Mapping to F–10 curriculum in Victoria Content descriptions Identify events where the chance of one will not be affected by the occurrence of the other Identify everyday events where one cannot happen if the other happens Describe possible everyday events and order their chances of occurring Achievement standard (excerpt in bold) Level 3 Level 4 Level 5 Students pose questions to collect Students carry out investigations, Students select and trial different categorical and numerical data by collect and organise data into methods for collecting data, including observation and survey, and categories and use different methods surveys. They construct suitable data represent the data in a variety of with and without technology to displays with and without the use of ways with and without the use of display the data. They conduct technology, where there is a experiments involving chance, relationship between technology. They describe and describe possible outcomes and elements of graphs and data, and interpret data sets in context. recognise variability in results. evaluate the effectiveness of different Students recognise that probabilities displays. They identify relative are measured on a scale of 0 to 1 likelihood of everyday events, and (inclusive), and represent the identify events that are mutually probability of events from simple exclusive and events that are experiments using fractions independent. Activities Proficiencies Order lists of every day events from ‘least likely’ to Fluency through identifying practical activities and ‘most likely’ to occur everyday events that involve chance, and identifying and describing outcomes of chance experiments Identify everyday events where one cannot happen if the other happens, e.g. weather, which Understanding outcomes as likely or unlikely and cannot be dry and wet at the same time recognising variation in results Identify events where the chance of one will not be Problem solving by carrying out a chance affected by the occurrence of the other, e.g. investigation (e.g. stretch a snake and see where it explaining that the probability of a new baby being breaks), including explaining results and, if there is either a boy or a girl does not depend on the sex variation, which outcomes, or types of outcomes, of the previous baby appear to be the more likely Reasoning by being able to agree with, disagree with, and/or discuss various chance-related statements or questions, e.g. it is certain that a newborn baby will grow, a ball is likely to bounce when it is dropped, a cat is unlikely to chase a dog. Considering different levels Level 3 Students who are working at this level could: Conduct repeated trials of chance experiments such as tossing a coin or drawing a ball from a bag and
Mapping to F–10 curriculum in Victoria Content descriptions Identify events where the chance of one will not be affected by the occurrence of the other Identify everyday events where one cannot happen if the other happens Describe possible everyday events and order their chances of occurring Achievement standard (excerpt in bold) Level 3 Level 4 Level 5 Students carry out investigations, collect and organise data into categories and use different methods with and without technology to display the data. They conduct experiments involving chance, describe possible outcomes and recognise variability in results. Students select and trial different methods for collecting data, including surveys. They construct suitable data displays with and without the use of technology, where there is a relationship between elements of graphs and data, and evaluate the effectiveness of different displays. They identify relative likelihood of everyday events, and identify events that are mutually exclusive and events that are independent. Students pose questions to collect categorical and numerical data by observation and survey, and represent the data in a variety of ways with and without the use of technology. They describe and interpret data sets in context. Students recognise that probabilities are measured on a scale of 0 to 1 (inclusive), and represent the probability of events from simple experiments using fractions Activities Proficiencies Order lists of every day events from ‘least likely’ to ‘most likely’ to occur Identify everyday events where one cannot happen if the other happens, e.g. weather, which cannot be dry and wet at the same time Identify events where the chance of one will not be affected by the occurrence of the other, e.g. explaining that the probability of a new baby being either a boy or a girl does not depend on the sex of the previous baby Fluency through identifying practical activities and everyday events that involve chance, and identifying and describing outcomes of chance experiments Understanding outcomes as likely or unlikely and recognising variation in results Problem solving by carrying out a chance investigation (e.g. stretch a snake and see where it breaks), including explaining results and, if there is variation, which outcomes, or types of outcomes, appear to be the more likely Reasoning by being able to agree with, disagree with, and/or discuss various chance-related statements or questions, e.g. it is certain that a newborn baby will grow, a ball is likely to bounce when it is dropped, a cat is unlikely to chase a dog. Considering different levels Level 3 Students who are working at this level could: Conduct repeated trials of chance experiments such as tossing a coin or drawing a ball from a bag and