Description

This STEM activity is an introduction to strategic thinking for students, while at the same time, it consolidates their understanding of data, and probability while playing games of Rock, Paper, Scissors.

Your students will push their problem solving to the limit, and you will have the opportunity to assess a number of tricky ACARA codes along the way.

There are multiple ways to complete this activity depending on the ability levels in your classroom, and the time you have available.

Suitable for

- Relief Teachers
- Parents

Lesson Structure

- Individual Activity
- Rotations / Group Work
- Class Activity

Curriculum Codes

*Recognise that probabilities lie on numerical scales of 0 – 1 or 0% – 100% and use estimation to assign probabilities that events occur in a given context, using common fractions, percentages and decimals *

*Recognise different types of data and explore how the same data can be represented differently depending on the purpose *

*Describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events *

*Define problems with given or co developed design criteria and by creating user stories *

*Select and use appropriate digital tools effectively to create, locate and communicate content, applying common conventions *

*Conduct repeated chance experiments to observe relationships between outcomes; identify and describe the variation in results*

*Access multiple personal accounts using unique passphrases and explain the risks of password re-use *

*Conduct repeated chance experiments and run simulations with an increasing number of trials using digital tools; compare observations with expected results and discuss the effect on variation of increasing the number of trials *

*Evaluate existing and student solutions against the design criteria and user stories and their broader community impact *

*Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration *

*Generate, modify, communicate and evaluate designs *

*Explore and describe a range of digital systems and their peripherals for a variety of purposes *

*Define problems with given design criteria and by co-creating user stories *

*List the possible outcomes of chance experiments involving equally likely outcomes and compare to those which are not equally likely *

*Design algorithms involving multiple alternatives (branching) and iteration *

*Implement algorithms as visual programs involving control structures, variables and input *

*Explore transmitting different types of data between digital systems *

*Conduct repeated chance experiments; identify and describe possible outcomes, record the results, recognise and discuss the variation *

*Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition)*

*Recognise different types of data and explore how the same data can be represented in different ways*

*Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data*

*Identify events where the Probability (Chance) of one will not be affected by the occurrence of the other*

*Collect, access and present different types of data using simple software to create information and solve problems*

*Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input*

*Define problems in terms of data and functional requirements drawing on previously solved problems*

*Compare observed frequencies across experiments with expected frequencies*

*Conduct Probability (Chance) experiments with both small and large numbers of trials using appropriate digital technologies*

*Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them*

*Describe probabilities using fractions, decimals and percentages*

*Explain how student solutions and existing information systems are sustainable and meet current and future local community needs*

*Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information*

*List outcomes of Probability (Chance) experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions*

*Conduct Probability (Chance) experiments, identify and describe possible outcomes and recognise variation in results*

*Describe possible everyday events and order their chances of occurring*

*Acquire, store and validate different types of data and use a range of software to interpret and visualise data to create information*

*Define problems in terms of data and functional requirements, drawing on previously solved problems to identify similarities*

*Describe probabilities using fractions, decimals and percentages*

*Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them*

*Design, modify and follow simple algorithms represented diagrammatically and in English, involving sequences of steps, branching, and iteration*

*Recognise different types of data and explore how the same data can be represented in different ways*

*Identify events where the chance of one will not be affected by the occurrence of the other*

*Develop digital solutions as simple visual programs*

*Explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data*

*Compare observed frequencies across experiments with expected frequencies*

*Explain how student-developed solutions and existing information systems meet current and future community and sustainability needs*

*Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies*

*List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions*

*Conduct chance experiments, identify and describe possible outcomes and recognise variation in results*

*Identify everyday events where one cannot happen if the other happens*

*Uses appropriate terminology to describe, and symbols to represent, mathematical ideas*

*Checks the accuracy of a statement and explains the reasoning used*

*Describes and compares chance events in social and experimental contexts*

*Explains how digital systems represent data, connect together to form networks and transmit data*

*Defines problems, and designs, modifies and follows algorithms to develop solutions*

*Plans and uses materials, tools and equipment to develop solutions for a need or opportunity*

*Questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations*

*Describes how digital systems represent and transmit data*

*Defines problems, describes and follows algorithms to develop solutions*

*Selects and uses materials, tools and equipment to develop solutions for a need or opportunity*

*Gives a valid reason for supporting one possible solution over another*

*Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions*

*Conducts chance experiments and assigns probabilities as values between 0 and 1 to describe their outcomes*

*Selects and applies appropriate problem- solving strategies, including the use of digital technologies, in undertaking investigations*

*Conducts chance experiments and quantifies the probability*

*Records and compares the results of chance experiments*

Differentiation

There are multiple options for completing the second half of this activity depending on the ability levels in your classroom. If the concepts in the second half seem too difficult, you have the option of finishing with the spreadsheets and graphs, and still having a fun, memorable (and assessable) activity to do with your students.

While some of the strategy ideas may seem conceptually challenging, the students are not asked to solve any difficult problem, only to think about a familiar game in a different way. Students can be challenged to develop their strategy through the “Stra-tree-gic Thinking” sheet, and then to test and hone that strategy through repeated rounds of data collection and examination.

Linked Resources & Worksheets

New 9.0 Curriculum

Details

Curriculum Code: AC9M3P02, VCMSP147, MA2-1WM, MA2-3WM, MA2-19SP, ACMSP067, AC9M4P01, VCMSP175, VCMSP176, VCMSP177, ACMSP094, AC9M5P01, VCMSP203, MA3-1WM, MA3-19SP, ACMSP116, ...

Year Level: Year 3, Year 4, Year 5, Year 6

Subject: Probability (Chance), Technologies, STEAM

Category: STEAM, Unit Plans

Pages: 8

Primary + Unit Plans Membership

STEAM Unit: Game Theories