###
Posted by Miss Gardiner | Posted in Chance | Posted on August 28, 2017

This activity references the movie ‘Cloudy With a Chance of Meatballs’ and is used to help teach the concept of Chance. Students are required to think of different weather types for each of the likelihoods. They then have to discuss and sort the different weather types according to their likelihood. It is a fun and creative way to get them thinking about Chance, you can even carry out some role plays where students can become weather reporters. Attached are a range of resources that can be used to assist. Modify as necessary.

Blank Spinner Template-1pur8l1

Certain and impossible vocab cards-27tjqzj

Chance Language Cards – likelihood-v5llz7

Chance Language Cards – will-might-wont happen-1b3wkuy

Cloudy With A Chance Of…Chance Maths Project-1odncy1

impossible weather pics-1sr5936

Spinner Table – Likelihoods-1801fi9

Vocab Words-xcx8yq

Weather Forecast – Likelihood – will wont might-176n47c

Weather Forecast – Likelihood-1mzctk5

Weekly forecast – Likelihoods 2.0-3.0-1fng884

Weekly forecast – Likelihoods F.0-1.0-qil4if

###
Posted by MissFelmingham | Posted in Chance, Probability | Posted on September 7, 2016

This is a probability warm up that looks at placing chance events on a probability scale based on the likelihood of the event happening. This can be done as a whole group/class warm up or in smaller groups.

Lay out on the floor or whiteboard a probability scale from impossible, unlikely, even chance/possible, likely and certain.

Students will need to write down a random event on a piece of paper. They will then need to decide where to place the event on the probability scale. Students can have a discussion with other students about where they should place their event and why. Students can also have a go at swapping events with a partner and placing that event on the probability scale.

Differentiate this activity by using language such as will happen, might happen or won’t happen or extend by using percentages for the probability scale.

###
Posted by missricho | Posted in Addition, Chance, Games | Posted on December 3, 2014

- Students get their math books and a pen, the teacher will need to have 2 dice.
- There is a number decided by the whole group that is the “knock out” number (this is normally 6 in my classes)
- Students stand up behind their chairs (chairs pushed in) when they are ready to begin the game
- The dice are rolled and the total of both dice is called out. As each number is called out the students write it down
- When the student/s decide they have been greedy enough they sit down.
- Students left standing when the 6 is rolled are out and receive a score of 0
- Everyone else adds their scores up and the winner is the person with the highest score.

For Example:

2,2,3,4,4,4,6=0 if the student was standing

2,2,3,4,4,4= 19 if the student sits down before the 6 is rolled.

###
Posted by lisar | Posted in Chance | Posted on September 30, 2014

Students flip a coin or roll a die a given amount of times and graph their results. Students then reflect on their results such as what came up the most, least and comparing their results with those of others.

A power point of the task: Dice Roll

**A whole class game of chance**

Discuss the possible outcomes if you flipped two coins (heads and heads, tails and tails, heads and tails)

Prior to flipping the two coins, students stand up and predict the outcome. If students predict heads, heads – they place both hands on their head. If selecting heads, tails – they place one hand on their head and one on their lower back. If selecting tails, tails – students place both hands on their lower back.

After flipping the coins, students who were incorrect sit down. Keep playing until one student is left standing.

**Data and Statistics**

Results throughout the game can be recorded and used to calculate a fraction, decimal and percentage for each outcome.

Using a deck of cards. Allocate each corner of the room with a suite (hearts, diamonds, spades, clubs). Take out four cards of each suite from the deck giving you 16 cards in total. Record on the board the number of cards for each suite using tally marks.

Students then choose a corner to go to.

Draw out a card from your pile of 16.

The students in the corner that matches the suite of the card drawn out are out and move to a designated area. Rub out a tally mark for that suite on the board. The card drawn out is put aside, it does not get returned to the pile.

Students then move to a new corner and a new card is drawn out. Continue playing until you have a winner.

**During the Game**

After each round discuss the chance of each suite being drawn out using language appropriate to your students. If appropriate, work out the chance as a fraction, decimal and percentage.

Discuss strategies for corner selection with the students.