What students learn in AC9M5P02
This unit helps students build a clear, usable understanding of Conduct repeated chance experiments including those with and without equally.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: conduct repeated chance experiments including those with and without equally likely outcomes, observe and record the results; use frequency to compare outcomes and estimate their likelihoods.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- discussing and listing all the possible outcomes of an activity and conducting experiments to estimate the probabilities; for example, using coloured cards in a card game and experimenting with shuffling the deck and turning over one card at a time, recording and discussing the results conducting experiments, recording the outcomes and the number of times the outcomes occur, describing the relative frequency of each outcome; for example, using “I threw the coin 10 times, and the results were 3 times for a head, so that is 3 out of 10, and 7 times for a tail, so that is 7 out of 10”
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: conduct repeated chance experiments including those with and without equally likely outcomes, observe and record the results; use frequency to compare outcomes and estimate their likelihoods
- E1: discussing and listing all the possible outcomes of an activity and conducting experiments to estimate the probabilities; for example, using coloured cards in a card game and experimenting with shuffling the deck and turning over one card at a time, recording and discussing the results
- E2: conducting experiments, recording the outcomes and the number of times the outcomes occur, describing the relative frequency of each outcome; for example, using “I threw the coin 10 times, and the results were 3 times for a head, so that is 3 out of 10, and 7 times for a tail, so that is 7 out of 10”
- E3: experimenting with and comparing the outcomes of spinners with equal-coloured regions compared to unequal regions; responding to questions such as “How does this spinner differ to one where each of the colours has an equal chance of occurring?”, giving reasons
- E4: comparing the results of experiments using a fair dice and one that has numbers represented on faces more than once, explaining how this affects the likelihood of outcomes
- E5: using spreadsheets to record the outcomes of an activity and calculate the total frequencies of different outcomes, representing these as a fraction; for example, using coloured balls in a bag, drawing one out at a time and recording the colour, replacing them in the bag after each draw
- E6: investigating First Nations Australian children’s instructive games; for example, Diyari koolchee from the Diyari Peoples near Lake Eyre in South Australia, to conduct repeated trials and explore predictable patterns, using digital tools where appropriate (teaching context)
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9M5P02 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Rushing to a rule before checking the concrete model, drawing or number sentence.
- Using the correct answer once but not being able to explain why it works.
- Mixing up similar vocabulary such as more/less, before/after, longer/shorter or equal groups/sharing.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9M5P02 — conduct repeated chance experiments including those with and without equally likely outcomes, observe and record the results; use frequency to compare outcomes and estimate their likelihoods |
| Victoria | Victorian Curriculum F-10 | Year 5 Maths: closest match in Probability. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 3 Maths: closest content focus for Conduct repeated chance experiments including those with and without equally... and related outcomes. |
| United States | Common Core / NGSS | Grade 5 Common Core Mathematics/ELA closest topic match for Conduct repeated chance experiments including those with and without equally.... |
| England / UK | National Curriculum | Key Stage 2 / Year 5: closest programme-of-study match for Conduct repeated chance experiments including those with and without equally.... |
| Canada | Provincial and territory curricula | Grade 5 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 3 Maths: closest achievement-objective topic for Conduct repeated chance experiments including those with and without equally.... |
| India | NCERT / CBSE | Class 5 closest NCERT/CBSE topic match for Conduct repeated chance experiments including those with and without equally.... |