Maths K 6 Stage 3B This booklet includes: Teacher notes (to be detached before sending to the student and supervisor) Supervisor notes Stage 3B Unit 51 Number Chance Entry 1: Assigning Numerical Values Student and supervisor guide P/M 3B 43896 Centre for Learning Innovation
Number: 43896 Title: Using Maths Tracks Stage 3B Unit 51 This publication is copyright New South Wales Department of Education and Training (DET), however it may contain material from other sources which is not owned by DET. We would like to acknowledge the following people and organisations whose material has been used: Extracts from Mathematics Syllabus Years K-6 Board of Studies, NSW 2002 Teacher notes pp 1, 5 Supervisor notes p 3 Maths Tracks Teacher s Resource Book, Harcourt Education, 1 st ed., 2004, by Trish Leigh and Jennifer Vincent. Maths Tracks Student Book, Harcourt Education, 1 st ed., 2004, by Trish Leigh and Jennifer Vincent. The copyright in the Maths Tracks material is vested in the publisher, Reed International Books Australia Pty Ltd, trading as Harcourt Education Australia. Maths Tracks for NSW has been published under the Rigby imprint and the series covers seven stages from Early Stage 1 to Stage 3B. Each stage has a Teacher s Resource Book, Student Book and Homework Book. For professional development and support, view online at www.rigby.com.au/pd/event.asp Supervisor notes p 5 COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING This material has been reproduced and communicated to you on behalf of the New South Wales Department of Education and Training (Centre for Learning Innovation) pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. All reasonable efforts have been made to obtain copyright permissions. All claims will be settled in good faith. Published by Centre for Learning Innovation (CLI) 51 Wentworth Rd Strathfield NSW 2135 Copyright of this material is reserved to the Crown in the right of the State of New South Wales. Reproduction or transmittal in whole, or in part, other than in accordance with provisions of the Copyright Act, is prohibited without the written authority of the Centre for Learning Innovation (CLI). State of New South Wales, Department of Education and Training 2006.
Stage 3B Unit 51 These Teacher notes support Using Maths Tracks. The teacher should detach them before sending the Supervisor notes and the Student and supervisor guide to the supervisor and student. They contain: Student outcomes Prior knowledge Language What is needed Programming Preparation Interactivity Resources (including websites) Returns Checking up answers Assessment record Student outcomes Outcomes from the Mathematics K 6 Syllabus, Board of Studies NSW 2002 Number NS3.5 Chance Orders the likelihood of simple events on a number line from zero to one Working Mathematically WMS3.2 Applying Strategies Selects and applies appropriate problem-solving strategies, including technologictal applications, in undertaking investigations WMS3.3 Communicating Describes and represents a mathematical situation in a variety of ways using mathematical terminology and some conventions Students will learn about: using knowledge of equivalent fractions and percentages to assign a numerical value to the likelihood of a simple event occurring. Prior knowledge Ordering commonly used chance words on a number line between zero (impossible) and one (certain); for example, equal chance would be placed at 0.5 Calculating unit fractions of a collection Representing unit fractions as a decimal and as a percentage. Language chance, probability, equivalent fraction, decimal, percentage, numerical value Using Maths Tracks, Stage 3B, Unit 51 1 Teacher notes
What is needed Introduction paper bag Activity 1 counters (seven red, two yellow, one blue) paper bag Activity 3 Maths Tracks Student Book Stage 3B, page 82 Activity 4 Maths Tracks Student Book Stage 3B, page 83 pack of cards calculator Activity 5 Maths Tracks Student Book Stage 3B, page 84 Maths Tracks Homework Book Stage 3B, page 23 (if you are using it) Programming For this unit, students need to understand equivalent fractions. The following Using Maths Tracks Stage 3B units cover this topic: Fractions and Decimals 1, Unit 17 Fractions and Decimals 2, Unit 18 Fractions and Decimals 3, Unit 19 Fractions and Decimals 4, Unit 32 Preparation Select the activities you think suitable for the student by ticking the boxes beside the activity numbers in the Student and supervisor guide. Introduction (explicit teaching) for all students Activity 1 (beginning) can provide extra support Activity 2 (additional assistance) can provide extra support Activity 3 (consolidating) for all students Activity 4 (establishing) for all students Activity 5 (problem solving) can provide extra challenge Reflection for all students Checking up for all students Interactivity Introduction: Students could, during a satellite lesson, create a mind map showing how chance links to other areas of mathematics such as fractions. They could, during either a teleconference or satellite lesson, explain how you find the lowest form of equivalent fraction and how you change fractions into decimals and percentages. Using Maths Tracks, Stage 3B, Unit 51 2 Teacher notes
Activity 5: Students could, during a satellite lesson, display the results from their dice throwing in a table and discuss whether the results matched their predictions. During a teleconference, they could share their methods for solving Task 4 and discuss ways to extend the problem. Students could email their own problems to each other to solve. Resources Add any you find suitable. Websites (accessed 19/12/05) Check all websites before recommending them to students. Count us in: Game 12. <http://www.abc.net.au/countusin/games/game12.htm> A simple interactive game of chance. Bag of mice. <http://www.mathcats.com/explore.html> An interactive game of chance for students who like a challenge. Add any others you find suitable. Returns Student sheet 1a Chancy cards Introduction Student sheet 2 Chance and counters Activity 1 Student sheet 5 Planting petunias Activity 5 Checking up sheet personal tape or recording Introduction, Reflection, Checking up Supervisor and Student Feedback sheets the guide (if you ask for it) Using Maths Tracks, Stage 3B, Unit 51 3 Teacher notes
Checking up answers Recording Possible answers A certain event: 1 or 1, 1.0, 100% 1 An impossible event: 0, 0% A likely event: between 1 2 and 1, between 0.5 and 1, between 50% and 100% An unlikely event: between 0 and 1, between 0 and 0.5, between 0% and 50% 2 An even event: 1, 0.5, 50% 2 Each time you toss a coin it has a fifty/fifty (or 1 in 2, or 50%) chance of landing on heads. Using Maths Tracks, Stage 3B, Unit 51 4 Teacher notes
Student's name: Assessment record Using Maths Tracks, Stage 3B Unit 51 Number: Chance Entry 1: Assigning Numerical Values Circle the numbers of the activities the student was asked to complete. 1 2 3 4 5 The student: Indicator Activity Comment uses knowledge of equivalent fractions and percentages to assign a numerical value to the likelihood of a simple event occurring e.g. there is a five in ten, 5/10, 50% or one in two chance of this happening (NS3.5) Introduction, 1, 2, 3, 4, 5, Checking up designs a spinner or labels a die so that a particular outcome is more likely than another (WMS3.2) 2, 3, 4, 5, Checking up predicts and discusses whether everyday events are more or less likely to occur or whether they have an equal chance of occurring (WMS3.2, WMS3.3) assigns numerical values to the likelihood of simple events occurring in real-life contexts e.g. My football team had a fifty-fifty chance of winning the game (WMS3.2, WMS3.3) uses correct mathematical language to explain mathematical situations (WMS3.3) uses problem-solving strategies including those based on selecting and organising key information in a systematic way (WMS3.2) Introduction, 4, Checking up Introduction, 4, Reflection, Checking up Introduction, 5 1, 5 Adapted from: Mathematics K 6 Syllabus, Board of Studies NSW 2002. Using Maths Tracks, Stage 3B, Unit 51 5 Teacher notes
Using Maths Tracks, Stage 3B, Unit 51 6 Teacher notes
Maths K 6 Stage 3B Unit 51 Number Chance Entry 1: Assigning Numerical Values Supervisor notes and Student and supervisor guide P/M 3B 43896 Centre for Learning Innovation
Number: 43896 Title: Using Maths Tracks Stage 3B Unit 51 This publication is copyright New South Wales Department of Education and Training (DET), however it may contain material from other sources which is not owned by DET. We would like to acknowledge the following people and organisations whose material has been used: Extracts from Mathematics Syllabus Years K-6 Board of Studies, NSW 2002 Teacher notes pp 1, 5 Supervisor notes p 3 Maths Tracks Teacher s Resource Book, Harcourt Education, 1 st ed., 2004, by Trish Leigh and Jennifer Vincent. Maths Tracks Student Book, Harcourt Education, 1 st ed., 2004, by Trish Leigh and Jennifer Vincent. The copyright in the Maths Tracks material is vested in the publisher, Reed International Books Australia Pty Ltd, trading as Harcourt Education Australia. Maths Tracks for NSW has been published under the Rigby imprint and the series covers seven stages from Early Stage 1 to Stage 3B. Each stage has a Teacher s Resource Book, Student Book and Homework Book. For professional development and support, view online at www.rigby.com.au/pd/event.asp Supervisor notes p 5 COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING This material has been reproduced and communicated to you on behalf of the New South Wales Department of Education and Training (Centre for Learning Innovation) pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. All reasonable efforts have been made to obtain copyright permissions. All claims will be settled in good faith. Published by Centre for Learning Innovation (CLI) 51 Wentworth Rd Strathfield NSW 2135 Copyright of this material is reserved to the Crown in the right of the State of New South Wales. Reproduction or transmittal in whole, or in part, other than in accordance with provisions of the Copyright Act, is prohibited without the written authority of the Centre for Learning Innovation (CLI). State of New South Wales, Department of Education and Training 2006.
Stage 3B Unit 51 These Supervisor notes support the Student and supervisor guide for Using Maths Tracks. The supervisor should detach them before giving the guide to the student. They contain information on: How to use this unit Support and extension Answer guide Feedback Checking up How to use this unit Read with your student: What you ll do What you need Words you need to know Your student s teacher may have selected the appropriate activities from 1 to 5 by ticking them in the list of What you ll do. See also Support and extension. The boxes on the right-hand side of the pages in the Student and supervisor guide contain information and suggestions to help you support your student. There is also space for you to make notes about how your student managed. You can use your notes to help you fill in the Feedback sheet at the end of the unit. An icon shows when to refer to the Maths Tracks Student Book pages. page x After completing the unit, ask your student to complete the Checking up sheet independently and return it to the teacher. Complete the supervisor side of the Feedback sheet. Discuss the student side of the Feedback sheet and help your student complete it. Support and extension The activities following the Introduction are at different levels. Your student s teacher may have selected the activities for your student. If activities have not been selected in the guide, choose activities as below: Introduction for all students Activities 1 and 2 can provide extra support Activities 3 and 4 for all students Activity 5 can provide extra challenge Reflection and Checking up for all students Using Maths Tracks, Stage 3B, Unit 51 1 Supervisor notes
Answer guide This guide helps you give your student feedback on questions and tasks in the unit or in the Maths Tracks Student Book, especially where answers will vary. Activity 1 Student sheet 2 Possible answer: Counters: 7 red, 2 yellow, 1 blue Winning counter Chance/ possibility Fraction Decimal Percentage Prediction Result blue 1 chances 10 possibilities 1 10 0.1 10% not win not win yellow 2 chances 10 possibilities 2 10 0.2 20% not win not win red 7 chances 10 possibilities 7 10 0.7 70% win win Activity 3 Maths Tracks Student Book Stage 3B, page 82 4 Activity 4 Maths Tracks Student Book Stage 3B, page 83 2 The die will have a fifty/fifty (50% or 1 in 2) chance of landing on an even number. Past rolls of the die do not affect the chances of rolling an even number this time. 3 Depending on which question the student chose, their completed die net will contain: a one 2. b at least two 3s, at least two 4s and only one 5. c one 1, one 4 and one 6 or two 1s, two 4s and two 6s. d two 4s. Using Maths Tracks, Stage 3B, Unit 51 2 Supervisor notes
Feedback Supervisor The feedback you provide will help teachers assess your student s progress and plan future learning experiences. Please mark the scale and comment on the activities that your student completed. Student s name Date Did your student: Activity (Tick along line) with with independently difficulty help use knowledge of equivalent fractions and percentages to assign a numerical value to the likelihood of a simple event occurring e.g. there is a five in ten, 5 10, 50% or one in two chance of this happening (NS3.5) Introduction, 1, 2, 3, 4, 5, Checking up predict and discuss whether everyday events are more or less likely to occur or whether they have an equal chance of occurring (WMS3.2, WMS3.3) Introduction, Activity 4, Checking up assign numerical values to the likelihood of simple events occurring in real-life contexts e.g. My football team had a fiftyfifty chance of winning the game (WMS3.2, WMS3.3) use correct mathematical language to explain mathematical situations (WMS3.3) use problem-solving strategies including those based on selecting and organising key information in a systematic way (WMS3.2) Introduction, 4, Reflection, Checking up Introduction, 5 1, 5 Adapted from: Mathematics K 6 Syllabus, Board of Studies NSW 2002. Using Maths Tracks, Stage 3B, Unit 51 3 Supervisor notes
Student Feedback Help your student to give feedback on their learning for completed activities. My favourite activity for this unit was because. I had to work hard at. A situation that involves understanding chance is. Using Maths Tracks, Stage 3B, Unit 51 4 Supervisor notes
Student's name: Checking up Using Maths Tracks, Stage 3B Unit 51 Number: Chance Entry 1: Assigning Numerical Values Make sure your student completes this work independently for return to the teacher. Why is a 1-in-5 chance not the same as 50%? Draw two different spinners below so that each has a 9 chance of spinning red. 12 Write the chance of spinning red as a decimal. Write the chance of spinning red as a percentage. How would you describe the chance of spinning red? Hint: use words such as certain, likely, unlikely, impossible. Adapted from: Maths Tracks Teacher s Resource Book Stage 3B Harcourt Education, 2004. Using Maths Tracks, Stage 3B, Unit 51 5 Supervisor notes
Using Maths Tracks, Stage 3B, Unit 51 6 Supervisor notes
Stage 3B Unit 51 Student and supervisor guide Unit contents About this unit... ii What you ll do... ii What you need... ii Words you need to know... iii Icons... iii Using this guide... iii Returns... iv Introduction... 1 Activity 1... 3 Activity 2... 4 Activity 3... 7 Activity 4... 8 Activity 5... 9 Reflection... 10 Checking up... 11 Student sheets... 13 Using Maths Tracks, Stage 3B, Unit 51 i Student and supervisor guide
About this unit What you ll do Introduction predict the chance of different cards being pulled out of a bag calculate probability using fractions, decimals and percentages Activity 1 predict the chance of different counters being drawn out of a bag represent your results in a table Activity 2 make a spinner with a 50% chance of landing on a certain colour write probabilities using fractions, decimals and percentages Activity 3 calculate probabilities using fractions, decimals and percentages Activity 4 practise calculating probabilities using fractions, decimals and percentages solve problems involving chance Activity 5 solve problems involving chance Reflection discuss the chance of different events occurring in real-life situations Checking up describe the chance of different events occurring using fractions, decimals and percentages solve problems involving chance What you need Introduction paper bag Activity 1 counters (seven red, two yellow, one blue) paper bag Activity 3 Maths Tracks Student Book Stage 3B, page 82 Activity 4 Maths Tracks Student Book Stage 3B, page 83 pack of cards calculator Using Maths Tracks, Stage 3B, Unit 51 ii Student and supervisor guide
Activity 5 Maths Tracks Student Book Stage 3B, page 84 Maths Tracks Homework Book Stage 3B, page 23 (if you are using it) Words you need to know chance probability equivalent fraction decimal percentage numerical value Icons Record this for the teacher Return this to the teacher Page x Use the page in the Maths Tracks Student Book Use a computer Using this guide The boxes on the right-hand side of pages in the Student and supervisor guide contain information and suggestions for the supervisor. After each activity, circle the face that shows how you feel about your work and talk about it with your supervisor. Using Maths Tracks, Stage 3B, Unit 51 iii Student and supervisor guide
Returns Student sheet 1a Chancy cards game Introduction Student sheet 2 Chance and counters Activity 1 Student sheet 5 Planting petunias Activity 5 Checking up sheet personal tape or recording Introduction, Reflection, Checking up Supervisor and Student Feedback sheets this guide (if the teacher asks for it) Using Maths Tracks, Stage 3B, Unit 51 iv Student and supervisor guide
Introduction In this Unit, you will learn more about chance. The study of chance and predicting the likelihood of different events occurring is very important. Research companies are paid by politicians and newspapers to find out how people might vote in an up-coming election, to help predict its outcome. Scientists are paid to predict the daily weather as well as long-term changes in climate. Let s get started by playing Chancy cards. Find Student sheets 1a and 1b. Cut out the numeral cards and put them in a paper bag. Choose two numbers between 1 and 10. What is the chance of pulling out one of your chosen numbers from the bag? There are ten possible numbers you could pull from the bag, but only two of these are your chosen numbers. So the chance of you pulling out one of your chosen numbers is 2 out of 10. 2 chances 10 possibilities = 2 out of 10 = 2 = 0.2 = 20% 10 Do you predict that you would pull out one of your chosen cards on your first attempt? Test your prediction by pulling out a card. In the table on Student sheet 1a, write down your calculations and prediction and also the results from testing your prediction. For example: Winning card chances possibilities Chance Fraction Chance Decimal Chance Percentage Prediction Result 7, 9 2 chances 10 possibilities 2 10 0.2 20% not win not win Return the card to the paper bag once you have tested your prediction. Using Maths Tracks, Stage 3B, Unit 51 1 Student and supervisor guide
What do you think is the chance of pulling out an odd numbered card from the bag? Hint: five of the numbers in the bag are odd. Do you predict that you would pull out an odd numbered card on your first attempt? Test your prediction by pulling out a card and complete the next row of the table on Student sheet 1a. Return the card to the paper bag once you have tested your prediction. Now choose four winning numbers between 1 and 10. Calculate, predict and test the chance of pulling out one of your winning numbers on your first attempt. Complete the table on Student sheet 1a. The chance of pulling out an odd numbered card is 5 out of 10. 5 chances = 5 out of 10 10 possibilities = 5 = 0.5 = 50% 10 Imagine a number line between 0 and 1 which represents the probability, or chance, of something happening. Where on the number line would you place an event that has a fifty/fifty or 50% chance of happening? You would place it at 0.5 or 1 2. Where on the number line would you place a certain event (an event that has a 100% chance of happening)? You would place it at 1. Where on the number line would you place an impossible event (an event that has no chance of happening)? You would place it at 0. Record your answers to the following for your teacher. What is chance? What chance do you have of throwing tails if you throw a coin once? What chance do you have of throwing tails if you throw the same coin a second time? Stop recording now. You have a fifty/fifty (or 1 in 2, or 50%) chance of throwing tails each time you throw a coin. Refer to the Answer guide in the Supervisor notes. Provide feedback for this activity on the Feedback sheet. Feedback: lots of some no help help help Using Maths Tracks, Stage 3B, Unit 51 2 Student and supervisor guide
Activity 1 Find your counters and a paper bag. Put seven red counters, two yellow counters and d one blue counter in the bag. What is the chance of pulling out a blue counter on your first attempt? Did you say one out of ten? Remember, there are ten counters in total and only one of these is blue. Predict whether you will pull out a blue counter on your first attempt. So, one chance 10 possibilities = 1 out of 10 = 1 = 0.1 = 10%. 10 Test your prediction. Place the counter back in the bag after testing your prediction. Find Student sheet 2, Chance and counters. Complete the first row of the table on Student sheet 2. Refer to the Answer guide in the Supervisor notes. Calculate, predict and test your chance of pulling out in one attempt: 1 a yellow counter 2 a red counter Make sure that you return each counter to the bag immediately after you test each prediction. Complete the table on Student sheet 2. Feedback: lots of some no help help help Using Maths Tracks, Stage 3B, Unit 51 3 Student and supervisor guide
Activity 2 Now let s look at how we use equivalent fractions in chance. Colour the spinner below so you would have an even chance of landing on red when you spin it. Did you colour one half of the spinner red? The chance of landing on red with the spinner is 1 above 2. Colour the spinner below so you also have a fifty/fifty chance of landing on red with this spinner. Did you colour two quarters of the spinner red? The chance of landing on red with the above spinner is 2 4. Let s find the lowest equivalent fraction for this chance. 2 4 = 2 2 4 2 = 1 2 When you divide the top and bottom numbers by the same number, you create an equivalent fraction. Using Maths Tracks, Stage 3B, Unit 51 4 Student and supervisor guide
Colour the spinner below so you have an even chance of landing on red. Did you colour four eighths of the spinner red? Now find the lowest form of equivalent fraction that describes the chance of landing on red with this spinner. 4 8 = 4 4 8 4 = 1 2 4 8 = 2 4 = 1 2. So the chance of landing on red is 1 2. What decimal represents one half? Did you say 0.5? What percentage represents one half? Did you say 50%? So the chance of landing on red with any of the spinners above is 1 or 0.5 or 50%. 2 Using Maths Tracks, Stage 3B, Unit 51 5 Student and supervisor guide
Look at the 3 spinners below. The chance of each spinner landing on blue is the same, since 4 12 = 2 6 = 1 3. So the chance of each spinner landing on blue is 1 3. Feedback: lots of some no help help help Using Maths Tracks, Stage 3B, Unit 51 6 Student and supervisor guide
Activity 3 Find page 82 in the Maths Tracks Student Book. Help your student read and interpret the instructions. Page 82 1, 2 and 3 If you have difficulty with these questions, re-read the Introduction. 4 In this question, you need to understand equivalent fractions. If you find this difficult, re-read Activity 2. Discuss possible reasons for different answers and praise successes. Refer to the answer guide in the Supervisor notes for Question 4. Mark your answers for this page at the back of the Maths Tracks Student Book. Have another try if you went off the track. Feedback: lots of some no help help help Using Maths Tracks, Stage 3B, Unit 51 7 Student and supervisor guide
Activity 4 Find page 83 in the Maths Tracks Student Book. Help your student read and interpret the instructions. Page 83 1 Re-read the Introduction, if you have difficulty with this question. 2 Find Student sheet 3, Dicey outcomes. Answer question 2 on Student sheet 3 instead of question 2 in the Maths Tracks Student Book. 3 Find Student sheet 3, Dicey outcomes. Write your answer on Student sheet 3 instead of in the Maths Tracks Student Book. Discuss possible reasons for different answers and praise successes. Refer to the Answer guide in the Supervisor notes for the answers to 2 and 3. 4 You need: a pack of playing cards. a calculator, if available. You could use your calculator to calculate the decimal and percentage. For example, to find the decimal of 1 52 on your calculator, divide 1 by 52. To find the percentage of 0.02, multiply it by 100. Mark your answers for this page at the back of the Maths Tracks Student Book. Have another try if you went off the track. Feedback: lots of some no help help help Using Maths Tracks, Stage 3B, Unit 51 8 Student and supervisor guide
Activity 5 Find page 84 in the Maths Tracks Student Book. Help your student read and interpret the instructions. Page 84 1, 2 and 3 Find Student sheets 4a, 4b and 4c. Use the die nets on the student sheets to make the three dice you need for these activities. 4 Find Student sheet 5, Planting petunias. Show how you solved the problem on Student sheet 5. Find out Write the problem in your own words, making sure you underline the important information in the problem first. Select a strategy How could you solve the problem? Could you draw a diagram, calculate the answer or use a table? Investigate Show how you solve the problem. Organise your working clearly. Reflection Look at your solution and check that it answers the problem. How could you extend this problem to make it more difficult? Feedback: lots of some no help help help Using Maths Tracks, Stage 3B, Unit 51 9 Student and supervisor guide
Reflection Record your answers to the following for your teacher. It is expected that your voice may be heard prompting and praising your student. Think of an event that has a certain chance of happening. Describe this event to your supervisor. Think of an event that has an impossible chance of happening. Describe this event to your supervisor. Think of an event that has a likely chance of happening. Describe this event to your supervisor. Think of an event that has an unlikely chance of happening. Describe this event to your supervisor. Think of an event that has an even chance of happening. Describe this event to your supervisor. Stop recording now. Feedback: lots of some no help help help Using Maths Tracks, Stage 3B, Unit 51 10 Student and supervisor guide
Checking up Record your answers to the following for your teacher. It is expected that your voice may be heard prompting and praising your student. Describe the chance of each of the following events happening as a fraction, as a decimal and as a percentage: 1 A certain event 2 An impossible event 3 A likely event 4 An unlikely event 5 An event with an even chance of happening. Imagine tossing a coin. It lands on tails eight times. What are the chances it will land on heads next time? Stop recording now. Complete the Checking up sheet without any help from your Supervisor. After you have finished the Checking up sheet, fill in the student side of the Feedback sheet. You may need to look back at the smiley faces you circled to remind yourself how you felt about each activity. The Checking up sheet and Feedback sheet are near the back of the Supervisor notes for this unit. Make sure your student works on this assessment task independently, with your assistance to read and interpret the instructions. Return the Checking up sheet to the teacher unmarked. Feedback: lots of some no help help help Using Maths Tracks, Stage 3B, Unit 51 11 Student and supervisor guide
Using Maths Tracks, Stage 3B, Unit 51 12 Student and supervisor guide
Name: Chancy cards game Introduction Complete the table. Winning card Chance/ possibilities Fraction Decimal Percentage Prediction Result Using Maths Tracks, Stage 3B, Unit 51 13 Student sheet 1a
Using Maths Tracks, Stage 3B, Unit 51 14 Student sheet 1a
Name: Chancy cards Introduction 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Using Maths Tracks, Stage 3B, Unit 51 15 Student sheet 1b
Using Maths Tracks, Stage 3B, Unit 51 16 Student sheet 1b
Name: Chance and counters Activity 1 Complete the table. Counters: 7 red, 2 yellow, 1 blue Winning counter Chance/ possibilities Fraction Decimal Percentage Prediction Result blue yellow red Using Maths Tracks, Stage 3B, Unit 51 17 Student sheet 2
Using Maths Tracks, Stage 3B, Unit 51 18 Student sheet 2
Name: Dicey outcomes Activity 4 2 If you toss a die and it lands on an even number and then you toss it again, what is the chance of it landing on another even number? Explain your answer. 3 Using Maths Tracks, Stage 3B, Unit 51 19 Student sheet 3
Using Maths Tracks, Stage 3B, Unit 51 20 Student sheet 3
Activity 5 Using Maths Tracks, Stage 3B, Unit 51 21 Student sheet 4a
Using Maths Tracks, Stage 3B, Unit 51 22 Student sheet 4a
Activity 5 Using Maths Tracks, Stage 3B, Unit 51 23 Student sheet 4b
Using Maths Tracks, Stage 3B, Unit 51 24 Student sheet 4b
Activity 5 Using Maths Tracks, Stage 3B, Unit 51 25 Student sheet 4c
Using Maths Tracks, Stage 3B, Unit 51 26 Student sheet 4c
Name: Planting petunias Activity 5 Show how you solve the problem. Find out Write the problem in your own words. Select a strategy What strategy will you use? Investigate Show how you solve the problem. Using Maths Tracks, Stage 3B, Unit 51 27 Student sheet 5
Reflection Using Maths Tracks, Stage 3B, Unit 51 28 Student sheet 5
Centre for Learning Innovation NSW Department of Education and Training 51 Wentworth Road Strathfield NSW 2135