Starter quiz
- Two spinners are spun once each. The table shows the outcomes for each spinner. Match each value from the frequency tree to its value.
- ⇔24 ✓
- ⇔15 ✓
- ⇔3 ✓
- ⇔5 ✓
- An investigation into some rhubarb plants aims to see if using a special fertiliser (F) increases the chance of the plant yielding rhubarb (R). The diagrams show the results. = ______.
- '195' ✓
- An investigation into some rhubarb plants aims to see if using a special fertiliser (F) increases the chance of the plant yielding rhubarb (R). The diagrams show the results. = ______.
- '240' ✓
- An investigation across 60 days explores whether days with rain (R) were more likely to see deer (D) in urban areas. The value of is ______.
- '4' ✓
- An investigation across 60 days explores whether days with rain (R) were more likely to see deer (D) in urban areas. The value of is ______.
- '31' ✓
- A game developer tested to see whether a playable character was more likely to win (W) with a rebalance (R) of the character’s stats or not. P(R'W) = ______.
- '0.12' ✓
Exit quiz
- There are 4 children sat around one table and 8 children sat around another table. The teacher chooses 1 child from each table. In how many different ways could the teacher do this?
- 2
- 12
- 24
- 32 ✓
- 64
-
- Here is a restaurant menu for three courses. A customer can choose one starter, one main course and one dessert in ______ different ways.
- '24' ✓
- The restaurant runs out of tiramisu. A customer can choose one starter, one main course and one dessert in ______ different ways now.
- '12' ✓
- Alex has a pack of 5 cards. He deals one card to himself and deals one card to Sam. In how many different ways can this happen?
- 9
- 10
- 20 ✓
- 25
- 40
-
- Izzy has a pack of 7 cards. She takes 2 cards at random from the pack. In how many different ways can this happen?
- 13
- 14
- 21 ✓
- 42
-
- Alex draws 2 different cards from set A and 2 different cards from set B. There are ______ different ways of doing this.
- '126' ✓
Worksheet
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Presentation
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Video
Lesson Details
Key learning points
- By systematically listing the outcomes for two or more events, a pattern begins to emerge
- This pattern can be generalised so that counting possible outcome combinations is quicker
- Whether the order of the outcomes matters affects the number of possible outcomes
- If order does not matter then repetition can be accounted for when considering the total number of outcomes
Common misconception
When using the product rule, pupils may be unsure whether they should divide the product by 2.
Pay extra attention to the context of the problem. If the order of the two outcomes is irrelevant, then you should divide by two. If each of the two outcomes is allocated to a separate event (e.g. 1st and 2nd) then do not divide by 2.
Keywords
Trial - A trial is a single, predefined test.
Outcome - An outcome is a result of a trial.
Systematically - When listing outcomes systematically, they are listed in such a way as to ensure all outcomes are recorded.
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