in the Cards numbered 1- 16 Intro: Write up outcome on board. Ask students to tell Students to come up with Be able to describe Bag? you what they know about the key words definitions on what the a set and represent This “warm up” key terms of the lesson it on a Venn could be used in Set, Venn diagram mean diagram each lesson or when ever you Explain each activity Set think appropriate. Element Activity 1 Listed set Put a combination Defined set of coloured Choose two sets whereby a student could be a Universal set counters in a bag. member of both. Eg. Is male/female and blue eyes/not Null set Eg 16 red, 4 Blue blue eye and 1 yellow. (total of 20) Ask students to divide into two sets based on one At this stage you criteria eg. Blue eyes – could either tell them nothing, or Define name of a set (Capital letter) element of a set tell them the total, (ε) listed set (names of each student in the set) defined or even tell them set (blue-eyed students and non-blue eyed students) that there are 3 colours. Introduce a third set that has no members eg. Red You then allow eyed them to choose 5 with replacement Define null set and they note these down. They then Activity 2 make a prediction and record it . Hand out one card per student (each card has a Over the next few number on it between 1 and 16) lessons you bring the bag out and Students then stand in sets as defined by the teacher make another 5 as per above example. selections and they This could be done with playing cards from 2 to 10. can then adjust their prediction. A Recommended exercise for this lesson great deal of discussion can be Exercise 1A – teacher decision as to what questions had around why they change their (ATTACHED IS THE LESSON OUTLINE FROM ROB)