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Oral work reviewing
shaded fractions of circles
OR
Oral work reviewing equivalence of fractions / decimals
/ %s |
|
| - Interpret diagrams
& graphs (including pie charts), and draw conclusions
based on the shapes of graphs & simple statistics
for a single distribution |
|
pie charts
angle
degree (°
)fraction |
|
Use a large pie
chart on OHP / board, with sectors of angles:
50%, 25%, 75% & use to discuss how to interpret
relevant information from the angles;
Extend to other angles |
|
Activity
Suggestions:
In
pairs / groups: discuss & interpret a
number of pie-charts, interpreting angles as fractions,
decimals or %s |
|
|
|
|
Use a 0 - 1 no.
line upon which to place 10 events, such as:
It will rain tomorrowI will live to be 100.. |
|
- Understand
& use probability scale from 0 - 1; find &
justify probabilities based on equally likely outcomes
in simple contexts; (identify all the possible
mutually exclusive outcomes of a single event)
- Collect data from a single experiment & record
in a frequency table; estimate probabilities based
on this data |
|
certain, uncertain
chance, no chance, good
chance, poor chance, 50-50
chance, even chance
likely, unlikely
likelihood
doubt
possible, impossible
probability
probability scale
likelihood
riske
stimate
dice
spinner |
|
'Higher or Lower'
card game - (0 -9, display a card, class to predict
next card). Discuss language used; place each event
& their key word on probability scale.
Extend to dice throws / full card deck |
|
In pairs:
1) Written activity placing different events on
a probability scale, eg: I will have chips for tea
...
OR Interactive
Likelihood Scale & Interactive
Probability Scale
2) Written activity on mutually exclusive outcomes
of an event, such as the throwing a dice eg: P(3)?
P(factor of 6)?
3) Probability experiments, such as on page 280
Including :
- a prediction, where appropriate of probabilities
- a frequency table
- an estimate of probabilities based on results
obtained (? Y9 'relative frequencies') |
|
| Review probability
as a fraction, using variety of contexts, eg: cards,
coloured counters ...arriving at a working rule
for probability, eg: P = no. favourable outcomes
Total no. of possible outcomes |
|
pp 276 - 280
display a card numbered 0 -9 |
|
|
'Which is more likely...?
throwing a square number on a dice? ...a multiple
of 2? ... a prime numbers? ...a factor 0f 8?
Extend to deck of cards, in preparation for probability
contexts |
|
| Ask a pupil to withdraw
a cube from a bag containing 5 - 10 coloured cubes.
Replace & repeat. Continue until pupils are
able to estimate no. of each colour in the bag.
Experimental P? Theoretical P? Why do these seem
to be different? |
|
'Unfair Games':
use a weighted spinner with class to collect some
results. Discuss whether spinner is fair or unfair;
linking expected P with obtained P results |
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