Experience and Outcome for I can conduct simple experiments involving chance and communicate my predictions and findings using the vocabulary of probability. Planning Teaching, Learning and MNU 2-22a Assessment Progression Through Second Level Benchmarks to Support Teachers’ Professional Judgement of Achievement of a Level I can use appropriate vocabulary such I can investigate probability, through I can use data to predict the outcome Uses the language of probability accurately to describe the likelihood as highly likely/unlikely etc., to experimenting with tossing a coin, of a simple experiment and explain the of simple events occurring, for describe the probability of an rolling a die etc., the possible reasoning behind the prediction. example, equal chance; fifty-fifty; outcomes of simple, random events. I understand that the more you carry one in two, two in three; percentage I can assign a numerical value to the I can identify 1 as certain and 0 as out an experiment, the more confident chance and likelihood of the occurrence of simple impossible on the number line. you can become in predicting the 1 : 6. events on a 5 - point scale. I can place events on a number line result. and carries out simple I understand that probability can be to demonstrate simple probabilities, I can use a number line from 0 to 1, experiments involving chance with represented by a fraction. for example the probability of where 0 is impossible and 1 is certain, repeated trials, for example, what is I understand the concept of equally tossing a coin and it landing heads up to investigate and describe probability. the probability of throwing a double likely events chance’. is 0∙5. I can place events on a number line to – ‘equal six if you throw two dice fifty times? I can list all the possible outcomes of I can arrange events in order to demonstrate the probability of any Uses data to predict the outcome of simple events using tree diagrams and determine which is most or least event. a simple experiment. organised lists. likely to occur. I can understand the terms favourable I understand that probability can be outcome and total outcomes. represented by a ratio; one in two, I am aware of how implications of one in three and use the notation chance are used in daily routines, 1: 6. decision making and the media. I can describe percentage chance, for example 100% chance, 0% chance, 50% chance. Curriculum Organiser Information Handling - of Chance and Uncertainty Probability; Applying Knowledge of Probability Milestone/s THIRD LEVEL
Experience and Outcome for Planning Teaching, Learning and Assessment I can conduct simple experiments involving chance and communicate my predictions and findings using the vocabulary of probability. MNU 2-22a Progression Through Second Level Benchmarks to Support Teachers’ Professional Judgement of Achievement of a Level I can use appropriate vocabulary such as highly likely/unlikely etc., to describe the probability of an I can assign a numerical value to the likelihood of the occurrence of simple events on a 5 - point scale. I understand that probability can be represented by a fraction. I understand the concept of equally likely events – ‘equal chance’. I can list all the possible outcomes of simple events using tree diagrams and organised lists. I can investigate probability, through experimenting with tossing a coin, rolling a die etc., the possible outcomes of simple, random events. I can identify 1 as certain and 0 as impossible on the number line. I can place events on a number line to demonstrate simple probabilities, for example the probability of tossing a coin and it landing heads up is 0∙5. I can arrange events in order to determine which is most or least likely to occur. I understand that probability can be represented by a ratio; one in two, one in three and use the notation 1: 6. I can use data to predict the outcome of a simple experiment and explain the reasoning behind the prediction. I understand that the more you carry out an experiment, the more confident you can become in predicting the result. I can use a number line from 0 to 1, where 0 is impossible and 1 is certain, to investigate and describe probability. I can place events on a number line to demonstrate the probability of any event. I can understand the terms favourable outcome and total outcomes. I am aware of how implications of chance are used in daily routines, decision making and the media. I can describe percentage chance, for example 100% chance, 0% chance, 50% chance. Uses the language of probability accurately to describe the likelihood of simple events occurring, for example, equal chance; fifty-fifty; one in two, two in three; percentage chance and 1 : 6. and carries out simple experiments involving chance with repeated trials, for example, what is the probability of throwing a double six if you throw two dice fifty times? Uses data to predict the outcome of a simple experiment. Curriculum Organiser Information Handling - of Chance and Uncertainty Milestone/s Probability; Applying Knowledge of Probability THIRD LEVEL
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