Examples of what pupils should know and be able to do
| Spinner | Dice |
|---|---|
| 3 | 2 |
A pentagonal spinner numbered 0–4 is spun and an ordinary dice (1–6) is rolled. One possible outcome is shown here.
List all the possible outcomes.
Probing questions
Give me examples of mutually exclusive outcomes’ to match objectives and other questions.
How do you go about identifying all the mutually exclusive outcomes for an experiment?
What strategies do you use to make sure you have found all possible mutually exclusive outcomes for two successive events, for example, rolling two dice?
How do you know you have recorded all the possible outcomes?
What if pupils find this a barrier?
Consider the use of lists to demonstrate the possible outcomes but also use sample spaces (p. 281 FTM(S)). Use examples where all possible outcomes can be demonstrated, e.g. taking two cards (with replacement) from the digit cards 0 to 9. Use the sample space to find probabilities, e.g. Pr(3,4) or Pr(Same number).
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