LESSON PLAN SUBJECT: MATHEMATICS YEAR: FIVE TERM: …………………… TEACHER: ……………………………………..

WEEK 9 DAY / PERIODS TOPIC: RESOURCES

…………………………. ……………………………. PROBABILITY Coins, dice, coloured counters

Spinners (real or paper

templates)
SUB-TOPIC
Chance Experiments and Tally sheets and recording charts
Simulations
Probability language cards

Numbered cubes or cards for

random draws

Whiteboard and marker

Class worksheet

LEARNING OBJECTIVES (L/O)

5Sp.03
Conduct chance experiments or simulations, using small and large numbers of trials, and present and describe the results using the language of
probability.
TARGETED SKILLS

Conducting randomised experiments (e.g., coin tosses, dice rolls, spinner spins)
Recording and organising trial outcomes (using tables or tallies)
Describing outcomes with probability terms (e.g., likely, unlikely, even chance)
Recognising how increasing trials improves accuracy of prediction
Communicating patterns and likelihoods from data
 Comparing theoretical and experimental probabilities

PRIOR KNOWLEDGE

• Learners understand equally likely outcomes

• They can describe and compare the likelihood of familiar events
• Learners are familiar with tally marks and basic data recording
• They’ve seen or used tools like coins or dice in classroom games

TEACHING AND LEARNING STRATEGIES (Select 1 from each column)

❑ Teacher Talk ❑ Whole class discussion ❑ Video

❑ Pupil Brainstorm ❑ Case Study ❑ TLMs
❑ Question and Answer ❑ Role Play ❑ Audio
❑ Group discussion ❑ Individual presentations ❑ ICT Session
❑ Discussion in pairs ❑ Group presentations ❑ Games / simulation
❑ Course Textbook ❑ Note Taking/Study Skills ❑ Assessment / test
❑ Google Classroom mats/refs ❑ Problem Solving/Practice Questions ❑ PowerPoint Presentation

DIRECT TEACHING LEARNING ACTIVITIES LEARNING ACTIVITIES LEARNING ACTIVITIES

(Day 1) (Day 2) (Day 3 /4)
Short Notes
• Ask learners: Activity 3: Classroom
A chance experiment is an activity “If I toss a coin, what are Spinner Simulation (5
with an uncertain outcome, like tossing a the possible outcomes?” minutes)
coin. “If I do it 10 times, what • Use a class spinner (on
Trial: One repetition of the experiment. do you expect will board or projector): 4
Tossing a coin once = 1 trial happen?”
colours
Small number of trials might not • State the objective:
• Spin it 20 times
match expected outcomes. “Today, we will conduct
• Record and count
You may toss a coin 5 times and get heads chance experiments and
4 times. use our results to describe results
Large number of trials helps the how likely events are, • Discuss:
results get closer to the expected especially as we do more o “Which colour
probability. and more trials.” appeared
most?”
Tossing a coin 100 times will likely give Learning Activities (25 minutes) o “Was every
you close to 50 heads and 50 tails. Activity 1: Mini Experiments – colour equally
Use words like certain, likely, unlikely, Small Trials (10 minutes) likely?”
even chance, impossible to describe • Divide class into small
results. groups Class Exercise (10 minutes)
Theoretical Probability is what we • Each group conducts:
Instructions: Answer based on
expect (e.g., 1 out of 6 on a die). o 5 coin tosses
your group's experiment
Experimental Probability is what we o 5 dice rolls
1. How many heads and
observe from real experiments. • Record outcomes using
tally charts tails did you get from:
• Ask: o a) 5 tosses?
o “Which side o b) 50 tosses?
showed more?” 2. Which side was more
o “Was it what you likely in your small
expected?” experiment?
o “Did any group get 3. What did you notice
all heads or all about the results when
evens?” more trials were done?
Activity 2: Repeat with Large 4. Was the spinner fair?
Trials (10 minutes) How do you know?
• Now conduct:
5. Match your results to
o 50 coin tosses or
30 dice rolls these probability terms:
(groups can split o Certain,
the task) Likely,
• Tally and summarise: Unlikely, Even
o “How many heads chance
vs tails?”
o “Was it closer to
even?”
o “What pattern do
you see when we
increase the
number of trials?”

END OF WEEK PLENARY:

 Ask:

• “Why did our results change as we did more trials?”

• “Can we ever be sure what will happen in a chance experiment?”

Summary:
“As we increase the number of trials, the results get closer to what we expect. That’s why large experiments are important in real life too.”
MORE ABLE LESS ABLE

• Compare experimental results with theoretical probabilities (e.g., Work with simpler tasks (e.g., just 5 coin tosses)
1/2, 1/6)
Use pictorial tally sheets with colour aids
• Graph their results using bar charts
Focus on identifying outcomes and using vocabulary (e.g., more/less
• Explore combinations using two dice (sums and probabilities) likely)

HOMEWORK

Cambridge Workbook pages 86 to 92

POST TEACHING REFLECTION