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Students learn how to measure the likelihood of an event happening using keywords, fractions, decimals and percentages. Later, learning progresses on to calculating a relative frequency and using tree diagrams to find the probability of two or more events.

This unit takes place in Year 9 Term 5 and follows on from working with fractions and mixed numbers.

- compare and order fractions whose denominators are all multiples of the same number
- identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
- add and subtract fractions with the same denominator and denominators that are multiples of the same number

- record describe and analyse the frequency of outcomes of probability experiments using tables and frequency trees
- apply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future experiments
- relate relative expected frequencies to theoretical probability, using appropriate language and the 0 – 1 probability scale
- apply the property that the probabilities of an exhaustive set of outcomes sum to one; apply the property that the probabilities of an exhaustive set of mutually exclusive events sum to one
- understand that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size
- enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree diagrams
- construct theoretical possibility spaces for single and combined experiments with equally likely outcomes and use these to calculate theoretical probabilities
- calculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptions

- Use the probability scale and associated keywords to begin comparing the likelihood of an event’s occurrence.
- When writing probabilities as a fraction using the probability scale to show equivalences with the keywords
- Discuss the effect of bias and sample size when comparing theoretical and experimental probabilities.
- Use the random function on a calculator or spreadsheet to demonstrate simple randomisation.
- When listing the outcomes of combined events ensure students use a logical and systematic method.
- Branches on a probability tree have a sum of one as they are mutually exclusive.

- Writing probabilities as a ratio is a common misconception.
- When creating Venn diagrams students often forget to place the remaining events outside the circles.
- When listing permutations of combined events students often repeat events when they do not use a logical and systematic method.

January 13, 2020

To find the area of compound shapes students need to understand what the word compound means. Therefore, I ask students to discuss in pairs a definition for the word compound and to extend it to include the shapes below. As a result of their learning in science students agree that a compound can be defined […]

January 4, 2020

At the start of the Spring Term these are three main priorities for me as the Head of Mathematics.

January 1, 2020

I teach mutually exclusive outcomes directly after students have encountered Venn diagrams. This is the fifth Year 8 Probability lesson.