Protected Preview

Mathematics · B6

Term 3 · Week 7 · 4.00 credits · GHS 2.00

This preview is shortened and watermarked. Unlock it to get the clean note and export options.

Back to Marketplace Sign in to Download Create Account to Edit

Lesson Note - Mathematics

Methodist primary

Weekly Lesson Plan

Basic 6 · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 05 Jun 2026 Backdated

Week & Term

Week 7 · Term 3

Class Teacher

LYDIA OSAFO

Subject

Mathematics

Class

Basic 6

Class Size

—

Duration

60 mins

Week No.

Week 7

Content Standard & Indicators

B6.4.2.2.1 B6.4.2.2.2 B6.4.2.2.3

Content Standard 1 B6.4.2.2.1

Indicator 1

List the possible outcomes of a probability experiment, such as tossing a given number of sectors and determine the theoretical probability of an outcome occurring for a given probability experiment

Content Standard 2 B6.4.2.2.2

Demonstrate an understanding of probability by identifying all possible outcomes of a probability experiment, determining the theoretical and experimental probability of outcomes in a probability experiment understanding of probability by identifying all possible outcomes of a probability experiment, determining the theoretical and experimental probability of outcomes in a probability experiment. experiment. . experiment MATHEMATICS SUBJECT PANEL MEMBERS AND REVIEWERS NAME Writing panels Prof. Eric Magnus Wilmot Dr. Prince H. Armah Dr. Forster Ntow Prof. Douglas D. Agyei Mr. Emmanuel Acquaye Mr. Miracule Gavor Mr. Stephen Nukpofe Mr. Charles B. Ampofo Mr. Edward Dadson Mills Ms. Anita Cordei Collison Mr. Reginald G. Quartey Expert Reviewers Prof. Damian Kofi Mereku Prof. Olivier M. Pamen Prof. S.K. Amponsah Curriculum Adviser Dr. Sam K. Awuku Supervisor Felicia Boakye-Yiadom (Mrs) NaCCA, Outgoing Acting Executive Secretary

Indicator 2

Predict the probability of a given outcome occurring for a given probability

Content Standard 3 B6.4.2.2.3

Indicator 3

Explain that the experimental probability approaches the theoretical probability of a particular outcome as the number of trials in an experiment increases

Performance Indicator

Learners will identify all possible outcomes of a probability experiment (coin toss or dice roll) and state the theoretical probability of a single outcome.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (20 mins) New learning + assessment	Resources	Phase 3: Plenary (6 mins) Reflection + exercise
Mon 01 Jun 2026	1Recall all possible outcomes when tossing a coin or rolling a dice 2Show learners a coin and ask: What can happen when I toss this coin? Learners call out answers (head or tail) and you list both on the board	UNDERSTANDING POSSIBLE OUTCOMES AND THEORETICAL PROBABILITY 1Hold up the coin and explain: A possible outcome is what might happen when we do an experiment. This coin has exactly 2 possible outcomes: head or tail. Write on the board: Theoretical probability of head = 1 out of 2 = 1/2. Repeat for tail. Ask learners: Why do you think we say it is 1 out of 2?. Use Coins during the task 2Display the dice and say: This dice has 6 possible outcomes—the numbers 1, 2, 3, 4, 5, 6. Write on the board: Theoretical probability of rolling a 3 = 1 out of 6 = 1/6. Pair learners and give each pair a dice from the TLRs. Ask them to whisper to each other: What is the theoretical probability of rolling a 2? (Answer: 1/6). Invite one pair to share their answer aloud 3Struggling learners: Provide a simple chart showing the coin outcomes (head and tail) and dice outcomes (1–6) to reference during activities.	1Coins 2Dice 3Textbook 4Exercise book 5Whiteboard and marker	1Learners repeat chorally three times: The coin has 2 possible outcomes. The dice has 6 possible outcomes 2Hold up a coin and ask the class: Show fingers 1 or 2—if 1 means the theoretical probability of a head is 1/2, and 2 means it is 1/1, which is correct? Pause and check responses. Confirm: 1 finger is correct—it is 1/2 Exercise 1In your exercise book, draw a simple coin or dice. Write down all possible outcomes. Then write the theoretical probability of getting a head (or the number 4 on a dice) as a fraction. Example: If Ama tosses a coin, what is the theoretical probability of getting a tail?
Tue 02 Jun 2026	1Recall the meaning of theoretical probability and identify possible outcomes from a simple coin toss or dice roll 2Ask learners: If you toss a coin once, how many possible outcomes are there? Learners hold up fingers to show 2. Confirm: heads or tails	CONDUCTING AN EXPERIMENT WITH COINS AND RECORDING RESULTS 1Give each pair a coin from the TLR resources. Learners toss the coin 20 times and use tally marks in their exercise book to record heads and tails. Collect the tallies from all pairs on the board in a frequency table with two columns: Outcome (Heads/Tails) and Frequency 2Ask learners: Count your group's heads. How many times did heads appear out of 20? Work out the fraction: heads ÷ 20. Write this as a decimal in your exercise book. For example, if Kofi's group got 12 heads, the experimental probability is 12/20 = 0.6. Repeat for tails 3Struggling learners: work in groups of three with direct teacher support to record tallies correctly and complete one outcome only.	1Coins 2Exercise books 3Textbook 4Chalk and board	1Combine all pairs' results into one class frequency table for coin tosses. Ask: Looking at all our tosses together, how many heads did we get in total? Is this close to half of all tosses? Learners discuss with their partner why the experimental result might differ slightly from 0.5 2Learners whisper to their partner: What is the theoretical probability of getting heads when you toss a fair coin? (Answer: 0.5 or 1/2). Show thumbs up if your experimental probability was close to 0.5 Exercise 1Ama tossed a coin 50 times and recorded 28 heads. Calculate the experimental probability of getting heads as a fraction and decimal. How does this compare to the theoretical probability of 0.5? in their exercise books.
Wed 03 Jun 2026	1Recall the theoretical probability of a coin landing heads and the meaning of experimental probability from repeated trials 2Display a coin. Ask: If we toss this coin once, what is the chance of getting heads? Learners discuss with a partner and write their answer (1/2 or 50%) in their exercise books	COMPARING EXPERIMENTAL AND THEORETICAL PROBABILITY THROUGH COIN TOSSING 1Organise learners into pairs. Each pair receives two coins. Pair 1 tosses a coin 10 times and records heads and tails in their exercise book, calculating experimental probability (heads ÷ 10). Pair 2 tosses the same coin 20 times and records results, calculating their experimental probability (heads ÷ 20). Write the theoretical probability (1/2 = 0.5) on the board. Ask: Which experimental probability is closer to the theoretical? Why might this be? 2Collect all pair results and write them on the board in a table (Pair 1: 10 trials, Pair 2: 20 trials, Pair 3: 10 trials, etc.). Guide learners to calculate the combined experimental probability for all 10-trial results and all 20-trial results. Ask: Do the 20-trial results show a probability closer to 0.5 than the 10-trial results? Record the pattern: as trials increase, experimental probability moves closer to theoretical probability 3Struggling learners: work with only the first 5 tosses and compare to theoretical probability using simple fractions (like 2/5). Fast finishers: predict what the experimental probability will be if the class combines results for 50 trials total and explain their reasoning.	1Coins 2Exercise books 3Textbook (probability section) 4Chalkboard and chalk	1Ask volunteers to share one pair's result and say whether their experimental probability was closer to or farther from 0.5. Learners whisper to their partner: Does more trials help us get closer to 0.5? 2Display a dice result table from a previous class experiment showing 10 trials, 30 trials, and 60 trials. Ask: Which number of trials gives a result closest to the theoretical probability of 1/6? Learners show fingers 1–3 to vote (1 = 10 trials, 2 = 30 trials, 3 = 60 trials) Exercise 1Ama tosses a coin 5 times and gets 4 heads (experimental probability = 4/5). Kwame tosses the same coin 50 times and gets 24 heads (experimental probability = 24/50 = 0.48). Explain which result is closer to the theoretical probability of 0.5 and why the larger number of trials gave a result closer to what we expect in their exercise books.
Thu 04 Jun 2026	1Recall the difference between theoretical and experimental probability from previous lessons 2Display two columns on the board: 'Theoretical' and 'Experimental'. Ask learners to recall the definition of each and write one example under each column (e.g., theoretical: probability of heads on a coin = 1/2; experimental: Ama flipped a coin 10 times and got 6 heads)	POOLING DATA FROM REPEATED TRIALS TO FIND EXPERIMENTAL PROBABILITY 1Divide the class into 4 groups. Give each group a coin and ask them to flip it 20 times, recording heads and tails on paper. After flipping, ask: What is your experimental probability of getting heads? (Record as a fraction: group 1 might get 9/20, group 2 might get 11/20). Write all four fractions on the board and ask learners to convert each to a decimal using their exercise books 2Now pool all group results: add up total heads and total tails across all 80 flips. Calculate the combined experimental probability (e.g., 38 heads out of 80 = 0.475). Compare this to theoretical probability (0.5). Ask: Is 0.475 closer to 0.5 than some of the individual groups' results were? Why might that be? Learners discuss in pairs and share one reason (more data reduces luck/randomness) 3Struggling learners: provide a partially filled frequency table to complete instead of creating one from scratch. Fast finishers: predict what would happen if we flipped 200 times instead of 80.	1Coins (4 per group) 2Dice 3Exercise books 4Textbook 5Whiteboard and marker	1Ask: Yakubu rolled a die once and got a 6—does this mean the experimental probability of rolling a 6 is 1/1? Learners respond chorally: No. Then ask: What if Yakubu rolled 60 times and got exactly 10 sixes? Learners calculate 10/60 = 1/6 and compare to theoretical 1/6, noticing they match 2Learners stand if they agree with this statement: 'The more times we repeat an experiment, the closer our experimental probability gets to the theoretical probability.' Use thumbs up/down to show confidence in their answer Exercise 1A textbook coin experiment shows: 30 flips gave 18 heads (probability = 0.6); 100 flips gave 48 heads (probability = 0.48); 200 flips gave 102 heads (probability = 0.51). Which probability is closest to the theoretical probability of 0.5? Explain why in one sentence using the word 'trials' in their exercise books.

Class Teacher

LYDIA OSAFO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

Preview ends here

Unlock the full lesson note

Use 4.00 credits (GHS 2.00) to unlock a PDF or save an editable copy in My Notes.