Exploring Fairness and Chance

Overview

This 45-minute session introduces students to the mathematical concepts of chance and fairness through a creative, hands-on activity where they begin designing their own board games. This lesson aligns with the IE Curriculum framework's emphasis on developing mathematical reasoning, understanding probability as chance, and applying these concepts creatively and collaboratively.

Curriculum Links (IE Curriculum Framework)

• Strand: Probability
• Standard: Develop an understanding of chance and fairness in simple games and real-life contexts.
• Learning Outcomes:
  • Understand the concept of chance through practical activities.
  • Recognise fairness in games involving chance.
  • Use appropriate mathematical language related to chance and fairness.
• Key Competencies: Problem-solving, Creative Thinking, Collaboration, Communication.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Explain the concept of chance and fairness in games using correct terminology.
2. Identify examples of fair and unfair chance in everyday games.
3. Begin to design a simple board game incorporating elements of chance and fairness.
4. Work collaboratively to develop ideas and justify decisions about fairness in their games.

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Resources

• Blank cardboard sheets (A3 size) for board game base
• Dice (standard six-sided and custom if available)
• Counters or small tokens
• Markers, coloured pencils, rulers, sticky notes
• Chance vocabulary flashcards (e.g., certain, likely, unlikely, fair, unfair, random)
• Example simple board games (e.g., Snakes and Ladders) for demonstration
• Whiteboard and markers

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Lesson Structure

1. Warm-Up: Introduction to Chance (5 minutes)

• Begin with a brief whole-class discussion on what ‘chance’ means. Ask: “Can everyone always know what will happen next in a game? Why or why not?”
• Use a simple in-class demonstration: toss a coin or roll a die. Ask students to predict outcomes and discuss how some outcomes are more or less likely.
• Introduce key vocabulary (chance, fairness, random, equal opportunity) using flashcards. Display these on the whiteboard for reference.

2. Concept Exploration: What is Fairness in Games? (10 minutes)

• Present two short game scenarios (verbal or small demonstration): one fair (each player has an equal chance, e.g., rolling a dice to move) vs. one unfair (e.g., one player always gets to roll twice).
• Students discuss in pairs or small groups which game they think is fair or unfair, and why.
• Gather ideas on whiteboard, highlighting the importance of fairness in games of chance.

3. Collaborative Brainstorming: Designing Fair Board Games (10 minutes)

• Introduce the main task: "You will work in pairs to start designing your own board game that uses chance and is fair for everyone playing."
• Show a quick example of a simple board game board setup, pointing out how chance (dice rolls, cards drawn) affects movement or outcomes.
• In pairs, students use sticky notes to list ideas for their games, focusing on how chance will be involved and how they will ensure fairness for all players.
• Teacher circulates supporting students’ reasoning on fairness and chance.

4. Hands-On Activity: Initial Game Board Creation (15 minutes)

• Distribute cardboard sheets, markers, and counters.
• Student pairs begin drawing and labelling the initial layout of their board games. Encourage use of chance elements (dice rolls, spinner, card draws) but emphasise fairness.
• Students label sections/spaces, write simple rules, or note how chance affects movement or scoring.
• Teacher facilitates by asking questions such as “How does your game make sure everyone has an equal chance to win?” and “What happens when you roll a 6?”

5. Reflection and Sharing (5 minutes)

• Each pair briefly shares their board game concept with the class.
• Teacher prompts the class to give positive feedback, focusing on how chance is used and how fairness has been incorporated.
• Reinforce use of mathematical vocabulary and encourage connections to real-life games.

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Assessment

• Formative: Teacher observations during discussions and hands-on activity, noting students’ use of chance-related language and understanding of fairness.
• Pair Presentations: Assess clarity in explaining how their game incorporates fairness and chance.
• Sticky note brainstorming: Review ideas for appropriate use of chance and ethical fairness considerations.

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Differentiation and Inclusion

• Provide additional vocabulary support or visual prompts for students who need it.
• Mixed-ability pairing to promote peer support.
• Allow alternative materials for students with motor difficulties (e.g., digital drawing apps, if available in classroom).
• For extension, ask advanced learners to consider probabilities and how to balance their game mathematically for fairness.

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Follow-Up / Homework

• Complete rough draft of board game design at home or next lesson.
• Think about possible winner conditions and how randomness affects outcomes.
• Prepare to test and play each other's board games in the next lesson, highlighting learning about fairness and chance in practice.

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Reflection Notes for Teacher

• Emphasise student ownership and creativity to boost engagement.
• Use questioning to deepen understanding of fairness beyond just chance outcomes.
• Notice language use; remind students of chance vocabulary throughout to embed understanding.
• Plan the second session around game testing and probability discussion to scaffold learning further.

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This lesson plan embraces a hands-on, student-centred approach to embed foundational knowledge of probability and fairness through creative application, perfectly aligned with IE curriculum standards and best practice in mathematics education for Year 6 students.