1. Implementation 1.Review the mathematical concept. 2.Review the problem solving steps. 3.READ: Children read the part that is asking them to find something out. 4.UNDERSTAND: Children explain what they need to find out. 5.Children identify what information they will need to find it out. 6.Remove the coloured rectangle. 7.Children find the information they need to find it out. 8.CHOOSE A STRATEGY: Children identify strategies that they could use to find it out. 9.USE A STRATEGY: Children use a strategy to find it out. 10.Children record their thinking as they find it out. 11.CHECK: Children reread the part that asked them to find something out. 12.Children check that they have found it out. 13.Children check they have recorded their solution correctly. 14.Children follow the problem solving steps to solve the 2 nd level of the problem, with minimal teacher guidance. 15.Children who solve the 2 nd level, follow the problem solving steps to solve the 3 rd level of the problem independently. 16.Children use the problems as a guide to create their own problem, either alone or in pairs/small groups. 17.Children solve their own problem. Throughout the lesson, children share solution strategies. At the end of the lesson, children explain how they created their own problems.

2. Problem Solving Chance affecting chance Create your own problem! Now solve it! Statistics and Probability 14 Peter takes one ball out of his bowl without looking. It is very likely, but not certain, that he will get a black ball. Which is Peter’s bucket? Peter takes one ball out of his bowl without looking. It is unlikely that he will get a black ball. Which is Peter’s bucket?

3. Problem Solving Chance affecting chance Create your own problem! Now solve it! Statistics and Probability 14 Place the colours in order of likelihood of the arrow stopping on them: Place the numbers in order of likelihood of the arrow stopping on them:

4. Problem Solving Chance affecting chance Create your own problem! Now solve it! Statistics and Probability 14 Jodie made a spinner where it was very unlikely, though not impossible, for the arrow to stop on red. What could the spinner look like? Jodie made a spinner where it was very likely, though not certain, for the arrow to stop on red. What could the spinner look like? Jodie made a spinner where there was an equal chance for the arrow to stop on red and green. What could the spinner look like?

5. Problem Solving Chance affecting chance Create your own problem! Now solve it! Statistics and Probability 14 Julie spun the arrow 4 times. The arrow stopped on red 3 times and yellow once. Have these outcomes affected the chance that the arrow will stop on red again? Why? Gary had a coin with a head on one side anda tail on the other side. He tossed a coin 3 times and it showed heads each time. What is the chance Gary’s coin will show heads on the 4 th toss? Why?