Year 5 Maths Achievement Standard states:
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
Probability and Digital Technologies-
Each lesson is 40-60 mins approximately and should include class discussion, word wall building and question time
L1- Introduce the concept of chance ensuring the vocab of likely, unlikely, equally likely etc are raised. Students brainstorm a range of tasks and activities that have an element of chance. Using a colour coding or labelling strategy sort them into likely, unlikely, equally likely. In small groups or pairs choose one event/idea to share with the class and explain the ‘chance’ involved.
L2/3- Using a standard pair of dice investigate the question – Which number is most likely to get a double rolled (ie two 5s, two 4s etc)? Using the 6D process; students work their way through planning and implementing a test to determine and investigate their predictions. Record their findings and draw some conclusions. Represent their findings in a visual and appropriate way.
L4/5/6+- Project: The show is coming to town. Design a sideshow alley game that involves chance and probability. Explicit teaching of what constitutes fair and rigged games, options and suitability for school environment. Prepare YT clips of sideshow alley games if students need for understanding and back ground knowledge. This would be a major integrated project with clear assessment criteria and requirements.(Possible Cross Curricular links- Business and economics, money, budgeting, technology (building and constructing)
Digital technologies in conjunction, or alongside the maths learning, I would run Scratch or Scratch Jnr lessons trying to create a version of ‘Yahtzee’ and the possibilities associated with throwing Yahtzee ( 1,2,3,4,5,6). Upon researching this further there are many YT ( Numberphile for example) clips and other attempts to use as stimulus and a basis for getting students started on deconstructing the coding used and its purpose. After ensuring students have mathematical knowledge and understandings at a sufficient level, in pairs get them to create and explore their own ideas ie change dice numbers, add scoring, timers etc.
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