# probability: single

### teacher overview

### teach-learn-practise

useful extra

teach-learn | practise-learn | timely practice | |

1 | probabilitySingleTL1.pdf | probabilitySingle1.pdf | sign up for - use of timely practice
- training
to ensure students - retain their learning
- improve their accuracy
go to click the Free Trial button or email |

2 | probabilitySingleTL2.pdf | probabilitySingle2.pdf | |

3 | probabilitySingleTL3.pdf | probabilitySingle3.pdf | |

4 | probabilitySingleTL4.pdf | probabilitySingle4.pdf | |

5 | probabilitySingle5.pdf | ||

6 | probabilitySingleTL6.pdf | probabilitySingle6.pdf | |

7 | probabilitySingleTL7.pdf | probabilitySingle7.pdf | |

8 | probabilitySingleTL8.pdf | probabilitySingle8.pdf | |

9 | probabilitySingleTL9.pdf | probabilitySingle9.pdf | |

10 | not written yet | ||

11 | probabilitySingleTL11.pdf | probabilitySingle11.pdf | |

12 | not written yet | ||

13 | probabilitySingleTL13.pdf | probabilitySingle13.pdf | |

14 | probabilitySingleTL14.pdf | probabilitySingle14.pdf |

### NC information

National curriculum code and descriptions (partially) covered by the layers

P1 record, describe and analyse the frequency of outcomes of probability experiments using tables and frequency trees

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

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)**