Lesson Plan 1 Week 3

Learning Area: Mathematics Year Level Class Size:24

:3/4

Timing:11:45 - 12:30 Monday 30th April Wk 3

Topic: Naplan practice test

Curriculum Connections

Grade 3 In Level 3, students increasingly use mathematical terms and symbols to describe computations, measurements
and characteristics of objects.

Grade 4 General mathematics

Intended learning Students will become familiar with the testing format for Naplan. Teachers will be
outcomes able to assess the results and focus future teaching.

Assessment  How will I know that my intended learning outcomes have been achieved?
Practice test

11:45 – 12:30 Naplan practice test year 3 Numeracy Test B

Remind students to write their answers on the photocopied sheet, not the booklet.
How to mark the answer correctly.

Assist students with reading the text if needed.

Students can play a quiet maths game on completion or read a book, or draw.

Resources Naplan practice test year 3 Numeracy Test B

Questions What questions can I plan to support student learning and encourage discussion of
big ideas?

Reflection How will I get students to reflect on their learning

Evaluation What worked well? What would I modify? What would I do differently next time?
 Lesson Plan 2 Week 3
Learning Area: Mathematics Year Level Class Size:24
:3/4

Timing: 9.45 – 10.45 Date: Tuesday 1st May 2018 Wk 3

Topic: Chance

Curriculum Connections

Grade 3 Conduct chance experiments, identify and describe possible outcomes and recognise variation in
results(ACMSP067)
Grade 4 Describe possible everyday events and order their chances of occurring (ACMSP092)
Identify everyday events where one cannot happen if the other happens (ACMSP093)
Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)

Intended Students conduct chance experiments to identify and describe possible outcomes. Students
learning discuss the language used to describe chance and the possible outcomes.
outcomes

Assessment  How will I know that my intended learning outcomes have been achieved?
Class discussion, observation, small group participation.

9.45 Whole Class: Do you know what chance is? It’s the probability or the likelihood of something
happening.
Brainstorm language of chance and data.
Certainly, possibly, possible, probable, definitely, maybe, likely, unlikely, impossible,
rarely, certain.
Put words on cards or use post it notes Chn order from most likely to least likely. (certainly,
possibly, might, probably, definitely, maybe) Done, just need to photocopy in the morning.

An Even Chance: Produce a coin. Say, “If I toss this coin, what is the chance I will toss a
head?” (Even chance, 50:50, 1 in 2, fair chance. Ask students to select heads or tails, and to
signal their selection by putting their hands on their heads or on their tails. Toss the coin
several times, and then ask if students want to change their minds.

It Just Isn’t Fair: Provide each group with flash cards labelled “certain,” “perhaps”, very
unlikely, most likely, some chance, and no chance. Sequence the cards. Ask chn to
sequence record school situations for each chance card. eg. I am certain that I am in Grade 4
this year.

It is …… that all of the children in this class will watch television tonight.

It is ……..that the new ¾ classroom will be built by the end of the year.

It is…….. to rain tomorrow.

…………..Mum or Dad will make spaghetti for dinner tonight

The school library will……….. have the 13-Storey Treehouse book on the shelf

We………. will play basketball for our next P.E lesson

 Students can make up some of their own sentences.

10.45 Students come back to the floor and can share their work.

Resources Ideas and Activities ACARA

https://www.australiancurriculumlessons.com.au/2014/08/02/ideas-teaching-chance-data-
interpretation-data-unit-work-years-345/

 Coin
 Chance words x2
Questions What questions can I plan to support student learning and encourage discussion of big
ideas?

Reflection How will I get students to reflect on their learning

Evaluation  What worked well? What would I modify? What would I do differently next time?
 Lesson Plan 3 Week 3
Learning Area: Mathematics Year Level Class Size:24
:3/4

Timing:11.30 – 12.30 Wednesday 2nd May 2018 Wk 3

Topic: Chance

Curriculum Connections

Grade 3Conduct chance experiments, identify and describe possible outcomes and recognise variation in
results(ACMSP067)

Grade 4Describe possible everyday events and order their chances of occurring (ACMSP092)

Identify everyday events where one cannot happen if the other happens (ACMSP093)

Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)

Intended Students conduct chance experiments, and describe possible outcomes. Students look
learning at the variation in results and describe possible everyday events and their probability.
outcomes

Assessment  How will I know that my intended learning outcomes have been achieved?

11:30 – Tool Time: Something from Naplan

12:30
Take in an apple and an orange, discuss what a whole is, cut the fruit, what is a half, cut
5-10 mins again, what is a quarter. How many quarters do I have in total? Write 1 whole, ½ half,
and ¼ quarter on the board.

Whole Class: Odds or Even: What are the chances I can toss heads? Discuss the odds. “If I’m
tossing the coin once, how many chances do I have of tossing heads? 1 chance in 2. This is
called the odds. I have one chance in two possible outcomes of tossing heads.

Ask a series of odds-related questions that go from least probable to most probable, recording
responses each time. eg. What are the chances I can roll a 6? Roll an odd or even number? Roll
a number less than 5?

Complete the Dice Roll Record Sheet – have printed it off

Resources Worksheet, dice, Coin

Questions What questions can I plan to support student learning and encourage discussion of big
ideas?

Reflection How will I get students to reflect on their learning

 Year Level Class Size:24
:3/4
Lesson Plan 4 Week 3
Learning Area: Mathematics

Timing:10.05 – 10.45 Thursday 3rd May 2018 Wk 3

Topic: Whole Class Beetle

Curriculum Connections:

Grade 3 Conduct chance experiments, identify and describe possible outcomes and recognise variation in
results(ACMSP067)

Grade 4 Describe possible everyday events and order their chances of occurring (ACMSP092)
Identify everyday events where one cannot happen if the other happens (ACMSP093)

Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)

Intended Students conduct chance experiments to identify and describe possible outcomes.
learning Students discuss the language used to describe chance and the possible outcomes.
outcomes

Assessment  How will I know that my intended learning outcomes have been achieved?
Student participation in the game

10.05 - 10.45 Beetle (CTLM).Chn posing questions for investigation before they start and discussing how they
will investigate them.

What is the expected number of rolls to make a beetle?

Does it take more rolls if you start with 1 compared with starting with 6?

Is the number of rolls it takes to start a good predictor of how many rolls to complete a beetle?

Rules for beetle:Roll the die and draw a body part corresponding to the number
rolled.

 1 = Body
 2 = Head
 3 = A Leg
 4 = An Eye
 5 = An Antenna
 6 = The Tail
A player, however, cannot start drawing the legs, tail, and head until a 1 has been
thrown for the body; and cannot draw the eyes and antennae until a 2 has been
thrown for the head. The beetle must have a body, a head, two antennae, two eyes,
six legs and a tail. The player who finishes drawing a beetle first, wins the game.
Sit in groups on the floor

Print the rules, students create the beetle in their math book
Resources
 Lesson Plan 5 Week 3
Learning Area: Mathematics Year Level Class Size:24
:3/4

Timing:1:15 – 2.30 Friday 4th May 2018 Wk 3

Topic: Chance

Curriculum Connections

Grade 3 Conduct chance experiments, identify and describe possible outcomes and recognise variation in
results(ACMSP067)
Grade 4 Describe possible everyday events and order their chances of occurring (ACMSP092)
Identify everyday events where one cannot happen if the other happens (ACMSP093)

Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)

Intended learning Students conduct chance experiments, list possible outcomes and recognise
outcomes variations in results. Students list the probabilities of everyday events.

Assessment  How will I know that my intended learning outcomes have been achieved?
Assessment sheet and spinner activity

1:15 – 2.30 Design and make a 10- sided spinner. Your spinner must use green, blue, red
and yellow,

Follow these design rules:

 Blue has a small chance of winning.

 Green and Red have an equal chance.
 Yellow has the most chance
Use your spinner and record the results for 30 spins.

What do your results show?

Fill in the evaluation sheet.

Resources Chance and data: Create a Spinner

Questions What questions can I plan to support student learning and encourage discussion
of big ideas?

Reflection How will I get students to reflect on their learning

 Lesson Plan 6 Week 3
Learning Area: Mathematics Year Level Class Size:24
:3/4

Timing:11.45 – 12.30 7th May 2018 Wk 4

Topic: Chance

Curriculum Connections

Grade 3 Conduct chance experiments, identify and describe possible outcomes and recognise variation in
results(ACMSP067)
Grade 4 Describe possible everyday events and order their chances of occurring (ACMSP092)
Identify everyday events where one cannot happen if the other happens (ACMSP093)

Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)

Intended Students conduct chance experiments to identify and describe possible outcomes.
learning Students discuss the language used to describe chance and the possible outcomes.
outcomes

Assessment Class discussion, observation, small group participation.

11.45 Tool Time: Review of what is not the answer. Slide show

5 to 10 min Naplan maths example. Discuss eliminating the wrong answers first.

Complete spinner assessment activity.

Design and make a 10- sided spinner. Your spinner must use green, blue, red and
yellow,

Follow these design rules:

 Blue has a small chance of winning.

 Green and Red have an equal chance.
 Yellow has the most chance
Use your spinner and record the results for 30 spins.

What do your results show?

Fill in the evaluation sheet.

12.30

Resources Record sheet is already printed

Questions What questions can I plan to support student learning and encourage discussion of
big ideas?
Lesson Plan 7 Week 3
Learning Area: Mathematics Year Level Class Size:24
:3/4

Timing:9.45 – 10.45 Tuesday 8th May 2018 Wk 4

Topic: Naplan style test

Curriculum Connections

Grade 3Interpret and compare data displays (VCMSP150)

Grade 4 Evaluate the effectiveness of different displays in illustrating data features including
variability(VCMSP180)
Plus a variety that will be in the Naplan style test.

Intended Students complete a Naplan style test to become familiar with the process
learning and style of questions.
outcomes

Assessment The results enable the teacher to focus future teaching

9.45am Tool Time: Create a slide show of graphs and data, and discuss what the
answer is not. Save for another time.

Go straight into the maths Naplan style Test

10 min
Students can continue on with quiet reading & colouring once complete.
10.45
Correct as a group

Resources Naplan style test

Questions What questions can I plan to support student learning and encourage discussion
of big ideas?

Reflection How will I get students to reflect on their learning

Evaluation  What worked well? What would I modify? What would I do differently next
time?
Lesson Plan 8 Week 3
Learning Area: Mathematics Year Level Class Size:24
:3/4

Timing:11.30 – 12.30 Wednesday 9th May 2018 Wk 4

Topic: Maths

Curriculum Connections

Grade 3 Interpret and compare data displays (VCMSP150)

Grade 4 Evaluate the effectiveness of different displays in illustrating data features including
variability(VCMSP180)

Intended Students conduct chance experiments to identify and describe possible

learning outcomes. Students discuss the language used to describe chance and the
outcomes possible outcomes.

Assessment Class discussion, observation, small group participation

11.30 Students will play the Lotto/Bingo game

12.30 Students play the Chance and Data maze with a partner.

Resources Targeting Maths pg 93

Questions What questions can I plan to support student learning and encourage discussion
of big ideas?

Reflection How will I get students to reflect on their learning

Evaluation  What worked well? What would I modify? What would I do differently next
time?