Trials and Outcomes

Year Level

Year 6

Duration

45 minutes

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Learning Area

Mathematics and Statistics

Curriculum Levels and Achievement Objectives

• New Zealand Curriculum Mathematics and Statistics, Level 3 (Year 6):
• Engage in chance-based investigations with equally likely outcomes by:
• posing investigative questions
• anticipating and identifying possible outcomes for investigative questions
• generating all possible outcomes systematically (theoretical approach) or conducting probability experiments to record occurrences
• creating and describing data visualisations of possible outcomes
• finding probabilities as fractions and answering investigative questions
• reflecting on anticipated outcomes and comparing theoretical and experimental probabilities when models exist.

Key Competencies

• Thinking: Developing understanding of chance, randomness, and outcomes through inquiry and experimentation.
• Participating and Contributing: Working collaboratively in pairs to list outcomes.
• Using Language, Symbols and Text: Using graphic organisers to organise outcomes and recording findings systematically.

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Lesson Description:

WALT (We Are Learning To): Identify trials and outcomes by performing simple chance-based experiments and list all possible outcomes accurately.

Success Criteria:

• Participate in coin toss and dice roll trials.
• Accurately list all possible outcomes of these trials.
• Work collaboratively with a partner to record outcomes.
• Use graphic organisers to organise and display outcomes clearly.

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Resources Needed

• Coins (one per pair)
• Dice (one per pair)
• Outcome listing graphic organisers (dyslexia-friendly, e.g., simple tables with clear fonts and colour-coded sections)
• Whiteboard or chart paper
• Markers
• Chance vocabulary poster (optional)

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Lesson Plan Outline

1. Introduction (5 minutes)

• Begin with a brief discussion on the concept of chance and probability.
• Show a coin and a dice, ask students what might happen when each is tossed/rolled.
• Introduce the terms trial (one attempt at a chance event) and outcome (possible result of a trial).
• State the learning intention: "We are learning to identify trials and outcomes" and review the success criteria.

2. Modelling and Explanation (8 minutes)

• Conduct a demonstration: toss a coin 3 times, record the outcomes together on the board.
• Discuss that each toss is a trial and possible outcomes are "Heads" or "Tails".
• Show how to list all possible outcomes for one trial of coin toss.
• Repeat the process for rolling a dice — explain outcomes are numbers 1 to 6.
• Use a graphic organiser projected or on the board to show these lists clearly.

3. Guided Practice in Pairs (15 minutes)

• Students work in pairs.
• Each pair performs 5 coin tosses and 5 dice rolls.
• They list all possible outcomes for each trial type using the provided graphic organisers.
• Encourage students to check if they have listed outcomes accurately and completely.
• Walk around to provide support and ask probing questions.

4. Class Discussion (8 minutes)

• Invite pairs to share their possible outcomes from their trials.
• Compare lists across pairs — if differences appear, discuss why.
• Emphasise that listing all possible outcomes is important to understand chance fully.
• Clarify misconceptions, ensuring all students can distinguish between actual outcomes they observed and the possible outcomes.

5. Extension Activity (6 minutes)

• Challenge pairs (or individual students as appropriate) to create their own trial— for example, spinning a simple spinner with different colours, or drawing cards from a small set.
• They predict all possible outcomes and prepare to share in the next lesson.
• This activity caters for advanced learners to extend thinking around creating and describing trials independently.

6. Wrap-up and Reflection (3 minutes)

• Recap the WALT and success criteria.
• Ask students to self-assess their ability to list outcomes using a thumbs-up/down or traffic light system.
• Encourage students to state one thing they have learned about trials and outcomes.
• Reinforce the use of graphic organisers for clarity and as a support for those with dyslexia or learning differences.

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Differentiation Strategies

• Pair students strategically to support learners who benefit from peer assistance.
• Use dyslexia-friendly graphic organisers with clear fonts, colours, and visual structure for listing outcomes.
• Provide verbal scaffolding for students needing extra support.
• For advanced learners, offer creation of new trials and predictions of outcomes as a creative extension.

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Assessment

• Formative assessment during guided practice: observe and listen to pair discussions and check accuracy of listed outcomes.
• Collect students’ graphic organisers at the end for evidence of understanding.
• Use students’ self-assessment and reflections to inform ongoing support needs.

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This lesson aligns fully with the New Zealand Curriculum Level 3 mathematics achievement objectives for probability and teaching considerations for engaging Year 6 students in chance-based investigations, as described in Te Mātaiaho and NZC phase 2 documents. It balances hands-on experiential learning with critical thinking and collaborative discussion while providing scaffolding for diverse learning needs and extension opportunities for advanced learners.