YEAR 5 MATHEMATICS

(Statistics and Probability)

MATHEMATICS PLANNING OVERVIEW TERM 4 WEEKS 1 & 2
Year level: Year 5
KEY UNDERSTANDINGS
Sample spaces and long run frequency
(BIG IDEAS)
Overall outcomes:
By the end of the ten-lesson sequence, students will be able to:
1. List outcomes of chance experiments with equally likely outcomes.
This will be done through the use of sample spaces where students
will be able to list all the outcomes of a chance experiment.
2. Pose questions to gather and categorise data from a range of
sample sizes e.g. sampling in pairs, the class and computer
generated (long run frequency).
3. Construct data displays appropriate for the data collected (stem
and leaf plot).
Overview: Paragraph
explaining how you will First steps:
develop the key First steps pose key understandings in the area of chance and data.
understandings (big ideas) Three of these key understandings will be developed over the ten-lesson
over the lessons sequences as they directly correlate to the two big ideas that overarch
each of the lessons present.
1. ‘There are special words and phrases we use to describe how
likely we think things are to happen’. In developing this Key
Understanding, the emphasis will be on clarifying, refining and
extending students’ use of everyday chance. It is through this key
understanding, that students will be able to fluently use chance
language/vocabulary to engage in mathematical conversations and
effectively apply it through critical reflection.
2. ‘We can compare and order things by whether they are more or
less likely to happen’. This key understanding will be evident during
the ten-lesson sequence when students are asked to display all
outcomes of a chance experiment as fractions before interpreting
the data and explaining which outcomes are more or less likely to
occur and why.
3. ‘Sometimes we use data about how often an event has happened
to predict how likely it is to happen in the future’. This key
understanding focuses upon students being able to use the data
they collected to predict the likely hood of each outcome occurring
in the future. This will be used throughout the ten-lesson sequence
when students are asked to describe why particular outcomes are
more or less likely to occur.

Overview:
Each big idea is developed over the ten-lesson sequence through
engaging mathematical activities and experiments that specifically target
either sample spaces or long run frequency (the big ideas). These
activities and experiments follow the gradual release of responsibility
model and allows students the chance to take responsibility of their
learning in a fun and interactive classroom. Each lesson focuses upon
key mathematical ideas and concepts that students need to know in
order to successfully achieve each lesson outcome. Individual, Group
work and class collaboration will be used throughout the lessons to
maximise class time and allow students the chance to work with their
peers to achieve success within each lesson. Therefore, each lesson has
the ability to be manipulated to suit the needs of each student within the
classroom. Each activity and experiment can be modified to enable or
extend students, in order for each student to thrive within the classroom.
This helps to have an inclusive classroom as students are willing to have
a go at each activity and continue to push themselves at their own pace.
Each big idea will be introduced in a sequential sequence that builds in
complexity. Students begin by learning a skill then they are given
sufficient time to practice it before applying it to specific contexts.
Therefore, explicit instruction is utilised when a new skill is being
introduced in order to explicitly teach each skill before students are able
to apply them. It is this approach combined with a variety of learning
styles (e.g. kinaesthetic and visual learners) that allows students to make
connections between the big ideas within mathematics. The use of
manipulatives such as fidget spinners, dice and playing cards allows
students to become motivated individuals who are active participants
within each activity. This therefore allows students the opportunity to
move between the Concrete-Representational-Abstract approach (C-R-
A) for each of the big ideas until they have grasped each of them and the
relevant concepts/skills.

By the end of Year 5, students solve simple problems involving the four
operations using a range of strategies. They check
the reasonableness of answers using estimation and rounding. Students
identify and describe factors and multiples. They identify and explain
strategies for finding unknown quantities in number sentences involving
the four operations. They explain plans for simple budgets. Students
connect three-dimensional objects with their two-
dimensional representations. They describe transformations of two-
dimensional shapes and identify line and rotational symmetry. Students
interpret different data sets.
Students order decimals and unit fractions and locate them on number
ACHIEVEMENT STANDARD lines. They add and subtract fractions with the same denominator.
Students continue patterns by adding and subtracting fractions and
decimals. They use appropriate units of measurement for
length, area, volume, capacity and mass, and
calculate perimeter and area of rectangles. They convert between 12-
and 24-hour time. Students use a grid reference system to locate
landmarks. They measure and construct different angles. Students list
outcomes of chance experiments with equally likely outcomes and assign
probabilities between 0 and 1. Students pose questions to gather data,
and construct data displays appropriate for the data.
CONTENT DESCRIPTORS: Cut and paste from the SCSA website (include descriptors from all
strands you are using)

List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those
outcomes using fractions (ACMSP116 - Scootle )

Pose questions and collect categorical or numerical data by observation or survey (ACMSP118 - Scootle )

Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without
the use of digital technologies (ACMSP119 - Scootle )

Describe and interpret different data sets in context (ACMSP120 - Scootle )

PROFICIENCIES:
 Understanding includes making connections between representations of numbers, using fractions to
represent probabilities, comparing and ordering fractions and decimals and representing them in various
ways, describing transformations and identifying line and rotational symmetry
 Reasoning includes investigating strategies to perform calculations efficiently, continuing patterns
involving fractions and decimals, interpreting results of chance experiments, posing appropriate
questions for data investigations and interpreting data sets

MATHEMATICS 4: LEARNING AND TEACHING SEQUENCE

YEAR: 5

Lesson 1 Lesson 2 Lesson 3

BIG IDEA: Sample Space BIG IDEA: Sample Space BIG IDEA: Long Run Frequency

Lesson Idea: Students will be introduced to Lesson Idea: Students will be investigating Lesson Idea: Students will be introduced to the
sample spaces when asked to calculate the sample spaces and how to use them to game ‘Highest Number’ which will be played in
probability of particular events. The events will determine the likely hood of particular events pairs. The teacher will demonstrate the game
include tossing a coin, rolling a dice, rock, paper occurring. Students will create a sample space with students gathering around to view the
scissors and choosing an ace from a pack of that clearly display all possible outcomes demonstration. Once the demonstration is over,
cards. Students will be asked to create a sample before transfer the information into fractions. all students will collect a dice and two sets of
space for each of the events listed above. For example, the likelihood of getting a head playing cards consisting of the numbers 1-6 in
Students will then have a go at conducting on a coin toss is ½. Students will then test out the two suits. Students will then have the rest of
these events in real life to evaluate the the information from their sample spaces by the lesson to trial the game and discuss how
likeliness of each event. Equally likely outcomes completing the event and recording how many someone was able to win each round. Students
will be a focus point in which students will times each outcome occurred. Students will will write down what they would do when a
discuss the difference between events that start off with simple events that have minimal particular number was present in the first and
have equally likely to occur and others that do outcomes and then move onto harder events second roll (activity sheet). Students will then
not have an equal chance of occurring. that have a larger number of possible place the data they collected with a partner on
outcomes. the already made stem and leaf graph on the
Equipment: Dice, pack of cards and maths whiteboard. Students will be discussing what
books Equipment: Maths books, writing instruments results were found and how they were formed
dice, playing cards and any other necessary before locating any patterns that are shown. The
materials/manipulatives for simple events teacher will try to prompt discussion and allow
students to build their questioning and reasoning
skills from there. Students will have the rest of
the lesson to write down what patterns they saw
and their reasoning behind each of them within
their maths book.

Equipment: Playing cards, dice, highest number

activity sheet, maths books and whiteboard
markers

Lesson 4 Lesson 5 Evaluation and

Assessment
BIG IDEA: Long Run Frequency BIG IDEA: Sample Space and Long Run Lesson1: Anecdotal notes. Anecdotal notes will
Frequency be used to assess student’s prior knowledge, the
Lesson Idea: The teacher will show the students discussions that were brought about in the class
the maths300 website that allows students to Lesson Idea: The teacher will demonstrate the and whether students were able to meet each of
compare the placement of each number. beetle game to the whole class by using an the lesson objectives.
Students have previously been experienced to enlarged set of pieces made from the beetle
Lesson 2: A checklist. A checklist will be used
the maths300 website and know exactly how to game. These enlarged pieces will be stuck on
during lesson 2 to assess whether each student
manoeuvre through the site. This will allow the whiteboard in order to demonstrate the
has met each of the lesson outcomes. A tick, dot
students to enhance their learning further game to the entire class. Throughout the
or a slash will be placed within each box to
through software stimulation. They will use the demonstration, the teacher will also be
indicate whether each student has met the
software to find better strategies for deciding introducing the rules of the game. Let students
criteria, is working towards meeting the criteria
where to place cards, in order to get the play the game twice before posing the
or has not met the criteria and requires
highest total in each round. Students will be challenge and predicting the outcomes. This
additional assistance.
able to think, pair, share their ideas which will will spark discussions about entrance fees,
promote mathematical discussion within the prize values and average game length, ect. Lesson 3: Conversations and marking the activity
classroom. Once students have gained These inquiry questions will be written on sheet. The teacher will move around the
knowledge through the maths300 website, they sticky notes and placed on the board by each classroom and engage students in discussions
will attempt the game again within their pairs. student along with any questions they may about the task in hand. The conversations will
This time round, students should be using the have. The teacher will read out the questions allow the teacher to make note of which
information they gained from the software, to and students will be able to explore them students have achieved which lesson outcomes
make better judgements within each of the five before the start of the next lesson. and any problems that have come about. The
rounds. These will be written on a handout marking of the activity sheet will provide the
which will be given back to the teacher and Equipment: Game pieces and dice for each teacher with sufficient information about what
used as an assessment item to view each pair, large game pieces for the whiteboard, each student has learnt during the lesson with a
students’ thought process. Hopefully they have whiteboard magnets, whiteboard markers and focus on their strategising skills.
gained the necessary skills to make more the main whiteboard, maths books
informed judgments within the game which will Lesson 4: Marking the activity sheet and
be shown throughout the activity sheet. At the providing an exit slip. The teacher will provide
end of the lesson each student will be given an students with the same activity sheet from the
exit slip that has three questions on them. prior lesson. This activity sheet will be marked by
Students the teacher to examine what information and
strategies students learnt throughout the lesson.
Equipment: Dice, playing cards, writing An exit slip will be provided at the end of the
materials, highest number activity sheet and lesson to each student. The exit slip contains
the Maths300 – the highest number website three questions on it about what students have
http://www.maths300.com/members/m300full/026lhigh.htm previously learn or found out during the topic.
Students will write their name at the top and
record their answers on the exit slip before
placing it at the front of the class for the teacher
to use as an assessment item. A reflection
question will be the last question on the exit slip
which allows each student to provide their own
thoughts about the topic and describe what they
have learnt.

Lesson 5: Inquire questions and the written

outcomes of the beetle game. Each student will
be given a sticky note that they will use to write
an inquiry question on it and any questions that
they want to know the answer of. The teacher
will evaluate these and have a rough guide as to
the level of understanding students have of the
task and any questions that they would like
answered throughout this unit of work. Students
will also be marked on the outcomes that they
wrote down in their maths books.

Lesson 6 Lesson 7 Lesson 8

BIG IDEA: Long Run Frequency BIG IDEA: Long Run Frequency BIG IDEA: Long Run Frequency

Lesson Idea: Students will review the previous Lesson Idea: Once the data is collected from Lesson Idea: Students will use a computer
lesson before inquiring about the questions the previous lesson, the students will decide on simulation to play the game 10 000 times and
that are on the whiteboard. Some of these the most effective way to display the data discuss what this data shows compared to the
questions will help the students in designing before each group relaying their data to the class data. The teacher will engage students in
their investigation. The classroom will get into rest of the class. Students will listen and record the conversation about experimental and
groups of fours and discuss what investigation the data that is being read out to them. The theoretical probability. This discussion will allow
they would like. The class will collaborate ideas teacher will also write it on the board to help students to explore what these terms mean and
before students will agree on which those who are struggling to keep up. Students the importance of each one. This therefore
investigation they would like to do. If the class will double check that the class data they allows students to make the connection between
cannot agree, then the teacher will make a collected in their maths book matches the data these two terms, how one is more reliable than
decision. The students will then get into groups that is shown on the whiteboard. The majority the other and when each of these are used. This
of two and start collecting data from the beetle of the lesson will be used for the students to discussion will be notated on butcher paper
game for the rest of the lesson. interpret the data and answering a number of (brainstorms) and hung up in the classroom.
reflecting questions about what the game
Equipment: Writing materials (pencils, rubbers, shows. E.g. what the most occurring number Equipment: A computer per student, the maths
rulers ect), dice, the beetle game and each was (mode) and the possible reasoning’s 300 website, butcher paper, colourful markers
students maths book behind it. and blue tac

Equipment: Writing materials, data from the

previous lesson, questions that the students
will answer, students maths books
Lesson 9 Lesson 10 Evaluation and
Assessment
BIG IDEA: Long Run Frequency BIG IDEA: Long Run Frequency Lesson 6: Observation and each student’s data
sheet. The teacher will walk around each group
Lesson Idea: The teacher will demonstrate the Lesson Idea: All students will review the class and notate how each student is collecting the
game “Have a hexagon” with the whole class. data they collected the day before and begin to data. This, along with the data sheet will allow
Once each student understands the game, then computer generate the game in order to see the teacher to see whether students can
they will move back to their desks and whether their prediction was right and why. correctly notate and display their data correctly.
complete the game for themselves in pairs and Students will record what the computer
collect the data. Students will collect the class generator revealed on an activity sheet. This Lesson 7: Rating scale. The teacher will use a
data before investigating the question: Which activity sheet will allow students to record the rating scale to evaluate students display of data
hexagon is best to choose? Students will think, data shown as well as providing reasoning and their level of answering the questions that
pair, share their responses with the class before behind the best hexagon. The activity sheet will were posed within the class.
providing reasoning and evidence behind the also consist of a set of blank hexagons which
solution. These will be recorded in the student’s students will use to make their own hexagon. Lesson 8: Brainstorms. The teacher will evaluate
maths books in order for them to review them This will extend students and provide them each groups brainstorm. This will allow the
in the next lesson. Students will discuss long with the ability to test their theories about the teacher the chance to evaluate each groups
run frequency and the methods they could use game. knowledge of experimental and theoretical
to find which hexagon is statistically best to 1. Finding out which hexagon is the best probability.
choose. to choose? and why?
1. Introduce the game as a class 2. Use the computer simulation to Lesson 9: Checklist with comments. The teacher
2. Collect class data in pairs generate evidence will mark each student’s answers and reasoning
3. Investigating which hexagon is best to 3. Extensions behind them within a checklist. A comment will
choose? be added below and it will outline what students
Equipment: Writing materials, activity sheet, can achieve and what they are working towards.
Equipment: Game board, dice, writing computer per student, maths300 website
materials and maths books Lesson 10: Rating scale and marking the activity
sheet. The teacher will mark each student’s
activity sheet before rating each students based
upon the lesson outcomes. The teacher will also
provide an overall rating scale for each student
based upon the entire unit of work as this overall
mark will contribute to the students reports.