teaching resource

Chance Worksheets - Year 5

Updated: 12 Jun 2020

4 chance worksheets linked to the Australian Curriculum.

Non-Editable: PDF
Pages: 8 Pages
Year: 5

Curriculum

VC2M5P01

List the possible outcomes of chance experiments involving equally likely outcomes and compare to those that are not equally likely <ul> <li>discussing what it means for outcomes to be equally likely and comparing the number of possible and equally likely outcomes of chance events; for example, when drawing a card from a standard deck of cards there are 4 possible outcomes if you are interested in the suit, 2 possible outcomes if you are interested in the colour or 52 outcomes if you are interested in the exact card</li> <li>discussing how chance experiments that have equally likely outcomes can be referred to as random chance events; for example, if all the names of students in a class are placed in a hat and one is drawn at random, each person has an equally likely chance of being drawn</li> <li>commenting on the chance of winning games by considering the number of possible outcomes and the consequent chance of winning</li> <li>investigating why some games are fair and others are not; for example, drawing a track game to resemble a running race and taking it in turns to roll 2 dice, where the first runner moves a square if the difference between the 2 dice is zero, one or 2 and the second runner moves a square if the difference is 3, 4 or 5, and responding to the questions ‘Is this game fair?’, ‘Are some differences more likely to come up than others?’ and ‘How can you work that out?’</li> <li>comparing the chance of a head or a tail when a coin is tossed, whether some numbers on a dice are more likely to be facing up when the dice is rolled, or the chance of getting a 1, 2 or 3 on a spinner with uneven regions for the numbers</li> <li>discussing supermarket promotions such as collecting stickers or objects and whether there is an equal chance of getting each of them</li> </ul>
VC2M6P01

Describe probabilities using fractions, decimals and percentages; recognise that probabilities lie on numerical scales of 0–‍1 or 0%–100%; use estimation to assign probabilities that events occur in a given context, using common fractions, percentages and decimals <ul> <li>recognising that the probability of an event occurring can be represented numerically as either a number ranging from zero to one or a percentage from 0% to 100% where zero or 0% means it will not happen and one or 100% means it is certain to happen</li> <li>using a scale of zero to one or 0% to 100% to estimate chances of events</li> <li>listing the different possible outcomes for rolling a dice and using a scale to locate the relative probability by considering the chance of more than or less than for each possible event, for example, the probability of getting a number greater than 4</li> <li>recognising the language used to describe situations involving uncertainty, such as what it means to be ‘lucky’, a ‘75% chance’ of rain or a ‘1-in-100 years’ flood</li> <li>exploring Aboriginal and/or Torres Strait Islander children’s instructive games, such as Weme from the Warlpiri Peoples of Central Australia, to investigate and assign probabilities that events will occur, indicating their estimated likelihood</li> </ul>

teaching resource

Chance Worksheets - Year 5

Updated: 12 Jun 2020

4 chance worksheets linked to the Australian Curriculum.

Non-Editable: PDF
Pages: 8 Pages
Year: 5

4 chance worksheets linked to the Australian Curriculum.

This teaching resource could be used in a variety of ways when teaching chance. Some suggestions include:

pre- and post-testing
independent classwork
revision
homework.

This teaching resource pack includes worksheets addressing the following concepts:

probability outcomes using fractions
probability range 0-1

Answer sheets are also provided.

Download options include:

the year level displayed at the top of the sheet
no year level displayed at the top of the sheet to use for differentiation.

Curriculum

VC2M5P01

List the possible outcomes of chance experiments involving equally likely outcomes and compare to those that are not equally likely <ul> <li>discussing what it means for outcomes to be equally likely and comparing the number of possible and equally likely outcomes of chance events; for example, when drawing a card from a standard deck of cards there are 4 possible outcomes if you are interested in the suit, 2 possible outcomes if you are interested in the colour or 52 outcomes if you are interested in the exact card</li> <li>discussing how chance experiments that have equally likely outcomes can be referred to as random chance events; for example, if all the names of students in a class are placed in a hat and one is drawn at random, each person has an equally likely chance of being drawn</li> <li>commenting on the chance of winning games by considering the number of possible outcomes and the consequent chance of winning</li> <li>investigating why some games are fair and others are not; for example, drawing a track game to resemble a running race and taking it in turns to roll 2 dice, where the first runner moves a square if the difference between the 2 dice is zero, one or 2 and the second runner moves a square if the difference is 3, 4 or 5, and responding to the questions ‘Is this game fair?’, ‘Are some differences more likely to come up than others?’ and ‘How can you work that out?’</li> <li>comparing the chance of a head or a tail when a coin is tossed, whether some numbers on a dice are more likely to be facing up when the dice is rolled, or the chance of getting a 1, 2 or 3 on a spinner with uneven regions for the numbers</li> <li>discussing supermarket promotions such as collecting stickers or objects and whether there is an equal chance of getting each of them</li> </ul>
VC2M6P01

Describe probabilities using fractions, decimals and percentages; recognise that probabilities lie on numerical scales of 0–‍1 or 0%–100%; use estimation to assign probabilities that events occur in a given context, using common fractions, percentages and decimals <ul> <li>recognising that the probability of an event occurring can be represented numerically as either a number ranging from zero to one or a percentage from 0% to 100% where zero or 0% means it will not happen and one or 100% means it is certain to happen</li> <li>using a scale of zero to one or 0% to 100% to estimate chances of events</li> <li>listing the different possible outcomes for rolling a dice and using a scale to locate the relative probability by considering the chance of more than or less than for each possible event, for example, the probability of getting a number greater than 4</li> <li>recognising the language used to describe situations involving uncertainty, such as what it means to be ‘lucky’, a ‘75% chance’ of rain or a ‘1-in-100 years’ flood</li> <li>exploring Aboriginal and/or Torres Strait Islander children’s instructive games, such as Weme from the Warlpiri Peoples of Central Australia, to investigate and assign probabilities that events will occur, indicating their estimated likelihood</li> </ul>

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4 Comments

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Jill (Teach Starter) · 6 years ago

Hi Miss Jackman. My apologies, we had fixed the wording and then an old version was accidentally re-uploaded, so it wasn't just your tired teacher brain! My apologies for the confusion. The correct file has been re-uploaded with clearer wording.
Tristram Haley · 8 years ago

Just thought I should point out, in the 'Probability Using Fractions A' activity, question one is what is the chance of the spinner landing on: i) a b or a B. Some students may be confused by the initial use of 'a' and think that it refers to the 'a' on the spinner.
- MISS JACKMAN · 6 years ago
  
  I think this edit is still confusing to read (as I marked it with my teacher tired brain). I read it to mean students were answering if the spinner would land on an a, b or B. Perhaps if the capital letter B was offered first, i.e i) a B or a b?
- Jill (Teach Starter) · 8 years ago
  
  Hi Tristram, That's a good point! I can see what you mean. I have adjusted the wording to reflect your feedback. Thanks for bringing that to our attention. Kind regards Jill