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Summary Sheet for Assignment 2: Differentiated Learning Experience

Name & Student Number: Chloe Dunlop / dunl0027 / 2046935


Curriculum (Learning) Area of Lesson or Learning Task: Mathematics
Specific Topic of Lesson or Learning Task: Games in Society: Probability in the ‘Real World’
Year Level/s: 7

Differentiation Choices
1. For this assignment, I have chosen to design a differentiated:
 Learning Menu or Agenda
 Choice Board
 RAFT
 Summative Assessment Task for Unit of Work
 Lesson with Specific Adjustments for Students with Special Needs
 Series of Tasks for Learning Centres or Stations
 Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address differences in student:


 Readiness
 Interest
 Learning profile preferences

Context
The task featured in this assignment would form part of a Year 7 Mathematics unit based around probability. This unit
would be undertaken over 10 x 50 minute lessons, and this task will constitute lessons 7-9. One of the aims of this
unit would be to introduce students to the concept of sample space. Through links to the Year 5 and 6 Mathematics
Curriculum (Australian Curriculum Assessment and Reporting Authority (ACARA), 2010), other aims include
uncovering and building upon students’ prior knowledge about: the ways of expressing probability, what factors can
influence the likeliness of an outcome occurring, and the discrepancies between theoretical and experimental
probability. For each lesson, commonly-known or simple games would be used as a medium to engage students with
the targeted concepts within chance and probability, and provide context for their use. The use of a familiar context,
as well as the engagement of skill-building through a topic that may be of interest to students, can increase motivation
(Jarvis, 2017a). Engagement in related fields can allow students to bring prior knowledge from extra-curricular study
or participation in an area, in this instance, games, to enrich their learning experience and more easily create
transferable knowledge (Jarvis, 2017a), and as a result, it is hoped that this context use would create a rich learning
experience for the students.

The first part of the unit, lasting for 3 lessons, would concern Australian Curriculum Content Descriptor ACMSP167,
‘Construct sample spaces for single-step experiments with equally likely outcomes’ (Australian Curriculum
Assessment and Reporting Authority (ACARA), 2010). Across these three lessons, students would consider game-
based events with outcomes that are either equally likely, or equally unlikely, as well as learn to identify all possible
outcomes of an experiment or play (sample space). They would also be introduced to ways of representing sample
space, such as in tables and through graphical representations, like tree diagrams. The 5 lessons that would
constitute the second part of the unit, would address content descriptor ACMSP168, ‘Assign probabilities to the
outcomes of events and determine probabilities for events’ (Australian Curriculum Assessment and Reporting
Authority (ACARA), 2010). Lessons 4-5 would explore the instrumental process of how probability is determined from
a discrete set of known possible outcomes, and examples would increase in complexity and become more theoretical
and abstract in nature. Lesson 6 would then focus on theoretical and experimental probabilities, and potential reasons
for the difference between the two.

For the assignment task, taking place in lessons 7-9, students would engage in the use of the ‘2-5-8’ task, which is an
example of a learning menu approach (Association for Supervision and Curriculum Development, 2001; Jarvis,
2017a). The students would be allocated learning menus, which would feature tasks that have values corresponding
to either 2, 5, or 8 points. Tasks would be weighted either by difficulty or level of involvement required, so that higher
value tasks require a greater transfer of instrumental knowledge to broader and more conceptually-based
applications. Students would be instructed to choose at least two tasks from the board, or more if desired, so that the
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sum of the task values equals 10 or more. This activity would be allocated 3 x 50 minute lessons for completion, and it
is believed that students would be able to utilise this amount of time to truly engage with the content, and utilise higher
order thinking skills to cement, test, and expand their understandings of the concept of probability and its real world
applications. This task would also function as part of the summative assessment for this unit. The assessment sheet
is attached.

The final lesson of the unit, lesson 10, would then give students an opportunity to share their learning and their
products created as part of the ‘2-5-8’ card with the other students, and would act as a guided discussion lesson to
conclude the unit and build connections in their learning.

Choices made about content and working options for this ‘2-5-8’ task were based upon information about the
students’ level of conceptual understanding and skills in calculating probabilities obtained through the use of formative
assessment exit cards (Jarvis, 2017b), undertaken at the end of the previous two lessons, Lessons 4 & 5. Students
were given probability problems to solve, as well as asked what their favourite ways of working were (for example, in
groups, or alone). Students were also asked to list one of the ways of showing their knowledge, such as through
written explanations, posters, or videos, that they have enjoyed creating in the past.

The selection of learning menus for this task aims to give students some scope for working more independently with
the concepts of probability, equal or unequal likeliness, and theoretical vs. experimental probability. This collection of
task options would give students the opportunity to consider the applications of these concepts in authentic contexts,
such as popular games, and utilise probability vocabulary to communicate with others. Additionally, they encourage
practice of the calculation of probability and conversion between fractions, decimals, and percentages to express
probability in order for students to improve their skill mastery, as well as their game play. These tasks also align with
the Australian Curriculum Achievement Standards for Mathematics in Year 7, which expect students to be able to use
and convert between fractions, decimals, and percentages, as well as assign probabilities to events (Australian
Curriculum Assessment and Reporting Authority (ACARA), 2010).

Similarly to Assignment 1, this activity is not being prepared for a teaching practicum, but rather for a theoretical class
to satisfy assignment conditions. It is being assumed that no students in this class are presenting with specific
learning disabilities, and as such, no modifications have been made. Were students with individual learning needs to
be identified in a class where this task was to be used in future, changes would be made to the task or its delivery
where necessary to facilitate curriculum access and provide inclusive learning experiences for all students.

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Learning Objectives
Australian Curriculum Year 7 Mathematics, Statistics and Probability: Chance
Assign probabilities to the outcomes of events and determine probabilities for events (ACMSP168).
Some of these objectives have been adapted from the Content Descriptors for ACMSP168 and ACMSP167
(Australian Curriculum Assessment and Reporting Authority (ACARA), 2010).

As a result of engaging with the differentiated lesson or task, students will:


understand that

1. Through the use of probability, games can be constructed in ways so that all players are equally likely to win, or can
be made to advantage only some players.

2. Theoretical probability values do not always correlate with values calculated from experimental data.

Know Be able to (do)

1. Probability vocabulary, such as ‘likely’, ‘unlikely’, 1. Calculate probability values for a discrete set of outcomes,
‘equally likely/unlikely’, ‘theoretical probability’, and constructing simple graphical representations of data sample
‘experimental probability’. In addition, the space where necessary.
mathematical applications to common vocabulary
words such as ‘event’, ‘outcome’, ‘trial’, ‘experiment’, 2. Convert between fractions, decimals, and percentages
and ‘advantage/disadvantage’. (both with and without the use of technology), and use these
representations to express the probability of an event
2. The mathematical concept of ‘replacement’, and occurring.
the impact that replacement or the lack thereof has
upon probability values over consequent trials. 3. Consider the probability of an event occurring and the
reasons behind this probability value, and postulate methods
to make this outcome either more or less likely.

Essential Questions

1. What does fair mean, in the context of a game? What conditions make a game fair or unfair for all players? How
does ‘fairness’ link to probability?

2. What factors could influence changes in the likelihood, or probability, of an event occurring?

These learning objectives relate to the Australian Curriculum Level Descriptions for year 7 Mathematics in each of the
areas targeted by the curriculum: understanding, fluency, problem-solving, and reasoning. Students “recognise” and
“represent” “equivalences between fractions, decimals, [and] percentages”, and solve “authentic problems” and
“interpret sets of data collected from chance experiments” (Australian Curriculum Assessment and Reporting Authority
(ACARA), 2010).

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Lesson Plan

Lesson Sequence

Introduction (5 minutes)
Have the students sit down at their grouped desks, allocate each group a piece of paper, and ask them to
nominate a scribe. Ask them to write down as many card, dice, and board games as they can think of in one
minute. Once the time has elapsed, give the students another one minute to put a tick next to the name of the
games they believe involve chance and probability.

Have the groups decide on a speaker, and give them a third one minute to discuss amongst themselves why
they identified these games as involving probability. Ask the group speakers to give one or two examples each,
as well as their choice justifications to the whole class. Comment on the choices of the groups, being careful to
gently correct misconceptions, particularly concerning nominations of games that might be primarily skills-based,
which may have been misinterpreted as chance-based.

Guided Discovery (8 minutes)


Highlight the learning objectives for the lesson by displaying them on the Interactive White Board (IWB). Let
them know that the activities they will be completing today, and within the subsequent two lessons, will centre
around the:
1. Identification of probability in ‘real world’ contexts, particularly by noticing uses of probability vocabulary
such as ‘likely’, ‘equally likely’, ‘trials’, and ‘outcomes’, etc.
2. Application of knowledge about concepts such as theoretical and practical probability or replacement,
as well as the use of skills such as how to calculate probabilities of events, and
3. Formulation of ideas about how probabilities could be changed to suit different purposes.

Tell the students that they are going to engage with these learning objectives through the use of a ‘2-5-8’ card,
and that their work will be assessed as part of the summative tasks for this unit. Bring up one of the two cards on
the IWB, and explain to the students that they are able to choose tasks that appeal to them to complete over the
next three lessons. Show them that each task has a point value assigned to it. Explain that they need to have
completed at least two tasks, with the combined value of 10, by the end of the three lessons. Ask students to
identify one or two of the ways in which they can make 10 points.

Let the students know that there is a reason that the tasks have been assigned different values. The tasks with
higher values tend to involve a greater amount of steps to complete them, as well as higher order thinking skills.
Help them to manage their time limits, by giving them guidelines about what amount of work is expected to be
completed per lesson. As a guide, a task with a value of 2 should likely be completed in one lesson or less, 5
point tasks should take no more than a lesson and a half, and 8 point tasks should take the majority of a double
lesson.

Examine in one of the tasks on the ‘2-5-8’ card with the students as a whole, and point out the areas in which
process and product are mentioned. Let the students know that they can choose tasks based on how they like to
work, such as alone or in a group, as well as what format they would like to present their work in, such as
through a poster, infographic, video, or in written form, depending on their preferences and the requirements of
the task. Remind the students that there are product example cards available to refer to in the Hint Box (Jarvis,
2017d) on the bookshelf if students are unsure of the critical features of what a poster or video requires.
However, also express to them that, although these tasks are to be used for summative assessment,
assessment focus will be placed on their engagement with the learning objectives and the mathematics in the
tasks, and not on the presentation values of the product, so that effort should be placed on substance and not
style.

Finally, make students aware that they are being given more freedom and independence in the ways that they
will be able to work for this lesson, and remind them that they are equally responsible for their own learning.
They will need to make choices about time management and group coordination to meet their learning
objectives and complete the learning tasks, and so they must think carefully about the manner in which they
choose to go about these tasks, particularly in regards to allowing themselves to get distracted and off task.
Have the students bring out their traffic light cups (Jarvis, 2017d) from their desks to use so that their progress
can be monitored visually, but reinforce that they should always start with what they know when tackling a
question, and try to work through the problem themselves before requesting immediate help.

Exploration (30 minutes)


Allocate each class member their group division popstick, with today’s coloured counters stuck to it – purple for
the purple 2-5-8 card targeted at the students with lower readiness, and blue for the blue card aimed at students

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with higher readiness. Instruct the students to pass the ‘2-5-8’ card papers around the classroom, taking one of
their designated colours for themselves, and passing the rest onwards.

Allow students 3 minutes for quiet reading and planning time, and then allow them to begin on their chosen
tasks. Point out the stations at which students can access the resources they might need, such as spinners,
cardboard for physical posters, iPads or computers at the computer station, and playing cards and plastic
coins for any students who might need concrete manipulatives to assist understanding development.

Monitor the progress of students throughout the lesson, particularly through the use of the traffic light cup
system, and employ the use of strategic questioning to help students engage with the content material where
needed.

Conclusion (5 minutes)
Have the students answer 3 questions in their mathematics journals, which would function as a formative
assessment exit card for the lesson (Jarvis, 2017b). Question one would be to make a note of where they are
up to in their tasks, and what their next step is to be taken in the following lesson. Question 2 would be for
them to identify any areas in which they are struggling or finding difficult, whether it be with calculation of
probability or conversion between the three representations, or if they are having conceptual issues. They
should also indicate if they would like teacher assistance, or they think they can revisit previous work for a
quick revision of skills or understandings. Question 3 would be for them to identify any new knowledge
related to probability, whether they have found a new ‘real world’ area in which probability is relevant, how
probability is related to fairness, or they have made sense of a concept that wasn’t clear earlier.

Students will continue with these tasks throughout the next two lessons, and share their knowledge
acquisition as a result of engaging with their ‘2-5-8’ cards in lesson 10.

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Probability 2-5-8 Card – Purple – Lessons 7-9
For the next 3 lessons, you will have the option of choosing the probability-based tasks that you would prefer to
complete. You will complete activities based on the number of points assigned to them – by the end of the three
lessons, you need to have done a selection of tasks with a combined value of at least 10 points. Hint: by using the
numbers 2, 5, and 8, how many different ways can you make 10?

Make sure you read through the task instructions carefully! These instructions will tell you about the expectations for
how you will work through the task, and for how you will present your learning.

Points Task Option 1 Task Option 2


Consider the traditional game ‘Two Up’, a game similar to Brainstorm a list of protocols or routines that players use when
‘Heads or Tails’, but involves two coins being thrown at playing card games to ensure that game play is fair for all
once. The aim of the game is to predict which sides both players. Give examples of games where these conditions are
coins will display ‘face up’, before the coins are thrown. used, and discuss how they assist in giving each player an
equally likely chance of winning.
Using your knowledge of sample spaces, calculate the
probability of a person successfully predicting the outcome For example, in the game ‘Uno’, cards can be dealt out 7 at a
of the toss for both coins. Draw or digitally create a diagram time to each player to start a round, but it is more common for
or graph to show your working out, and provide your cards to be dealt out one at a time to each player until all have
answer in fraction, percentage, and decimal form. seven cards each. This is done to minimise the chance that
2 people might receive cards of the same colour that may not have
‘Two Up’ used to be a popular betting game (Australian been shuffled properly, which could be an advantage.
War Memorial, n.d.), where the player would win money if
they predicted both outcomes correctly, and the thrower You may present your list of conditions through the use of a
would keep the betting money if the player predicted short video or podcast.
incorrectly. Which player is advantaged, and therefore
more likely to win the money in this game? Why? Add this This task could be completed alone, or in a pair.
information, in written form, underneath your diagram.

This task is to be completed alone.

You and a friend make up a game to match a spinner. The Imagine that you and your cousins are playing a game of ‘Guess
spinner has 4 colours on it; red, blue, yellow, and green. a Card’ from a single suit of cards labelled from ace to king, but
Each colour takes up an equal proportion of the spinner. they don’t know the rules very well. The aim of the game is to
choose a card from the pile, held face down, and try to predict
The game involves eating food – some foods are great, which card you have chosen. The card is then returned to the
and some are not so nice! If you spin a red, you get to eat a deck, and the next player takes their turn.
piece of chocolate. Yellow spins will earn you a bite of an
onion. Blue spins mean that you can eat a segment of One of your cousins believes that once a card has been chosen,
banana, and a green spin results in a spoonful of vegemite it is removed from the deck for the next round so that nobody
– yuck! chooses it again.

What is the theoretical likelihood that you will have to eat Would it be fair to play the game this way? Would it make it
each of the ingredients – including the dreaded vegemite - more or less likely that the next people to play would guess their
after a spin? cards correctly if the game were played like this?

Ask the teacher for a spinner, and imagine that you had to Using your knowledge of replacement, write or type a short
5 eat the ingredients after each of your spins. With a partner explanation that you could give to your cousin about why the
or in a small group, run 24 trials of the game. Record what game is not played this way. Calculate the probability of the 3
colour each spin landed on. players predicting the card correctly, using your cousin’s method
of playing the game. To do this, calculate the likelihood of a
Using your recorded data, calculate the experimental correct prediction from the first person, then the second person,
probability that a spinner will land on each of the colours. then the third. Ensure you show all three forms of probability in
Are the theoretical and experimental probabilities the your working – percentage, fraction, and decimal. Use these
same? If they are not, can you think of any reason why calculations to support your written explanation.
they might not be the same? Consider actions people might
have taken when spinning the spinner – how could these This task is to be completed alone.
have affected the results?

Create an infographic about the differences between


experimental and theoretical probability, based on the
understandings you acquired through this experiment.

This task is to be completed in a pair, or a small group of

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no more than 3 students.

In the television game show ‘Deal or No Deal’, players Calculate the theoretical likelihood of winning a single round of
must choose one out of 26 briefcases on the stage in front ‘Rock, Scissors, Paper’. Represent this probability in 3 different
of them. Each briefcase contains a poster with an amount answer forms.
of money printed on it, from $0.50 to $200,000. The other
briefcases are then allocated to members of the audience. Run an experiment with 25 trials, and record both the name of
The aim of the game is for the player to choose for other the winner of each round, as well as their chosen hand signal for
briefcases to be opened, revealing what monetary value that round. Choose an appropriate method of representing this
they hold, and hope that their briefcase holds a larger data graphically.
amount of money than the ones that are eliminated.
From your trials, determine the experimental probability of each
As the player chooses briefcases to be opened and player winning a round, as well as the probability of each of the
eliminated, the audience members holding these cases hand signals winning a round. Do these results match the
have the opportunity to predict what value their case holds. theoretical probabilities? Hypothesise a reason for why your
If they predict the correct value, they win this amount of findings might match or not.
money for themselves.
If your experimental and theoretical probabilities do not match
Run some calculations to determine the probability of each well, run another 20 trials, again recording the outcomes.
8 of the 25 audience members making a correct prediction. Calculate the experimental probabilities for each event over the
Which audience members have a greater probability of 45 trials, and compare them to the theoretical probabilities. Did
correctly predicting the amount of money their briefcase the increased number of trials make a difference?
holds? Form a conclusion for why this phenomenon is
occurring. Can you relate this occurrence to something we Present your findings orally to the class, using your graphics to
learned about in class? illustrate this idea.

Finally, create a way that the producers of the show could This task is to be completed in a pair, or a small group of no
use to make all audience members equally likely to predict more than 3 students.
their case’s value.

Create a poster to show your calculations, explain who is


more likely to predict their case’s value correctly, your
conclusion as to what is happening, and how you would
make the game fairer for all audience members.

This task is to be completed alone, or in a pair.

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Probability 2-5-8 Card – Blue – Lessons 7-9
For the next 3 lessons, you will have the option of choosing the probability-based tasks that you would prefer to
complete. You will complete activities based on the number of points assigned to them – by the end of the three
lessons, you need to have done a selection of tasks with a combined value of at least 10 points.

Make sure you read through the task instructions carefully! These instructions will tell you about the expectations for
how you will work through the task, and for how you will present your learning.

Points Task Option 1 Task Option 2


In the dice game Yahtzee, players roll five dice at once in Brainstorm a list of protocols or routines that players use when
an attempt to make different patterns with their dice. playing card games to ensure that game play is fair for all
Certain patterns have different values attached to them, players. Give examples of games where these conditions are
and some score higher than others. One of the most used, and discuss how they assist in giving each player an
valuable patterns to roll is where all five dice display the equally likely chance of winning.
same number.
For example, in the game ‘Uno’, cards can be dealt out 7 at a
Using your knowledge of sample spaces, calculate the time to each player to start a round, but it is more common for
2 probability of a person successfully rolling all five dice so cards to be dealt out one at a time to each player until all have
that they display the same number. Draw or digitally create seven cards each. This is done to minimise the chance that
a diagram or graph to show your working out, and provide people might receive cards of the same colour that may not have
your answer in fraction, percentage, and decimal form. been shuffled properly, which could be an advantage.

This task is to be completed alone. You may present your list of conditions through the use of a
short video or podcast.

This task could be completed alone, or in a pair.

You and a friend make up a game to match a spinner. The Envision yourself being given a job interview for work as a
spinner has 4 colours on it; red, blue, yellow, and green. sideshow operator at the Royal Show this year. You have 5
Each colour takes up an equal proportion of the spinner. months to choose a fairground game to run at the Show. If you
wish, you can use one of the classroom computers to research
The game involves eating food – some foods are great, some common fairground games.
and some are not so nice! If you spin a red, you get to eat a
piece of chocolate. Yellow spins will earn you a bite of an You need to select a game that will attract people to come to
onion. Blue spins mean that you can eat a segment of your stall and play. As a result, the game needs to have an
banana, and a green spin results in a spoonful of vegemite objective which appears to be achievable, and where people do
– yuck! win prizes on occasion. However, you also need to be able to
earn enough money to pay for your stall at the show, and to pay
What is the theoretical likelihood that you will have to eat yourself for your work.
each of the ingredients – including the dreaded vegemite -
after a spin? What kind of game would you select to run? What elements of
chance does your game involve? What is the likelihood of the
Ask the teacher for a spinner, and imagine that you had to player winning a prize, and of you keeping their money? Do you
5 eat the ingredients after each of your spins. With a partner believe that the probability of a win is balanced well enough so
or in a small group, run 24 trials of the game. Record what that people will try your game?
colour each spin landed on.
Create your game proposal using a slideshow to convince the
Using your recorded data, calculate the experimental Royal Show owners that your game will prove to be the next hit
probability that a spinner will land on each of the colours. in Sideshow Alley.
Are the theoretical and experimental probabilities the
same? If they are not, can you think of any reason why This task could be completed alone, or in a pair.
they might not be the same?

Create an infographic about the differences between


experimental and theoretical probability, based on the
understandings you acquired through this experiment.

This task is to be completed in a pair, or a small group of


no more than 3 students.

In the television game show ‘Deal or No Deal’, players Calculate the theoretical likelihood of winning a single round of
8 must choose one out of 26 briefcases on the stage in front ‘Rock, Scissors, Paper’. Represent this probability in 3 different
of them. Each briefcase contains a poster with an amount answer forms.
of money printed on it, from $0.50 to $200,000. The other

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briefcases are then allocated to members of the audience. Run an experiment with 25 trials, and record both the name of
The aim of the game is for the player to choose for other the winner of each round, as well as their chosen hand signal for
briefcases to be opened, revealing what monetary value that round. Choose an appropriate method of representing this
they hold, and hope that their briefcase holds a larger data graphically.
amount of money than the ones that are eliminated.
From your trials, determine the experimental probability of each
As the player chooses briefcases to be opened and player winning a round, as well as the probability of each of the
eliminated, the audience members holding these cases hand signals winning a round. Do these results match the
have the opportunity to predict what value their case holds. theoretical probabilities? Hypothesise a reason for why your
If they predict the correct value, they win this amount of findings might match or not.
money for themselves.
If your experimental and theoretical probabilities do not match
Run some calculations to determine the probability of each well, run another 20 trials, again recording the outcomes.
of the 25 audience members making a correct prediction. Calculate the experimental probabilities for each event over the
Which audience members have a greater probability of 45 trials, and compare them to the theoretical probabilities. Did
correctly predicting the amount of money their briefcase the increased number of trials make a difference?
holds? Form a conclusion for why this phenomenon is
occurring. How could your findings from this experiment relate to ‘real life’
experiments? For example, consider a study of a new
Finally, create a way that the producers of the show could medication that has been developed. Scientists want to know if it
use to make all audience members equally likely to predict really works in humans, and so wish to test this new medication
their case’s value. on a group of people. What recommendations would you make
to the scientists to help them determine whether the medication
Create a poster to show your calculations, explain who is helps treat the illness, or whether only a few ‘outliers’, or
more likely to predict their case’s value correctly, your uncommon cases, are helped by the medication? Write a short
conclusion as to what is happening, and how you would brief of your recommendations to provide to the scientists
make the game fairer for all audience members. running the trial.

This task is to be completed alone, or in a pair. This task is to be completed in a pair, or a small group of no
more than 3 students.

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Probability 2-5-8 Cards – Assessment Sheet
Student Name
Readiness Level of Card (circle): Purple Blue

Task Point Level of Concept Level of Concept Level of Skill Ability


Name Value Understanding Knowledge Demonstrated
Demonstrated Demonstrated
(Probability Calculation,
(Theoretical vs. (Use of Vocabulary, Representation
Experimental Probability, Identification of Conversion, Probability
Replacement Replacement Impacts) Identification and/or
Applications, or Modification )
Equal/Unequally Likely)

Circle and Make Notes


Circle and Make Notes Circle and Make Notes

Improving / Competent / Mastered Improving / Competent / Mastered Improving / Competent / Mastered

Improving / Competent / Mastered Improving / Competent / Mastered Improving / Competent / Mastered

Improving / Competent / Mastered Improving / Competent / Mastered Improving / Competent / Mastered

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Explanation:
The ‘2-5-8’ cards to be used in this task have been differentiated in two ways: by learning profile, and by
differentiation. In each task option, students have been presented with options to select their own working conditions
and choice of product. Sousa and Tomlinson (2010, pp. 138-139) identify many types of learning preferences within
individuals, and three of these have been attempted to be integrated into this lesson: the use of structured vs. open
ended tasks, opportunities to work in small groups vs. in pairs or alone, and the ability to choose from multiple modes
of expression for product creation. Having students work in ways that make sense and appeal to them enables the
teacher to best assist them to engage with the concepts (Jarvis, 2017a) and make meaningful connections between
themselves and the material. Some of the task options on the task cards, such as the Two Up and Spinner options,
are highly structured, and direct students in the steps that are needed to be taken to complete the task and draw
conclusions based upon their results. However, other options, such as the Game Protocols, or the Royal Show
example from Card 2, require ‘farther’ transfer (National Research Council, 2000; Henderson, 2015) of the key
mathematical concepts such as those of ‘fairness’ or ‘likelihood’ to contexts beyond the instrumental that they were
taught during the skill building phase. These tasks require higher order thinking skills more so than the two tasks
mentioned previously, and give students who are creative thinkers opportunities to be challenged, leading to greater
engagement.

Similarly, the opportunity for students to complete tasks in a process of their choosing (Sousa and Tomlinson, 2010,
p. 155), namely grouping choices in this example, and via a product of their choosing (Sousa and Tomlinson, 2010, p.
156), also assist students to work with the content involved in the lesson in order to develop understandings and
skills, and then show what they know in ways that both engage and make sense to them (Jarvis, 2017a). This
differentiation by learning profile would be facilitated by getting to know students over the time of contact with them
and finding out about their preferred ways of working and presenting information (Jarvis 2017a), but also would have
featured as a question on the exit card from lesson 4, where students would have been asked to mention their
favourite way of presenting information (poster, in written form, as a digital presentation, etc. (Sousa & Tomlinson,
2010, p. 155)), and to rate their preferences for working with others – whether they enjoy working in pairs, alone, or in
small groups (Sousa & Tomlinson, 2010, p.156) – when considering different viewpoints.

Providing that the learning preferences facilitate engagement with the learning objectives (Jarvis, 2017a), that focus
isn’t moved onto polishing of products rather than the substance embedded within them, and that the product and
process options provided relate to authentic ways of working with this information in specialised fields (Tomlinson &
McTighe, 2006, p. 68), the incorporation of these preferences should prove to be an effective method of differentiating
that encourages all students to learn. It is believed that this lesson abides by these guidelines, as each activity is
closely based around the learning objectives, students are instructed that style is not an assessment point in their
products, and authentic product options such as those relating to probability in the ‘real world’, such as job proposals
and video explanations, are provided. Tasks prescribed on each card have also been created to be ‘respectful’
(Doubet & Hockett, 2015, p.183-185), and it was intended that no task was to be considered more or less interesting
or ‘fun’.

Additionally, this learning activity was aimed to be differentiated by readiness. Two readiness levels of ‘2-5-8’ cards
were created, based upon information about the students’ level of conceptual understanding and skills in calculating
probabilities obtained through the use of the previously mentioned formative assessment exit cards (Jarvis, 2017b),
undertaken at the end of the lessons 4 & 5. The activities were created with regard to the learning objectives for the
lesson, and were differentiated using Doubet & Hockett’s examples of expectations of error and achievements of
differing readiness groups (2015, pp. 197 & 199).

One ‘2-5-8’ card, the purple card, targets those who were determined by the exit cards to still be developing their
ability to calculate probability, to convert between simple equivalent fractions, decimals, and percentages, or who
appeared to find justifying differences in theoretical and experimental probability more challenging. As a result, some
of the activities on this card are more structured and scaffolded to cater for lower readiness students, using
recommendations from Tomlinson’s ‘Equaliser’ method (2014, p. 47). Examples include the Two Up and Spinner
options detailed above. The Two Up option also functions as a more basic, or simple (Tomlinson, 2014, p.47)
probability calculation question, where a small amount of outcomes (4 in total) are possible, so whilst students are still
engaging with the learning objective of calculating probability and converting between the different representations,
the question places less of a demand on mental calculation due to its smaller sample space, and the fraction and
equivalents as they are more familiar.

The second, blue card would be aimed at students who demonstrated mastery in probability calculations, with
perhaps only one or two minor errors that were carried through the subsequent steps of their calculations, and who
clearly showed understanding of and attempted to postulate reasons for unexpected results in experimental data.
Although some of the questions are similar to those that feature on the purple card, some scaffolding has been
removed (for example, reference to replacement concepts studied in class in the Spinner activity), or higher levels of
skill development in calculating probability are needed, such as for the Yahtzee task. The ‘rock, scissors, paper’ task
has been ‘equalised’ to become more transformational (Tomlinson, 2014, p.47) so that students are encouraged not

EDUC4720/4721/9406 2017
only to see experimental and theoretical probability connected to the practical application of card games, but also to
otherwise unrelated fields, such as medicine studies. In this particular activity, extension as a means to cater for gifted
students is also utilised (Jarvis, 2014, p. 309), as the advanced group students who undertake this task are exposed
to ideas from the Year 8 curriculum, such as the concept of outliers, as well as the importance of appropriate sample
sizes (Australian Curriculum Assessment and Reporting Authority (ACARA), 2010).

Other tasks on the blue card have been created specifically for the higher readiness level, such as the Royal Show
Proposal activity. This task is multi-faceted (Tomlinson, 2014, p.47). Students must identify elements of games where
probability can be modified, but are also required to consider ‘fairness’ from two different perspectives – the show
goer, and the stall holder – and modify probabilities to balance the needs of both. This task involves Bloom’s higher
order thinking skills (Panther Creek High School, (n.d.), such as analysis of game elements, as well as justification of
advantages given to certain stakeholders.

Ideally, this tiering of the activities on the two cards will attempt to cement and extend knowledge at appropriate levels
of challenge for each individual student, regardless of their readiness level (Jarvis, 2017c), and the incorporation of
learning styles into the lesson provide a form of effective differentiation to engage each student to further their
learning.

References
Association for Supervision and Curriculum Development (Producer). (2001). At work in the differentiated
classroom. [DVD]. Alexandria, Virginia USA: ASCD.

Australian Curriculum Assessment and Reporting Authority (ACARA). (2010). Mathematics F-10 Curriculum.
Retrieved March 29, 2017 from: http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#level7

Australian War Memorial. (n.d.). Description of two-up as played by 2/12th Commando Squadron. Retrieved 3 April,
2017, from: https://www.awm.gov.au/encyclopedia/two_up/howto/

Doubet, K., & Hockett, J. A. (2015). Differentiation in Middle and High School : Strategies to Engage All Learners.
Alexandria, Virginia: ASCD.

Henderson, L. (2015). ‘Teaching for Learning: The Importance of Transfer’, lecture notes taken in the topic
EDUC2322 Learners and their Development (Primary), Flinders University, Bedford Park on 12 May 2015.

Jarvis, J. (2014). Supporting diverse gifted students, in Hyde, M., Carpenter, L. R., & Conway, R. N. F. (eds.),
Diversity, inclusion and engagement, (2nd ed, pp. 297-315), Oxford University Press, South Melbourne, Vic.

Jarvis, J. (2017a), ‘Differentiating by Interest and Learning Profile’, lecture notes taken in the topic EDUC4721
Differentiation for Diverse Learners, Flinders University, Bedford Park on 13 March 2017.

Jarvis, J. (2017b), ‘Assessment in a Differentiated Classroom’, lecture notes distributed in the topic EDUC4721
Differentiation for Diverse Learners, Flinders University, Bedford Park on 27 February 2017.

Jarvis, J. (2017c), ‘Differentiating in Response to Student Readiness’, lecture notes taken in the topic EDUC4721
Differentiation for Diverse Learners, Flinders University, Bedford Park on 8 March 2017.

Jarvis, J. (2017d), ‘Leading & Managing an Effectively Differentiated Classroom’, lecture notes taken in the topic
EDUC4721 Differentiation for Diverse Learners, Flinders University, Bedford Park on 8 March 2017.

National Research Council. (2000). Chapter 3 – Learning and Transfer, in How People Learn: Brain, Mind,
Experience, and School: Expanded Edition, The National Academies Press, Washington D.C.

Sousa, D. A. & Tomlinson. C. A. (2010). Differentiation and the Brain. Bloomington: Solution Tree Press. Retrieved
March 31, 2017 from
http://ebookcentral.proquest.com.ezproxy.flinders.edu.au/lib/flinders/detail.action?docID=3404836.

Tomlinson, C. A. & McTighe. J. (2006). Integrating Differentiated Instruction and Understanding by Design.
Alexandria: Association for Supervision & Curriculum Development. Retrieved March 3, 2017 from
http://ebookcentral.proquest.com.ezproxy.flinders.edu.au/lib/flinders/detail.action?docID=3002130

EDUC4720/4721/9406 2017

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