Responsible gambling - Consumer Affairs Victoria
Responsible gambling - Consumer Affairs Victoria
Responsible gambling - Consumer Affairs Victoria
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ACONTINUED<br />
SECTION A<br />
What’s the big deal?<br />
GAMBLER’S HELP LINE<br />
12<br />
<strong>Responsible</strong> Gambling | Section A: What’s the big deal?<br />
<strong>Consumer</strong> <strong>Affairs</strong> <strong>Victoria</strong> | consumer.vic.gov.au<br />
A3 – Electronic Gaming Machines (EGMs or Pokies)<br />
Exercise 1 – the Powerhouse Museum activity is from NSW but the information is relevant to <strong>Victoria</strong>.<br />
A4 - Scratchies<br />
Exercise 3 – this scratch card scam is typical of those involving mobile phone SMS messages that<br />
trigger an ongoing subscription. A more general class discussion could be held on these kind of<br />
promotions. <strong>Consumer</strong> <strong>Affairs</strong> <strong>Victoria</strong> has information on scams, including phone scams and lottery<br />
scams at:<br />
consumer.vic.gov.au > Scams and Alerts > view all scams and alerts >scams in <strong>Victoria</strong><br />
A5 - Lotto<br />
Exercise 3: Answers for the missing figures in the table are:<br />
Title 8 – 1: 290,895 Title 9 – 11:96,965 Title 10 – 1138,786 Title 11 – 11:17,630<br />
Title 12 – 11:8815 Title 13 – 11:4747 Title 14 – 11:2712 Title 15 – 11:1627<br />
The Exercise 3 answers are:<br />
b) 814,506 C) $101,813.25 d) $180 e) $180-$25 = $155<br />
Assessment strategies<br />
A1 - The extension activity in Exercise 4 could be used as assessment of the reasons for <strong>gambling</strong>.<br />
A2 - Exercise 3 can be used to assess basic knowledge of random probability and Exercise 6 for<br />
learning about gamblers’ fallacy and other concepts such as house edge, in the context of roulette.<br />
A3 – Observations of student reactions and feelings as they play the pokies simulator can be used<br />
by both the teacher and students to assess belief in the gamblers’ fallacy. Class discussion of<br />
the Catalyst episode in Exercise 3 could form assessment for learning in that it will help indicate<br />
students’ knowledge of probability and their current view of <strong>gambling</strong> in Australian culture<br />
Exercise 3 could be used to assess learning about gamblers’ fallacy in the context of EGMs.<br />
A4 – The extension activity at the end of the section could be widened to assess a range of learning.<br />
A5 – Exercise 1 could be used to assess gamblers’ fallacy in the context of Lotto.<br />
1800 858 858 www.problem<strong>gambling</strong>.vic.gov.au