teaching resource

Coin Toss Probability Worksheet

Updated: 03 Jun 2025

Engage your students with this coin toss probability worksheet that guides them through a hands-on probability activity.

Editable: Google Slides
Non-Editable: PDF
Pages: 3 Pages
Years: 3 - 5

Curriculum

ACMSP067

Conduct chance experiments, identify and describe possible outcomes and recognise variation in results

VC2M3P02

Conduct repeated chance experiments; identify and describe possible outcomes, record the results, and recognise and discuss the variation <ul> <li>identifying the possible outcomes of a chance experiment, creating a tally chart to record results, carrying out a few trials and tallying the results for each trial, and then responding to the questions ‘How did your results vary for each trial?’ and ‘How do the results vary across the class?’</li> <li>conducting repeated trials of chance experiments such as tossing a coin, throwing a dice, drawing a coloured or numbered ball from a bag, or using a coloured spinner with equal partitions, and identifying the variation in the number of heads/fives/reds between trials</li> </ul>
VC2M4P01

Describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events <ul> <li>using lists of events familiar to students and ordering them from ‘least likely’ to ‘most likely’ to occur; and considering and discussing why the order of some events might be different for different students</li> <li>predicting the outcome of a coin toss after 5 heads have been tossed in a row, discussing the assertion that because so many heads came up, it is more likely that a tail rather than a head will come up next; and discussing with reasons why this assertion is correct or incorrect</li> <li>predicting how likely it is – from least likely to most likely – that they would select a red ball from a bag containing 10 red balls and 5 white balls, from a bag containing 20 of each, or from a bag that has 25 red balls and 20 white balls, justifying their decision</li> <li>identifying school activities where the chance of them taking place is affected by the chance of other events occurring; for example, given that there is a high chance of a storm on Friday, there is only a small chance that the coastal dune planting project will go ahead</li> <li>listing the outcomes of everyday chance situations and identifying where one cannot happen if the other happens; for example, discussing that it cannot be hot and cold at the same time, or selecting a card from a deck and discussing if it is red it cannot be a spade or a club</li> <li>identifying different dependent events where the chance of one outcome occurring will be affected by the occurrence of other outcomes and different independent events where the chance of one outcome occurring will not be affected by the occurrence of other outcome(s)</li> </ul>
VC2M4P02

Conduct repeated chance experiments to observe relationships between outcomes in games and other chance situations, and identify and describe the variation in results <ul> <li>playing games such as noughts-and-crosses or First to 20 and deciding if it makes a difference who goes first and whether you can use a particular strategy to increase your chances of winning</li> <li>recording and ordering the outcomes of experiments using different physical or virtual random generators such as coins, dice and a variety of spinners</li> <li>experimenting with tossing 2 coins at the same time, recording and commenting on the chance of outcomes after a number of tosses</li> <li>shuffling a set of cards, drawing a card at random, and recording whether it was a spade, club, diamond or heart, or a picture card or numbered card; and repeating the experiment a number of times and discussing the results</li> </ul>
VC2M5P02

Conduct repeated chance experiments, including those with and without equally likely outcomes, and observe and record the results; use frequency to compare outcomes and estimate their likelihoods <ul> <li>discussing and listing all the possible outcomes of an activity and conducting experiments to estimate the probabilities (for example, using coloured cards in a card game and experimenting with shuffling the deck and turning over one card at a time) and recording and discussing the results</li> <li>conducting experiments, recording the outcomes and the number of times the outcomes occur, and describing the relative frequency of each outcome; for example, using ‘I threw the coin 10 times, and the results were 3 times for a head, so that is 3 out of 10, and 7 times for a tail, so that is 7 out of 10’</li> <li>experimenting with and comparing the outcomes of spinners with equal coloured regions compared to unequal coloured regions; and responding to questions such as ‘How does this spinner differ to one where each of the colours has an equal chance of occurring?’, giving reasons</li> <li>comparing the results of experiments using a fair dice and one that has numbers represented on faces more than once, explaining how this affects the likelihood of outcomes</li> <li>using spreadsheets to record the outcomes of an activity and calculate the total frequencies of different outcomes, representing these as a fraction; for example, using coloured balls in a bag, drawing one out at a time and recording the colour, and replacing them in the bag after each draw</li> <li>investigating Aboriginal and/or Torres Strait Islander children’s instructive games (for example, Diyari koolchee from the Diyari Peoples near Lake Eyre in South Australia), to conduct repeated trials and explore predictable patterns, using digital tools where appropriate</li> </ul>

teaching resource

Coin Toss Probability Worksheet

Updated: 03 Jun 2025

Engage your students with this coin toss probability worksheet that guides them through a hands-on probability activity.

Editable: Google Slides
Non-Editable: PDF
Pages: 3 Pages
Years: 3 - 5

Engage your students with this coin toss probability worksheet that guides them through a hands-on probability activity.

Introduce Probability With Our Coin Toss Probability Worksheet

Looking for an engaging, hands-on way to teach probability? The Coin Toss Probability Worksheet is a ready-to-use, two-page resource that guides students through a simple yet powerful probability experiment using just two coins. This resource allows students to make predictions, collect data through 50 coin tosses, and reflect on their results to uncover key probability concepts.

With clear instructions, built-in recording tables and thoughtful reflection questions, this coin toss probability worksheet encourages critical thinking and classroom discussion.

Using This Coin Toss Probability Activity in the Classroom

This coin toss probability activity is easy to prepare and use — all you need is a few coins! Here is how to use it in your classroom.

Preparation

Print the worksheet front-to-back and give each student a copy.
Give each student or group of students two coins to toss.

Procedure

Explain the activity, and ask students to answer the question about possible outcomes and record their predictions.
Students then test their predictions by tossing two coins 50 times and recording the results.
Once all tosses are complete, students will reflect on the results by answering the questions on the back of the worksheet.
Discuss the results with students. How close was their prediction? Why do they think they got the results they did? Students likely got more mixed coin results than heads/heads or tails/tails. Guide students to realise this is because the ‘one of each’ outcome combines two possible outcomes: heads/tails and tails/heads, making it twice as probable as the other outcomes.

How to Download This Probability Worksheet

Downloading this probability worksheet is easy. Simply click the drop-down arrow on the download button and choose between the PDF and editable Google Slides versions of this resource.

This resource was created by Kaylyn Chupp, a teacher and a Teach Starter collaborator.

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Curriculum

ACMSP067

Conduct chance experiments, identify and describe possible outcomes and recognise variation in results

VC2M3P02

Conduct repeated chance experiments; identify and describe possible outcomes, record the results, and recognise and discuss the variation <ul> <li>identifying the possible outcomes of a chance experiment, creating a tally chart to record results, carrying out a few trials and tallying the results for each trial, and then responding to the questions ‘How did your results vary for each trial?’ and ‘How do the results vary across the class?’</li> <li>conducting repeated trials of chance experiments such as tossing a coin, throwing a dice, drawing a coloured or numbered ball from a bag, or using a coloured spinner with equal partitions, and identifying the variation in the number of heads/fives/reds between trials</li> </ul>
VC2M4P01

Describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events <ul> <li>using lists of events familiar to students and ordering them from ‘least likely’ to ‘most likely’ to occur; and considering and discussing why the order of some events might be different for different students</li> <li>predicting the outcome of a coin toss after 5 heads have been tossed in a row, discussing the assertion that because so many heads came up, it is more likely that a tail rather than a head will come up next; and discussing with reasons why this assertion is correct or incorrect</li> <li>predicting how likely it is – from least likely to most likely – that they would select a red ball from a bag containing 10 red balls and 5 white balls, from a bag containing 20 of each, or from a bag that has 25 red balls and 20 white balls, justifying their decision</li> <li>identifying school activities where the chance of them taking place is affected by the chance of other events occurring; for example, given that there is a high chance of a storm on Friday, there is only a small chance that the coastal dune planting project will go ahead</li> <li>listing the outcomes of everyday chance situations and identifying where one cannot happen if the other happens; for example, discussing that it cannot be hot and cold at the same time, or selecting a card from a deck and discussing if it is red it cannot be a spade or a club</li> <li>identifying different dependent events where the chance of one outcome occurring will be affected by the occurrence of other outcomes and different independent events where the chance of one outcome occurring will not be affected by the occurrence of other outcome(s)</li> </ul>
VC2M4P02

Conduct repeated chance experiments to observe relationships between outcomes in games and other chance situations, and identify and describe the variation in results <ul> <li>playing games such as noughts-and-crosses or First to 20 and deciding if it makes a difference who goes first and whether you can use a particular strategy to increase your chances of winning</li> <li>recording and ordering the outcomes of experiments using different physical or virtual random generators such as coins, dice and a variety of spinners</li> <li>experimenting with tossing 2 coins at the same time, recording and commenting on the chance of outcomes after a number of tosses</li> <li>shuffling a set of cards, drawing a card at random, and recording whether it was a spade, club, diamond or heart, or a picture card or numbered card; and repeating the experiment a number of times and discussing the results</li> </ul>
VC2M5P02

Conduct repeated chance experiments, including those with and without equally likely outcomes, and observe and record the results; use frequency to compare outcomes and estimate their likelihoods <ul> <li>discussing and listing all the possible outcomes of an activity and conducting experiments to estimate the probabilities (for example, using coloured cards in a card game and experimenting with shuffling the deck and turning over one card at a time) and recording and discussing the results</li> <li>conducting experiments, recording the outcomes and the number of times the outcomes occur, and describing the relative frequency of each outcome; for example, using ‘I threw the coin 10 times, and the results were 3 times for a head, so that is 3 out of 10, and 7 times for a tail, so that is 7 out of 10’</li> <li>experimenting with and comparing the outcomes of spinners with equal coloured regions compared to unequal coloured regions; and responding to questions such as ‘How does this spinner differ to one where each of the colours has an equal chance of occurring?’, giving reasons</li> <li>comparing the results of experiments using a fair dice and one that has numbers represented on faces more than once, explaining how this affects the likelihood of outcomes</li> <li>using spreadsheets to record the outcomes of an activity and calculate the total frequencies of different outcomes, representing these as a fraction; for example, using coloured balls in a bag, drawing one out at a time and recording the colour, and replacing them in the bag after each draw</li> <li>investigating Aboriginal and/or Torres Strait Islander children’s instructive games (for example, Diyari koolchee from the Diyari Peoples near Lake Eyre in South Australia), to conduct repeated trials and explore predictable patterns, using digital tools where appropriate</li> </ul>

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