Simple Chance Experiments
Conduct simple probability experiments — flipping a coin, rolling a die, pulling coloured counters from a bag — record results, and compare experimental outcomes with expected theoretical outcomes
Share and support
Teaching Table
Set out your lesson
Practise the bounded task in Simple Chance Experiments; see exact limits before inferring broader coverage.
Can tally and count to twenty; use a large coin on a clear tray with adult supervision, away from small children.
Exact directed source edges retained; earlier authorship is not learner attainment.
These supplied stage cards
Scrap paper and pencil; oral/pointing response where appropriate
For the optional coin experiment: large coin, clear tray and one sheet of scrap paper with pencil. Keep the learner-created prediction and H/T record; no printer, account or upload is needed.
Read readiness and decide on support without treating prerequisite authoring as learner readiness.
Open Show first and explain its model.
Use Guided Try with support and its separate adult key.
Keep the actual learner-created paper record and prediction beside you for Try. Put Show and all Guided adult keys aside, and close adult disclosures before Try. A blank Guided worksheet or a model answer is not the learner record.
Reflect on an actual attempt, including help used.
Use one sheet of scrap paper for the prediction, numbered H/T slots and tallies shown in Guided. Keep this same paper beside you through Try. If paper or equipment is unavailable, use the explicit not performed branch; a blank screen card is not a saved record.
Use only invented scenarios and optional anonymous local notes. Do not request names, photos, family finances, medical data, accounts or uploads. Stop uncomfortable physical activity.
Use only invented scenarios and optional anonymous local notes. Do not request names, photos, family finances, medical data, accounts or uploads. Stop uncomfortable physical activity.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
Coin enquiry conditional on actual performance. Die experiment and bag-draw experiment not conducted; their clauses are blocked.
Use only invented scenarios and optional anonymous local notes. Do not request names, photos, family finances, medical data, accounts or uploads. Stop uncomfortable physical activity.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
Reviewed external links that reinforce this concept. They do not replace Gakuva’s teaching approach.
No reviewed resources for this concept yet.
The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Check understanding
- Flip a coin 20 times, record heads and tails in a tally chart, and describe what they notice about the results
- Roll a die 30 times and compare how often each number came up with what they expected
- Pull counters from a bag, record results, and explain whether the outcomes matched their prediction
“Has your child ever done an experiment like flipping a coin or rolling a die lots of times, recorded the results in a tally chart, and noticed any patterns in what came up?”
Curriculum record
- Type
- Procedural
- Subject
- Mathematics
- Domain
- Probability
- Age range
- Ages 9–10