B6 Mathematics · Term 3 Week 12: Chance or Probability

Lesson notes

Learning Objectives

Indicator: B6.4.2.2.2 - Predict the probability of a given outcome occurring for a given probability experiment by using theoretical probability

By the end of the lesson, learners can:

State the theoretical probability of an outcome as a fraction (number of favourable outcomes divided by total number of possible outcomes) for a given spinner experiment.
Predict the expected number of times an outcome will occur in 100 spins by multiplying the theoretical probability by 100.
Compare a predicted (theoretical) result with an actual (experimental) result from a class or group experiment and explain any differences.
Use theoretical probability to answer questions such as “How many times would you expect to spin a 2 in 100 spins?” for both a 5-sector and an 8-sector spinner.
Justify their predictions using clear reasoning based on equally likely outcomes.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Data (Strand 4)
Sub-strand: Chance or Probability (4.2)
Content standard: B6.4.2.2 - Demonstrate an understanding of probability by identifying all possible outcomes of a probability experiment, determining the theoretical and experimental probability of outcomes in a probability experiment
Indicator: B6.4.2.2.2 - Predict the probability of a given outcome occurring for a given probability experiment by using theoretical probability
Suggested placement: Term 3, Week 12 (Week 36 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 160
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Guide learners (in each small group) to carry out the following experiments 100 times, use tallies to record their results, and transfer it to frequency tables: (i) spinning a 5-sector spinner 100 times; (ii) spinning an 8-sector spinner 100 times

Figure from the b6 mathematics curriculum, printed page 160

E.g. 2 Ask learners (in each small group) to use the results of the experiments above (recorded in the tables above) to work out the experimental probability and compare to the theoretical probability of the following events with each of the spinners (i.e. table above) i. pinning a 2 ii. pinning a number greater than 4 iii. pinning a 1 or a 3