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Students match verbal statements about a class with graphic scales which represent their statements.

Students carry out an investigation to determine the frequency and percentage of different numbers resulting from 100 dice throws. They construct a table to record the results.

Students are asked four short questions that require them to use a table that contains a count of the kind of books borrowed from a library for a month.

Students calculate how many possible combinations there are when given different numbers of menu items.

Students calculate the number of different combinations of ties and socks that could be worn.

Students interpret data presented in a frequency table to calculate percentages and make comparisons.

Students calculate the chances of winning prizes when a prize wheel is spun.

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

Students complete a table to show whether an event has a 'certain', 'good', 'even', 'poor', or 'impossible' chance of ocurring.

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.

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.

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 interpret information in a frequency table to decide the probability of winning prizes in a competition.

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

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.

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

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

Students show all possible combinations of the numbers 1, 2, 3, and 4, and of the letters a, b, and c.

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

Based on a results table, students respond to questions about the probability of events occurring when an arrow is spun and lands on different colours.

Students show understanding of probability by selecting a fraction to represent the chances of picking coloured marbles from a cup.

Pairs of students play a game with four dice, calculate the probability of winning the game, comment on how to get a more accurate estimate of the probability, and explain whether the game is fair based on their results.