Probability as a Fraction

MathematicsProbabilityAges 9–10

Describe the probability of simple equally-likely outcomes using unit fractions: the probability of rolling a 6 on a fair die is 1/6, flipping heads is 1/2, picking one specific colour from three equally represented colours is 1/3; place these fractional probabilities on a 0-to-1 probability scale

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Teaching Table

Set out your lesson

Count equally likely outcomes and place simple probabilities on a scale.

Activity

Inferred, not a taxonomy edge: learner can access the supplied prompt with agreed support and can explain or mark a response. If earlier skills are unfamiliar, use the prerequisite topic for teaching; an authored prerequisite is not proof this learner is ready.

Sequence

Keep the two adult-only cards off the learner screen. Have a pencil and scrap paper if useful; oral pointing/typing/AAC can replace handwriting unless spelling or composition is the target. No printing, cutting, account or purchase is required.
Open Show first, read the explanation together, and pause to check the central idea. Then do Guided Try together.
For Try, close earlier models and the adult keys unless the task explicitly supplies a reference. Record any hints, read-aloud help or model reopening; do not call supported work independent.
Use only the active learner card. Keep the private key closed until an attempt is recorded. Stop or take a break on request; practical claims stay not observed unless actually done.

No Printer

Use on screen; read aloud or recreate a tactile model only with declared support. No printer or purchased kit.

Privacy

Never display adult keys or dictation spellings with a learner task; no family financial, identity or conflict disclosure.

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.

Simple stated equally likely models; no measured long-run frequencies.
These bounded examples do not establish independent performance in other situations. Record the support used.

Never display adult keys or dictation spellings with a learner task; no family financial, identity or conflict disclosure.

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Count equally likely outcomes and place simple probabilities on a scale.

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Check understanding

State that the probability of rolling a 6 on a fair die is 1/6 and explain why
Express the probability of picking a red card from a standard deck as 26/52 or 1/2
Write the probability of a simple event as a fraction: favourable outcomes over total outcomes

“If your child flips a fair coin, do they know the probability of getting heads is 1/2 — and can they express similar simple probabilities as fractions and place them on a 0-to-1 scale?”

Curriculum record

Type: Representational
Subject: Mathematics
Domain: Probability
Age range: Ages 9–10