Interpreting statistical and chance situations resources

Students cut out pictures and use them to show all the different possible combinations of two sets of objects.

Students compare the overall distribution of two graphs and describe their reasons.

Students complete a tree diagram to show all possible combinations of a drink, main course, and dessert that could be chosen for a party.

Students draw a tree diagram to show all the possible colour combinations for the walls, carpet, and ceiling of a room.

Students choose terms 'impossible', 'even', 'poor', 'good', and 'certain' to describe the chances of landing on selected squares in a board game.

This task requires students to interpret a tree diagram of art materials and identify the number of different possibilities from various combinations presented.

Students match the descriptions: certain, impossible, good chance, poor chance, even chance to a set of probabilities shown as a fraction.

Students record all the different combinations of lunches that could be chosen from five possibilities.

Students interpret a tree diagram to answer questions about the probability of selecting certain combinations.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students decide if a graph is suitable to display category data and explain the reasons.

Students show understanding of probability by selecting a fraction to represent the colours of choosing an article of clothing from a drawer.

In this practical task, students use a coloured spinner and record the frequency of colours occurring. They then use their findings to record the probability of each event and interpret these.

Students determine the probability of finding a lost cat in various locations marked on a grid map.

Students recognise equal and different likelihoods when playing a game of chance.

This task is about students selecting 'always', 'maybe' or 'never' to describe the probability of a range of events happening.

Students predict the probability about the product of two dice and test their prediction by conducting an experiment that estimates the probability.

Students work out and count the different meal combinations available as shown in a tree diagram.

Students count the number of pairs thrown in a series of throws of three dice to evaluate the long-run relative frequency of getting a pair.

Students use a number line to show as a fraction, the probability of the outcomes of different coin throws.

Students select answers to show whether the chance of certain events happening is even or not even.

Students decide which arrow on three spinners is most likely to point to white, and explain their reasons.

For this NEMP task students work out all possible combinations in a table tennis contest.

Students work out the number of possible combinations of clothes three people could wear.

Students identify possible combinations of scores from a dart thrown at a target. They also find the lowest possible score and individual throws from a given total score.