teacher overview
probabilityTreeOverview.pdf
probabilityTreeSample.pdf
teach-learn-practise
useful extra
| teach-learn | practise-learn | timely practice | 1 | probabilityTree1.pdf | sign up for - use of timely practice
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go to www.timelypractice.com click the Free Trial button or email info@srslearning.com | 2 | probabilityTree2.pdf | 3 | probabilityTree3.pdf | 4 | 5 | 6 | 7 | 8sample Q from each layer | teach-learn questions |
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| name | probabilityTreeSample.pdf |
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| height | 250 |
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| name | probabilityTreeTL1.pdf |
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| name | probabilityTreeTL2.pdf |
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| name | probabilityTreeTL4.pdf |
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| name | probabilityTreeTL5.pdf |
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| layer | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 |
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| name | probabilityTree1.pdf |
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| name | probabilityTree2.pdf |
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| name | probabilityTree4.pdf |
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| name | probabilityTree5.pdf |
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| height | 250 |
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| name | probabilityTree6.pdf |
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| height | 250 |
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| print hints | d/s 2pp | d/s 1pp |
| d/s 1pp | d/s 1pp | d/s 1pp |
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NC information
P1record, describe and analyse the frequency of outcomes of probability experiments using tables and frequency treesNational curriculum code and descriptions (partially) covered by the layers.
P3 relate relative expected frequencies to theoretical probability, using appropriate language and the 0-1 probability scale
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P8calculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptions
N5 apply systematic listing strategies including use of the product rule for counting (i.e. if there are m ways of doing one task and for each of these, there are n ways of doing another task, then the total number of ways the two tasks can be done is m × n ways)
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