Interpreting statistical and chance situations resources

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

Students show their understanding of stem-and-leaf graphs of ages by classifying questions as true or false.

Students interpret information in a frequency table to answer probability.

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

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 throw three coins, and answer questions on frequency, probability, and compare theoretical with observed outcomes.

Students construct a spinner and use it to investigate predictions of the probability of outcomes. Findings are recorded in a student designed table.

Students complete a table to show all the combinations, and work out the probability, of numbers possible on the top faces of two dice. They then use the table to list combinations that total 8 and 11.

Students view a table of children's votes for their favourite All Black and answer questions interpreting the data.

Students select from the words 'impossible', 'possible', and 'certain' to describe the probability of events happening.

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 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.

This task sees what a students understanding of probability is.

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

Students show their understanding of probability by identifying the shapes most and least likely to be drawn from a bag.

Students use the statements 'impossible', 'unlikely', 'likely', and 'certain' to describe events.