teacher overview
teach-learn-practise
useful extra
| teach-learn | practise-learn | timely practice | |
| 1 | probabiltySingleTL1.pdf | probabilitySingle1.pdf | sign up for
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| 2 | probabiltySingleTL2.pdf | probabilitySingle2.pdf | |
| 3 | probabiltySingleTL3.pdf | probabilitySingle3.pdf | |
| 4 | probabiltySingleTL4.pdf | probabilitySingle4.pdf | |
| 5 | probabilitySingle5.pdf | ||
| 6 | probabiltySingleTL6.pdf | probabilitySingle6.pdf | |
| 7 | probabiltySingleTL7.pdf | probabilitySingle7.pdf | |
| 8 | probabiltySingleTL8.pdf | probabilitySingle8.pdf | |
| 9 | probabiltySingleTL9.pdf | probabilitySingle9.pdf | |
| 10 | not written yet | ||
| 11 | probabiltySingleTL11.pdf | probabilitySingle11.pdf | |
| 12 | not written yet | ||
| 13 | probabiltySingleTL13.pdf | probabilitySingle13.pdf | |
| 14 | probabiltySingleTL14.pdf | probabilitySingle14.pdf |
NC information
National curriculum code and descriptions (partially) covered by the layers
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)
P3 relate relative expected frequencies to theoretical probability, using appropriate language and the 0-1 probability scale
P7 construct theoretical possibility spaces for single and combined experiments with equally likely outcomes and use these to calculate theoretical probabilities