Maths K–6
Stage 3B
Stage 3B – Unit 51
Number
Chance
Entry 1: Assigning Numerical Values
This booklet includes:
• Teacher notes
(to be detached before sending to the student and supervisor)
• Supervisor notes
• 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, 1st ed., 2004, by Trish Leigh and
Jennifer Vincent.
Maths Tracks Student Book, Harcourt Education, 1st 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
© NSW DET 2006
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
© NSW DET 2006
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
© NSW DET 2006
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
and 1, between 0.5 and 1, between 50% and 100%
2
An unlikely event: between 0 and
An even event:
1
, between 0 and 0.5, between 0% and 50%
2
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
© NSW DET 2006
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:
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)
•
designs a spinner or labels a die 2, 3, 4, 5,
so that a particular outcome is
Checking up
more likely than another
(WMS3.2)
•
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)
Introduction,
4, Checking
up
•
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)
Introduction,
4, Reflection,
Checking up
•
uses correct mathematical
language to explain
mathematical situations
(WMS3.3)
Introduction,
5
•
uses problem-solving strategies
including those based on
selecting and organising key
information in a systematic way
(WMS3.2)
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
Introduction,
1, 2, 3, 4, 5,
Checking up
Adapted from: Mathematics K–6 Syllabus, © Board of Studies NSW 2002.
Indicator
1, 5
5
Teacher notes
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
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, 1st ed., 2004, by Trish Leigh and
Jennifer Vincent.
Maths Tracks Student Book, Harcourt Education, 1st 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
© NSW DET 2006
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
© NSW DET 2006
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
Activity
•
use knowledge of equivalent
fractions and percentages to assign
a numerical value to the likelihood
of a simple event occurring
5
,
e.g. there is a five in ten,
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)
Introduction,
4, Reflection,
Checking up
•
use correct mathematical language
to explain mathematical situations
(WMS3.3)
Introduction,
5
•
use problem-solving strategies
including those based on selecting
and organising key information in a
systematic way
(WMS3.2)
1, 5
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
3
with
difficulty
(Tick along line)
with
independently
help
Adapted from: Mathematics K–6 Syllabus, © Board of Studies NSW 2002.
Did your student:
Supervisor notes
Feedback
Help your student
to give feedback
on their learning
for completed
activities.
Student
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
© NSW DET 2006
4
Supervisor notes
Student's name:
Checking up
Make sure your
student completes
this work
independently
for return to the
teacher.
Using Maths Tracks, Stage 3B – Unit 51
Number: Chance
Entry 1: Assigning Numerical Values
Why is a 1-in-5 chance not the same as 50%?
9
chance of spinning red.
12
Adapted from: Maths Tracks Teacher’s Resource Book Stage 3B © Harcourt Education, 2004.
Draw two different spinners below so that each has a
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.
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
5
Supervisor notes
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
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
.............................................................................................
Checking up
.......................................................................................
Student sheets
................................................................................
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
i
10
11
13
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
© NSW DET 2006
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
Use the page in the Maths Tracks Student Book
Page x
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
© NSW DET 2006
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
© NSW DET 2006
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
2
= 2 out of 10 =
= 0.2 = 20%
10 possibilities
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
© NSW DET 2006
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?
1
You would place it at 0.5 or .
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
help
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
2
some
help
no
help
Student and supervisor guide
Activity 1
Find your counters and a paper bag.
Put seven red counters, two yellow counters and
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
1
= 1 out of 10 =
= 0.1 = 10%.
10 possibilities
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
2
a yellow counter
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
help
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
3
some
help
no
help
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 above
1
spinner is .
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
2
spinner is .
4
Let’s find the lowest equivalent fraction for this
chance.
2
1
2÷2
=
=
4
2
4÷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
© NSW DET 2006
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
1
4÷4
=
=
8
2
8÷4
4
2
1
= = .
8
4
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
1
or 0.5 or 50%.
spinners above is
2
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
5
Student and supervisor guide
Look at the 3 spinners below.
The chance of each spinner landing on blue
4
2
1
is the same, since
= = .
12
6
3
So the chance of each spinner landing on blue
1
is .
3
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
6
some
help
no
help
Student and supervisor guide
Activity 3
Find page 82 in the Maths Tracks Student Book.
Page 82
Help your student read and
interpret the instructions.
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
Book. Have another
try if you went off the track.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
7
some
help
no
help
Student and supervisor guide
Activity 4
Find page 83 in the Maths Tracks Student Book.
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.
4
You need:
•
a pack of playing cards.
•
a calculator, if available.
You could use your calculator to calculate
the decimal and percentage.
Help your student read and
interpret the instructions.
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.
1
For example, to find the decimal of
on
52
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
help
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
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some
help
no
help
Student and supervisor guide
Activity 5
Find page 84 in the Maths Tracks Student Book.
Page 84
Help your student read and
interpret the instructions.
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
help
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
9
some
help
no
help
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
help
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
10
some
help
no
help
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
2
3
4
5
A certain event
An impossible event
A likely event
An unlikely event
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
help
Using Maths Tracks, Stage 3B, Unit 51
© NSW DET 2006
11
some
help
no
help
Student and supervisor guide
Using Maths Tracks, Stage 3B, Unit 51
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Student and supervisor guide
Using Maths Tracks, Stage 3B, Unit 51
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Student sheet 1a
Winning
card
Chance/
possibilities
Complete the table.
Chancy cards game
Name:
Fraction
Decimal
Percentage
Prediction
Result
Introduction
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Student sheet 1a
Name:
Chancy cards
Introduction
1
2
3
4
6
7
8
9 10
1
2
3
4
6
7
8
9 10
15
Student sheet 1b
Using Maths Tracks, Stage 3B, Unit 51
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5
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Student sheet 1b
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Student sheet 2
red
yellow
blue
Winning
counter
Chance/
possibilities
Complete the table.
Chance and counters
Name:
Fraction
Decimal
Percentage
Counters: 7 red, 2 yellow, 1 blue
Prediction
Result
Activity 1
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Student sheet 2
Name:
Dicey outcomes
2
Activity 4
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
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Student sheet 3
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Student sheet 3
Activity 5
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Student sheet 4a
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Student sheet 4a
Activity 5
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Student sheet 4b
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Student sheet 4b
Activity 5
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Student sheet 4c
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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.
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Student sheet 5
Reflection
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Student sheet 5
Centre for Learning Innovation
NSW Department of Education and Training
51 Wentworth Road
Strathfield NSW 2135