Your Basket 0 items - £0.00

- Record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scale.

- A sample space diagram is used to show all the outcomes from a combination of two events. This follows on from Permutations of Two Events.
- Mutually exclusive outcomes are those that cannot occur together. For example, when you toss a coin you can not get a head and a tails.
- A set is a collection of items or numbers. Sets are shown by curly brackets { }. The items or numbers in a set are called elements.
- Venn diagrams are used to display sets and show where they overlap. Circles are used to represent each set. The rectangle that contains the sets is called the universal set. Elements that belong to more than one set are shown through the overlap between the set's circles.

Develop fluency

- Use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.

Reason mathematically

- Explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally.

Solve problems

- Select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.
- Begin to model situations mathematically and express the results using a range of formal mathematical representations

Probability

- Understand that the probabilities of all possible outcomes sum to 1
- Enumerate sets and unions/intersections of sets systematically, using tables, grids and Venn diagrams
- Generate theoretical sample spaces for single and combined events with equally likely, mutually exclusive outcomes and use these to calculate theoretical probabilities.

April 15, 2018

Inspiring students to enjoy maths and feel the success that comes with attempting a difficult challenge is why I teach. The feeling of success is addictive. The more students experience it the more they want it and the further out of their comfort zone they are willing to go to get more of it. Teaching […]

April 11, 2018

To find the equation of straight line graphs students need to calculate the gradient using two pairs of coordinates and the intercept which is the y value of where it crosses the vertical axis. Examiner’s reports of past exam questions show students are more able to find the intercept of a straight line than they […]

March 23, 2018

Students learn how to generate and describe arithmetic and geometric sequences on a position-to-term basis. Learning progresses from plotting and reading coordinates in the first quadrant to describing geometric sequences using the nth term. This unit takes place in Term 4 of Year 10 and is followed by the equations of straight line graphs. Arithmetic […]