Interpreting statistical and chance situations resources

Students complete a tree diagram to illustrate all the different combinations of height and colour of four candles and evaluate probabilities for some combinations.

Students use a picture of a spinner to calculate the probability of the arrow pointing to the black or white portion of a card.

Students interpret a tree diagram to answer questions about the probability of selecting certain combinations.

Students use a number line to show as a fraction, the probability of the outcomes of different coin throws.

Students choose the best statement from five options to describe the probability of receiving notes and coins in a board game.

Students determine the correct probabilities for a series of coin throws.

Students calculate the probability of choosing certain Scrabble letters.

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 interpret information presented in a tree diagram to calculate the probability of various events.

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

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

Students are required to give reasons why the samples used to survey New Zealand school students on their favourite sports, may not be representative of the population.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

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

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