Level 2: Level statement Students make comparisons and predictions about the likelihood of familiar events. They classify them as likely, unlikely or impossible, though their opinions are often swayed by sentiment. They understand that the outcome of a future event does not depend on the outcome of a previous event. Students collect and organise data, create and interpret a range of data displays and identify significant elements of the displays. They suggest and distinguish between some sources of variation in data and explain the effects of these variations. Core learning outcome: CD 2.1 Students identify and classify familiar events according to the likelihood of occurrence. Elaborations To support investigations that emphasise thinking, reasoning and working mathematically Core content — Students know: Students may: Likelihood list a range of familiar events involving chance language of chance chance influences the likelihood of occurrence of identify and classify the likelihood of the occurrence of events as likely or unlikely likely, unlikely familiar events give reasons for classification of the likelihood of events based on personal opinions and previous impossible an event can be independent experiences Judgments of a previous event compare their judgments about the likelihood of occurrence of events with those of others subjective judgments the language of chance to collect data to support or challenge comments and classifications about the likelihood of occurrence of identify and classify the comparisons and predictions events based on personal opinions and/or previous experiences likelihood of the occurrence of independence of an event from decide whether the likelihood of occurrence will always be as predicted familiar events a previous event conduct experiments or collect data to investigate the independence of events how to predict the likelihood of occurrence of familiar events review and adjust classifications of possible outcomes as required. how to identify and classify familiar events according to likelihood of occurrence. Investigations should occur in a range of contexts. For example, students could investigate: seasonal weather patterns possible outcomes of events in fictional texts the classification of events in terms of the likelihood of occurrence, such as creating posters of events that are likely, unlikely or impossible the independence of an event from a previous event by conducting experiments, such as drawing names from a hat or playing board games.
Level 2: Level statement Students make comparisons and predictions about the likelihood of familiar events. They classify them as likely, unlikely or impossible, though their opinions are often swayed by sentiment. They understand that the outcome of a future event does not depend on the outcome of a previous event. Students collect and organise data, create and interpret a range of data displays and identify significant elements of the displays. They suggest and distinguish between some sources of variation in data and explain the effects of these variations. Core learning outcome: CD 2.1 Students identify and classify familiar events according to the likelihood of occurrence. Elaborations — To support investigations that emphasise thinking, reasoning and working mathematically Core content Students know: chance influences the likelihood of occurrence of familiar events an event can be independent of a previous event the language of chance to identify and classify the likelihood of the occurrence of familiar events how to predict the likelihood of occurrence of familiar events how to identify and classify familiar events according to likelihood of occurrence. Students may: list a range of familiar events involving chance identify and classify the likelihood of the occurrence of events as likely or unlikely give reasons for classification of the likelihood of events based on personal opinions and previous experiences compare their judgments about the likelihood of occurrence of events with those of others collect data to support or challenge comments and classifications about the likelihood of occurrence of events based on personal opinions and/or previous experiences decide whether the likelihood of occurrence will always be as predicted conduct experiments or collect data to investigate the independence of events review and adjust classifications of possible outcomes as required. Likelihood language of chance likely, unlikely impossible Judgments subjective judgments comparisons and predictions independence of an event from a previous event Investigations should occur in a range of contexts. For example, students could investigate: seasonal weather patterns possible outcomes of events in fictional texts the classification of events in terms of the likelihood of occurrence, such as creating posters of events that are likely, unlikely or impossible the independence of an event from a previous event by conducting experiments, such as drawing names from a hat or playing board games.