Interpreting statistical and chance situations resources

Students compare a data table and a line graph and identify features that are missing or incorrect in the graph.

Students are required to explain the misleading aspects of two graphs found in newspaper articles.

Students interpret a scatterplot and identify statements about both details and overall information.

Using a diagram of a spinner, students choose the chances of the arrow landing on particular numbers.

Students interpret a tally chart to answer questions about the proportion and probability of outcomes from a coin toss.

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

Students determine the probability of a hot air balloon landing in various locations marked on a grid map.

Students use fractions to describe the probability of an arrow landing on different bands of a target.

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

Students predict whether two dice games are fair and give their reasons. They then play each game (investigate) fifty times and explain their results.

Students predict the outcome of throwing five dice and confirm their predictions by conducting an experiment and calculating probabilities. After discussing how to get better estimates, they pool their results with others to get a more accurate estimate of how good their predictions were.

Students throw two dice, add the numbers together, construct a tally chart of results, and compare theoretical with observed outcome.

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 predict the outcome of 100 coin tosses, then carry out a test of their prediction, recording their results.

Students use survey data about sports results to estimate the probability of the next person's answer.

Students show the number of people in a survey as a fraction and indicate their understanding of sampling.

Students explain who is most likely to win a game based on spinners, and how the game could be made fair.

Students decide which statement about a dot plot is incorrect and explain their reasoning.

Students interpret a back stem-and-leaf graph to answer questions about a measurement investigation.

Students consider three different sampling methods for a survey and decide if each is a fair sample, explaining their answer.

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

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.

In this practical task, students collect data on the number of people in cars passing the school. They then record this, in a table and use the information to make a prediction.

Students select the correct statement that matches a given graph.

Students are asked to study a bar graph of ways to travel to school and write down five things that are wrong with the way the graph is set up.