Interpreting statistical and chance situations resources

Students decide which arrow on three spinners is most likely to point to white, and explain their reasons.

This task is about students selecting 'always', 'maybe' or 'never' to describe the probability of a range of probability events happening.

This task is about students selecting 'always', 'maybe' or 'never' to describe the probability of a range of events happening.

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

Students choose terms 'impossible', 'even', 'poor', 'good', and 'certain' to describe the chances of landing on selected squares in a board game.

Students read the description of a number of surveys and explain why the sample is biased.

Students compare a data table and a line graph and identify features that are missing or incorrect in the graph.

Students match the descriptions: certain, impossible, good chance, poor chance, even chance to a set of probabilities shown as a fraction.

Students predict the likelihood of picking coloured counters out of a box.

Students interpret a pie graph by answering questions on how city rates were spent over one year.

Students are required to explain the misleading aspects of two graphs found in newspaper articles.

Students work out and count the different meal combinations available as shown in a tree diagram.

Students select answers to show whether the chance of certain events happening is even or not even.

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

Students select from the words 'certain', 'likely', 'unlikely', and 'impossible' to show the probability of a spinner landing on a defined area.

Students select answers to show which child has the best chance of selecting their favourite coloured marble from a bag.

Students determine the probability of events related to a grid map.

Students read statements about a stem-and-leaf graph and indicate whether the statements are true or false.

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

This task sees what a students understanding of probability is.

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

Students are asked to study a bar graph of ways to travel to school and write down five things that are wrong with the way the graph is set up.

Students consider three different sampling methods for a survey and decide if each is a fair sample, explaining their answer.

Students select which graph matches a given statement.