# YEAR 6 MATHS FOCUS

## STATISTICS AND PROBABILITY

Chance

Learning Experiences

Chance

## CHANCE

OUTCOME

A student:

MA3-19SP:

conducts chance experiments and assigns probabilities as values between 0 and 1 to describe their outcomes

TEACHING POINTS | Random generators include coins, dice, spinners and digital simulators. |

As the number of trials in a chance experiment increases, the observed probabilities should become closer in value to the expected probabilities. | |

Refer also to background information in Chance 1. |

LANGUAGE | Students should be able to communicate using the following language: chance, event, likelihood, equally likely, experiment, outcome, expected outcomes, random, fair, trials, probability, expected probability, observed probability, frequency, expected frequency, observed frequency. |

The term ‘frequency’ is used in this substrand to describe the number of times a particular outcome occurs in a chance experiment. In Stage 4, students will also use ‘frequency’ to describe the number of times a particular data value occurs in a data set. |

## EXPECTATIONS OF ATTAINMENT

Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (ACMSP145) | assign expected probabilities to outcomes in chance experiments with random generators, including digital simulators, and compare the expected probabilities with the observed probabilities after both small and large numbers of trials {Information and communication technology capability} |

– determine and discuss the differences between the expected probabilities and the observed probabilities after both small and large numbers of trials {Communicating, Reasoning, Literacy} | |

– explain what happens to the observed probabilities as the number of trials increases {Communicating, Reasoning, Literacy} | |

use samples to make predictions about a larger ‘population’ from which the sample comes, eg take a random sample of coloured lollies from a bag, calculate the probability of obtaining each colour of lolly when drawing a lolly from the bag, and use these probabilities and the total number of lollies in the bag to predict the number of each colour of lolly in the bag {Critical and creative thinking} | |

– discuss whether a prediction about a larger population, from which a sample comes, would be the same if a different sample were used {Communicating, Reasoning, Literacy, Critical and creative thinking} |

Learning Experiences

To be added