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

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

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 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 how a cube will travel when flicked in different positions, and conduct an experiment to see what happens in practice.

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

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

Students identify different speech techniques in a range of extracts of motivational talking from a coach.

Students use addition to calculate possible scores in a fairground game.

This task sees what a students understanding of probability is.

Task: Process and interpret data in a table to identify the best paper to use for a game. Evaluate the reliability of the collected data. Assessment focus: using evidence to answer a question.

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

After reading a narrative that explores family dynamics, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age 8-9. SJ-3-3-2003.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

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

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

After reading a narrative about a shrewd boy, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age 8-9. SJ-2-4-2000. Text provided.

Assessment focus: student ability to use contextual clues in order to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.)

Assessment focus: student ability to use contextual clues in order to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.)