WALT (We Are Learning To)

• Understand and apply concepts of linear equations and relations.
• Explore probability through combinations and use of diagrams.
• Practice problem-solving with engaging maths games.
• Develop efficient strategies for solving equations and calculating probabilities.

Success Criteria

• I can solve and graph linear equations using algebraic and graphical methods.
• I can calculate probabilities using two-way tables, tree diagrams, and Venn diagrams.
• I can work collaboratively to complete maths games and explain my reasoning.
• I can apply digital tools to support my learning.

Curriculum References

• Solve linear equations and inequalities; graph linear relations (AC9M8A02)
• Explore linear functions using digital tools; make conjectures (AC9M8A04)
• Determine combinations for two events; use two-way tables, tree diagrams, Venn diagrams for probabilities (AC9M8P02)

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Class Information

• Year Level: Year 8
• Time: 40 minutes
• Class Size: 13 students
• Setting: Restorative, holistic, neurodiverse class at Silkwood School

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Lesson Overview

Time	Activity	Description
0-5 min	Introduction	Explain WALT, success criteria, warm-up discussion.
5-20 min	Game 1: Linear Function Challenge	Maths game focusing on linear equations & graphs.
20-35 min	Game 2: Probability Puzzle	Maths game exploring probability with diagrams.
35-40 min	Reflection and Wrap-Up	Discuss learning, share answers, set extension.

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Activity 1: Linear Function Challenge

Purpose

To revise and deepen understanding of linear equations and graphing in an interactive way.

Setup

• Students work in pairs or small groups.
• Use digital graphing tools (e.g., GeoGebra, Desmos) on tablets or laptops.
• Cards or slips with linear equations and inequalities like:
  • (y = 2x + 3)
  • (3x - y = 7)
  • Inequalities like (y \leq 2x + 1), (x > 4)
• Each card has a challenge: graph it, solve for x when y=0, or verify solutions.

Rules

• Draw a card, solve the problem collaboratively.
• Use digital tools to graph and confirm findings.
• Score points for correct answers and explanation:
  • 2 points for correct graph representation
  • 1 point for correct solution by substitution
  • Bonus 1 point if students explain reasoning clearly

Differentiation

• Provide simpler linear forms for students needing support (e.g., (y = x + 1)).
• Encourage extension students to create their own equations and challenge peers.
• Dyslexia-friendly reading cards: use clear fonts, ample spacing, and math visuals.

Curriculum Alignment

• Solve linear equations & inequalities and verify solutions graphically/algebraically (AC9M8A02)
• Experiment with linear functions using digital tools to observe patterns (AC9M8A04).

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Activity 2: Probability Puzzle

Purpose

To engage students in calculating probabilities for combined events using visual tools.

Setup

• Use printed sets of events cards and blank two-way tables, Venn diagram templates, or tree diagram structures.
• Events examples:
  • Tossing 2 coins
  • Selecting coloured balls (red, blue, green)
  • Rolling dice with specific number outcomes
• Students work in groups to fill in tables and calculate probabilities for outcomes such as:
  • "At least one head"
  • "Both tails"
  • "Red and Blue"

Rules

• Complete diagrams and tables collaboratively.
• Present results explaining why probabilities add up to 1.
• Identify mutually exclusive and inclusive events.
• Points awarded for completeness and explanation.

Extension

• Advanced students create their own event scenarios (linking to First Nations games as context, e.g., Battendi game combinations).
• Integrate digital tools to simulate events and verify probabilities.

Differentiation

• Offer step-by-step prompts and partially filled diagrams for students requiring scaffolding.
• Use colour coding and symbol supports for dyslexic-friendly materials.
• Encourage peer teaching within groups.

Curriculum Alignment

• Determine event combinations using two-way tables, tree and Venn diagrams (AC9M8P02)
• Use probability language like "at least", "inclusive or", "exclusive or" correctly.

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Reflection & Extension (5 minutes)

• Students share what they found challenging or interesting.
• Discuss real-world applications of linear functions (e.g., AI models) and probability (e.g., games, risk assessment).
• Provide extension student activity: model a linear real-world problem (formula or graph), or create a complex probability scenario with three events.

Differentiation Summary

Learner Needs	Strategies
Neurodiverse students	Small groups, clear instructions, use of digital visual tools
Students with reading difficulties	Dyslexia-friendly cards, clear spacing, oral instructions
Advanced learners	Create own problems, explain methods to peers
All students	Restorative approach encouraging teamwork and mutual support

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Materials Needed

• Tablets/laptops with graphing software
• Printed hands-on cards and diagrams
• Whiteboard and markers for explanation
• Score sheets for games

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This plan combines key Year 8 Term 4 Australian Curriculum topics of linear functions, equations, and probability, anchoring them in two dynamic, collaborative problem-solving games. Each game emphasises hands-on use of digital tools aligned with AC learning objectives and caters to neurodiverse, dyslexic, and advanced learners in a restorative setting at Silkwood School.