Statistics & Probability

Chance

Chance	Resource Link	Australian Curriculum	Big Mathematical Idea	Year Levels	Task Attributes
Martin Holt Challenging Task	On a Roll!	Y3: Conduct chance experiments, identify and describe possible outcomes and recognise variation in results	Some things are more likely to happen than others.	2-6+	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Builds student understanding of the ‘why’ and ‘how’ of mathematics. Seeing patterns, connecting related ideas based on previously constructed knowledge. Represent concepts (big ideas) in different ways. e.g. developing number sense, place value.
Maths 300 lesson sequence (subscription)	Addo	Y5: List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions	Probability is a fraction between 0 and 1 that indicates the chance of an event occurring.	2-6	Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Extends knowledge in new contexts Introduces students to forms of knowledge in contexts that probably exists outside of their experience and the contexts of everyday life.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.
Mathematics Task Centre Investigation	Dice Differences	Y5: List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions	We can carry out experiments to help us understand how likely it is for an event to happen.	4-6	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Builds student understanding of the ‘why’ and ‘how’ of mathematics. Seeing patterns, connecting related ideas based on previously constructed knowledge. Represent concepts (big ideas) in different ways. e.g. developing number sense, place value.
Maths 300 Lesson Sequence (subscription)	Snakes and Ladders	Y6: Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies	We can carry out experiments to help us understand how likely it is for an event to happen.	3-6+	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Students learn by doing Students are moving, designing, constructing etc. They actively solve problems in the physical space which may include an outdoor space. Experiential learning plays a crucial role in helping students understand patterns and relationships in maths.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	Inspires creative thinking and/or visualising Students invent, discover and imagine new ways to solve a problem. Task includes a visual component that helps students make connections and “see” relationships. e.g. visualise the problem, represent solutions using visual stimuli.

Data Representation & Interpretation

Data Representation & Interpretation	Resource Link	Australian Curriculum	Big Mathematical Idea	Year Levels	Task Attributes
reSolve Maths by Inquiry Investigation	Shoes	F: Answer yes/no questions to collect information and make simple inferences	We can ask questions about things we see around us and collect and interpret data to provide an answer.	F-1	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.	Students see the maths of others Students see other ways of knowing and working mathematically. The sharing of concrete, visual and abstract strategies and solutions significantly raises the level of thinking.	Provides multiple entry and exit points Caters for a range of student abilities. Open-middle allows for different possibilities, strategies, materials and products to emerge. Task may adapt depending on student progress.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.
NRICH Investigation	Ladybird Count	F: Answer yes/no questions to collect information and make simple inferences	We can ask questions about things we see around us and collect and interpret data to provide an answer.	F-1	Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily.	Students see the maths of others Students see other ways of knowing and working mathematically. The sharing of concrete, visual and abstract strategies and solutions significantly raises the level of thinking.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.
NRICH Problem	Three Blocks Towers	Y1: Represent data with objects and drawings where one object or drawing represents one data value.	Data can be organised and represented in many ways.	F-2	Problem solving is required to overcome obstacles Exploring non-routine questions, real life challenges, posing problems and designing investigations. There are obstacles that students have to overcome in order to succeed.	Students see the maths of others Students see other ways of knowing and working mathematically. The sharing of concrete, visual and abstract strategies and solutions significantly raises the level of thinking.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.
Teachengineering.org Investigation	How Tall Are We?	Y1: Represent data with objects and drawings where one object or drawing represents one data value.	We collect information to make sense of the world around us.	F-2	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Students learn by doing Students are moving, designing, constructing etc. They actively solve problems in the physical space which may include an outdoor space. Experiential learning plays a crucial role in helping students understand patterns and relationships in maths.	Students see the maths of others Students see other ways of knowing and working mathematically. The sharing of concrete, visual and abstract strategies and solutions significantly raises the level of thinking.	Builds student understanding of the ‘why’ and ‘how’ of mathematics. Seeing patterns, connecting related ideas based on previously constructed knowledge. Represent concepts (big ideas) in different ways. e.g. developing number sense, place value.
Maths 300 Investigation (subscription)	Potato Olympics	Y2: Identify a question of interest based on one categorical variable. Gather data relevant to the question	We can ask questions about things we see around us and collect and interpret data to provide an answer.	F-6+	Students learn by doing Students are moving, designing, constructing etc. They actively solve problems in the physical space which may include an outdoor space. Experiential learning plays a crucial role in helping students understand patterns and relationships in maths.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Inspires creative thinking and/or visualising Students invent, discover and imagine new ways to solve a problem. Task includes a visual component that helps students make connections and “see” relationships. e.g. visualise the problem, represent solutions using visual stimuli.	Builds student understanding of the ‘why’ and ‘how’ of mathematics. Seeing patterns, connecting related ideas based on previously constructed knowledge. Represent concepts (big ideas) in different ways. e.g. developing number sense, place value.
Maths 300 investigation (subscription)	Finger Knitting Challenge	Y3: Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies	Information can be expressed and organised in different ways to highlight similarities, difference and trends.	F-4	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	Students learn by doing Students are moving, designing, constructing etc. They actively solve problems in the physical space which may include an outdoor space. Experiential learning plays a crucial role in helping students understand patterns and relationships in maths.	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.
Mathematics Task Centre Investigation	Win at the Fair	Y5: Pose questions and collect categorical or numerical data by observation or survey	Data reliability increases the more we trial.	3-6	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.	Students learn by doing Students are moving, designing, constructing etc. They actively solve problems in the physical space which may include an outdoor space. Experiential learning plays a crucial role in helping students understand patterns and relationships in maths.	Builds student understanding of the ‘why’ and ‘how’ of mathematics. Seeing patterns, connecting related ideas based on previously constructed knowledge. Represent concepts (big ideas) in different ways. e.g. developing number sense, place value.
Maths 300 Investigation (subscription)	Temperature Graphs	Y5: Describe and interpret different data sets in context	Information can be expressed and organised in different ways to highlight similarities, differences and trends.	4-6	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Extends knowledge in new contexts Introduces students to forms of knowledge in contexts that probably exists outside of their experience and the contexts of everyday life.
Robert Kaplinsky Investigation	How Fast can you Throw a Baseball?	Y6: Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables	Information can be expressed and organised in different ways to highlight similarities, difference and trends.	5-6	Problem solving is required to overcome obstacles Exploring non-routine questions, real life challenges, posing problems and designing investigations. There are obstacles that students have to overcome in order to succeed.	Builds student understanding of the ‘why’ and ‘how’ of mathematics. Seeing patterns, connecting related ideas based on previously constructed knowledge. Represent concepts (big ideas) in different ways. e.g. developing number sense, place value.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	Extends knowledge in new contexts Introduces students to forms of knowledge in contexts that probably exists outside of their experience and the contexts of everyday life.
YouCubed	Data Talks	Y6: Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables	We collect information to make sense of the world around us.	5-6	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	Extends knowledge in new contexts Introduces students to forms of knowledge in contexts that probably exists outside of their experience and the contexts of everyday life.	Builds student understanding of the ‘why’ and ‘how’ of mathematics. Seeing patterns, connecting related ideas based on previously constructed knowledge. Represent concepts (big ideas) in different ways. e.g. developing number sense, place value.
Maths 300 Investigation (subscription)	Paper Plane Pentathlon	Y6: Construct, interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables	We can represent data to help us identify patterns, draw conclusions and make decisions/predictions.	4-6	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Extends knowledge in new contexts Introduces students to forms of knowledge in contexts that probably exists outside of their experience and the contexts of everyday life.	Problem solving is required to overcome obstacles Exploring non-routine questions, real life challenges, posing problems and designing investigations. There are obstacles that students have to overcome in order to succeed.