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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 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 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 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.

Students use fractions to describe the probability of receiving cellphones of certain colours as a prize.

Students calculate the probability of students winning prizes when their names are put in a box with 100 names in it.

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

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 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.

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