STEAM Unit: Game Theories

• We are learning to identify and describe possible outcomes by conducting chance experiments.
• We are learning to identify and describe possible outcomes by conducting chance experiments.
• We are learning to describe possible everyday events, order their chances of occurring and determine independent or dependent events.
• We are learning to identify events where the chance of one will not be affected by the occurrence of the other.
• We are learning to identify and describe possible outcomes by conducting chance experiments and compare equally likely, e.g. names drawn randomly from a hat and not equally likely outcomes, e.g. bag of marbles containing 6 red and 2 blue.
• We are learning to identify and describe possible outcomes by conducting chance experiments and represent probabilities of these using fractions.
• We are learning to recognise that the probability of an event occurring can be represented using a scale of 0 – 1 or 0% - 100% to estimate chances of events.
• We are learning to describe probabilities using fractions, decimals and percentages.
• We are learning to conduct chance experiments to observe relationships between outcomes, identify and describe the variation in results.
• We are learning to conduct chance experiments with an increasing number of trials and compare the relative frequency of an outcome.
• We are learning to conduct chance experiments with both small and large numbers of trials.
• We are learning to compare frequencies (likely outcomes) across experiments and to unexpected results.
• We are learning to explore and describe a range of digital systems and their peripherals for different purposes.
• We are learning to identify and explore a range of digital systems with peripheral devices for different purposes and transmit different types of data.
• We are learning to recognise different types of data and how the same data can be represented differently depending on the purpose.
• We are learning to recognise different types of data and explore how the same data can be represented in different ways.
• We are learning to explore how to transmit different types of data between digital systems.
• We are learning to collect, access and present different types of data using simple software to create information and solve problems.
• We are learning to define problems using design criteria and by co-creating user stories.
• We are learning to follow and describe algorithms involving sequencing, comparison operators (branching) and iteration.
• We are learning to define simple problems and describe and follow a sequence of steps and decisions (algorithms) needed to solve them.
• We are learning to select and use appropriate digital tools effectively to create, locate and communicate content.
• We are learning to acquire, store and validate different types of data and use a range of software to interpret and visualise data to create information.
• We are learning to define problems by creating user stories.
• We are learning to generate, modify, communicate and evaluate designs.
• We are learning to define problems in terms of data and functional requirements, drawing on previously solved problems.
• We are learning to design algorithms involving multiple branching and iteration.
• We are learning to design, modify and follow simple algorithms involving sequences of steps, branching and iteration (repetition).
• We are learning to implement algorithms as visual programs involving control structures, variables and input.
• We are learning to implement digital solutions as simple visual programs involving branching, iteration (repetition) and user input.
• We are learning to evaluate solutions against design criteria, user stories and their broader community impact.
• We are learning to access multiple personal accounts using unique passphrases and explain the risks of password re-use.
• We are learning to explain how student solutions and existing information systems are sustainable and meet current and future local community needs.

Curriculum alignment

• Australian Curriculum 33
• NSW 16
• VIC 17

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

Teach it your way

• Content to Differentiate
• Content to Extend

Linked resources & worksheets

• Year: 3 4 5 6
  Presentation

  Game Theories - Presentation

  This STEM activity is an introduction to strategic thinking for students, while at the same time, it consolidates their understanding of dat...

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