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Chapter 47: Simple Probability Experiments

Learn Grade 2 mathematics with very-beginner explanations, original worked examples, practice, reasoning, and review.

Grade 2Very Beginner Friendly10 Examples Per Topic30 Q&APractice + Review
Estimated reading time0% read
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Chapter Overview

This chapter teaches Simple Probability Experiments with simple explanations, visual thinking, worked examples, practice, and review.

47.1 Coin toss outcomes

Money amounts can be represented in different ways. Different combinations of coins and bills can have the same value. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Make 50 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 50 cents

Worked Example 2

Problem: Make 25 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 25 cents

Worked Example 3

Problem: Make 100 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 100 cents

Worked Example 4

Problem: Make 50 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 50 cents

Worked Example 5

Problem: Make 50 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 50 cents

Worked Example 6

Problem: Make 25 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 25 cents

Worked Example 7

Problem: Make 25 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 25 cents

Worked Example 8

Problem: Make 50 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 50 cents

Worked Example 9

Problem: Make 75 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 75 cents

Worked Example 10

Problem: Make 100 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 100 cents

47.2 Spinner outcomes

Spinner outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 8 and 18 to make a simple example about Spinner outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Spinner outcomes.

Worked Example 2

Problem: Use 19 and 5 to make a simple example about Spinner outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Spinner outcomes.

Worked Example 3

Problem: Use 15 and 2 to make a simple example about Spinner outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Spinner outcomes.

Worked Example 4

Problem: Use 3 and 8 to make a simple example about Spinner outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Spinner outcomes.

Worked Example 5

Problem: Use 3 and 8 to make a simple example about Spinner outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Spinner outcomes.

Worked Example 6

Problem: Use 13 and 3 to make a simple example about Spinner outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Spinner outcomes.

Worked Example 7

Problem: Use 4 and 4 to make a simple example about Spinner outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Spinner outcomes.

Worked Example 8

Problem: Use 11 and 6 to make a simple example about Spinner outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Spinner outcomes.

Worked Example 9

Problem: Use 6 and 11 to make a simple example about Spinner outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Spinner outcomes.

Worked Example 10

Problem: Use 1 and 17 to make a simple example about Spinner outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Spinner outcomes.

47.3 Coloured-counter outcomes

Coloured-counter outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 2 and 3 to make a simple example about Coloured-counter outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Coloured-counter outcomes.

Worked Example 2

Problem: Use 13 and 15 to make a simple example about Coloured-counter outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Coloured-counter outcomes.

Worked Example 3

Problem: Use 10 and 14 to make a simple example about Coloured-counter outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Coloured-counter outcomes.

Worked Example 4

Problem: Use 11 and 4 to make a simple example about Coloured-counter outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Coloured-counter outcomes.

Worked Example 5

Problem: Use 15 and 6 to make a simple example about Coloured-counter outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Coloured-counter outcomes.

Worked Example 6

Problem: Use 14 and 16 to make a simple example about Coloured-counter outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Coloured-counter outcomes.

Worked Example 7

Problem: Use 19 and 20 to make a simple example about Coloured-counter outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Coloured-counter outcomes.

Worked Example 8

Problem: Use 18 and 3 to make a simple example about Coloured-counter outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Coloured-counter outcomes.

Worked Example 9

Problem: Use 11 and 16 to make a simple example about Coloured-counter outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Coloured-counter outcomes.

Worked Example 10

Problem: Use 12 and 14 to make a simple example about Coloured-counter outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Coloured-counter outcomes.

47.4 Predicting before an experiment

Probability language describes how likely an event is. Simple experiments help compare predictions with results. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: A bag has 4 red and 2 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: red

Worked Example 2

Problem: A bag has 5 red and 5 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: equally likely

Worked Example 3

Problem: A bag has 2 red and 2 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: equally likely

Worked Example 4

Problem: A bag has 3 red and 1 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: red

Worked Example 5

Problem: A bag has 4 red and 5 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: blue

Worked Example 6

Problem: A bag has 4 red and 2 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: red

Worked Example 7

Problem: A bag has 4 red and 1 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: red

Worked Example 8

Problem: A bag has 1 red and 1 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: equally likely

Worked Example 9

Problem: A bag has 5 red and 1 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: red

Worked Example 10

Problem: A bag has 3 red and 5 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: blue

47.5 Recording results

Recording results is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 11 and 16 to make a simple example about Recording results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording results.

Worked Example 2

Problem: Use 1 and 2 to make a simple example about Recording results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording results.

Worked Example 3

Problem: Use 18 and 15 to make a simple example about Recording results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording results.

Worked Example 4

Problem: Use 18 and 18 to make a simple example about Recording results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording results.

Worked Example 5

Problem: Use 20 and 9 to make a simple example about Recording results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording results.

Worked Example 6

Problem: Use 8 and 16 to make a simple example about Recording results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording results.

Worked Example 7

Problem: Use 13 and 11 to make a simple example about Recording results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording results.

Worked Example 8

Problem: Use 9 and 20 to make a simple example about Recording results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording results.

Worked Example 9

Problem: Use 11 and 19 to make a simple example about Recording results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording results.

Worked Example 10

Problem: Use 15 and 16 to make a simple example about Recording results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Recording results.

47.6 Tallying outcomes

Data are collected to answer questions. Tables and graphs help organize and compare results. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Four categories have counts [8, 8, 3, 2]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 8

Worked Example 2

Problem: Four categories have counts [5, 6, 2, 1]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 6

Worked Example 3

Problem: Four categories have counts [1, 2, 6, 1]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 6

Worked Example 4

Problem: Four categories have counts [2, 3, 6, 4]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 6

Worked Example 5

Problem: Four categories have counts [2, 2, 3, 5]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 5

Worked Example 6

Problem: Four categories have counts [5, 4, 4, 10]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 10

Worked Example 7

Problem: Four categories have counts [4, 9, 6, 3]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 9

Worked Example 8

Problem: Four categories have counts [2, 9, 3, 8]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 9

Worked Example 9

Problem: Four categories have counts [8, 4, 3, 8]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 8

Worked Example 10

Problem: Four categories have counts [8, 6, 8, 4]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 8

47.7 Comparing predicted and actual results

Comparing predicted and actual results is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 17 and 15 to make a simple example about Comparing predicted and actual results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing predicted and actual results.

Worked Example 2

Problem: Use 13 and 14 to make a simple example about Comparing predicted and actual results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing predicted and actual results.

Worked Example 3

Problem: Use 6 and 1 to make a simple example about Comparing predicted and actual results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing predicted and actual results.

Worked Example 4

Problem: Use 1 and 18 to make a simple example about Comparing predicted and actual results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing predicted and actual results.

Worked Example 5

Problem: Use 5 and 8 to make a simple example about Comparing predicted and actual results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing predicted and actual results.

Worked Example 6

Problem: Use 6 and 4 to make a simple example about Comparing predicted and actual results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing predicted and actual results.

Worked Example 7

Problem: Use 10 and 5 to make a simple example about Comparing predicted and actual results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing predicted and actual results.

Worked Example 8

Problem: Use 4 and 17 to make a simple example about Comparing predicted and actual results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing predicted and actual results.

Worked Example 9

Problem: Use 20 and 13 to make a simple example about Comparing predicted and actual results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing predicted and actual results.

Worked Example 10

Problem: Use 4 and 2 to make a simple example about Comparing predicted and actual results.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Comparing predicted and actual results.

47.8 Repeating an experiment

A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: A bag has 4 red and 3 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: red

Worked Example 2

Problem: A bag has 3 red and 3 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: equally likely

Worked Example 3

Problem: A bag has 3 red and 5 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: blue

Worked Example 4

Problem: A bag has 1 red and 4 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: blue

Worked Example 5

Problem: A bag has 5 red and 1 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: red

Worked Example 6

Problem: A bag has 3 red and 2 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: red

Worked Example 7

Problem: A bag has 2 red and 4 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: blue

Worked Example 8

Problem: A bag has 4 red and 4 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: equally likely

Worked Example 9

Problem: A bag has 4 red and 2 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: red

Worked Example 10

Problem: A bag has 4 red and 5 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: blue

47.9 More frequent outcomes

More frequent outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 6 and 18 to make a simple example about More frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of More frequent outcomes.

Worked Example 2

Problem: Use 2 and 2 to make a simple example about More frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of More frequent outcomes.

Worked Example 3

Problem: Use 2 and 6 to make a simple example about More frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of More frequent outcomes.

Worked Example 4

Problem: Use 17 and 2 to make a simple example about More frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of More frequent outcomes.

Worked Example 5

Problem: Use 16 and 20 to make a simple example about More frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of More frequent outcomes.

Worked Example 6

Problem: Use 9 and 18 to make a simple example about More frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of More frequent outcomes.

Worked Example 7

Problem: Use 1 and 5 to make a simple example about More frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of More frequent outcomes.

Worked Example 8

Problem: Use 20 and 18 to make a simple example about More frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of More frequent outcomes.

Worked Example 9

Problem: Use 6 and 11 to make a simple example about More frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of More frequent outcomes.

Worked Example 10

Problem: Use 20 and 18 to make a simple example about More frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of More frequent outcomes.

47.10 Less frequent outcomes

Less frequent outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 12 and 14 to make a simple example about Less frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Less frequent outcomes.

Worked Example 2

Problem: Use 3 and 12 to make a simple example about Less frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Less frequent outcomes.

Worked Example 3

Problem: Use 9 and 15 to make a simple example about Less frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Less frequent outcomes.

Worked Example 4

Problem: Use 4 and 6 to make a simple example about Less frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Less frequent outcomes.

Worked Example 5

Problem: Use 15 and 12 to make a simple example about Less frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Less frequent outcomes.

Worked Example 6

Problem: Use 6 and 11 to make a simple example about Less frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Less frequent outcomes.

Worked Example 7

Problem: Use 6 and 5 to make a simple example about Less frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Less frequent outcomes.

Worked Example 8

Problem: Use 13 and 7 to make a simple example about Less frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Less frequent outcomes.

Worked Example 9

Problem: Use 11 and 13 to make a simple example about Less frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Less frequent outcomes.

Worked Example 10

Problem: Use 10 and 14 to make a simple example about Less frequent outcomes.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Less frequent outcomes.

47.11 Using results to make a new prediction

Using results to make a new prediction is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 19 and 15 to make a simple example about Using results to make a new prediction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using results to make a new prediction.

Worked Example 2

Problem: Use 1 and 13 to make a simple example about Using results to make a new prediction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using results to make a new prediction.

Worked Example 3

Problem: Use 10 and 11 to make a simple example about Using results to make a new prediction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using results to make a new prediction.

Worked Example 4

Problem: Use 18 and 12 to make a simple example about Using results to make a new prediction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using results to make a new prediction.

Worked Example 5

Problem: Use 9 and 18 to make a simple example about Using results to make a new prediction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using results to make a new prediction.

Worked Example 6

Problem: Use 12 and 20 to make a simple example about Using results to make a new prediction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using results to make a new prediction.

Worked Example 7

Problem: Use 20 and 15 to make a simple example about Using results to make a new prediction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using results to make a new prediction.

Worked Example 8

Problem: Use 19 and 6 to make a simple example about Using results to make a new prediction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using results to make a new prediction.

Worked Example 9

Problem: Use 1 and 7 to make a simple example about Using results to make a new prediction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using results to make a new prediction.

Worked Example 10

Problem: Use 15 and 17 to make a simple example about Using results to make a new prediction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Using results to make a new prediction.

47.12 Simple probability decisions

Probability language describes how likely an event is. Simple experiments help compare predictions with results. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: A bag has 5 red and 4 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: red

Worked Example 2

Problem: A bag has 3 red and 5 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: blue

Worked Example 3

Problem: A bag has 2 red and 3 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: blue

Worked Example 4

Problem: A bag has 2 red and 3 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: blue

Worked Example 5

Problem: A bag has 1 red and 4 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: blue

Worked Example 6

Problem: A bag has 2 red and 3 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: blue

Worked Example 7

Problem: A bag has 1 red and 2 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: blue

Worked Example 8

Problem: A bag has 3 red and 1 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: red

Worked Example 9

Problem: A bag has 1 red and 4 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: blue

Worked Example 10

Problem: A bag has 4 red and 1 blue counters. Which colour is more likely?

  1. Compare the amounts.
  2. More possible outcomes means more likely.

Very beginner explanation: Likelihood compares chances.

Answer: red

30 Review Questions and Answers

Q1. What should a Grade 2 learner understand about Coin toss outcomes?

Answer: Money amounts can be represented in different ways. Different combinations of coins and bills can have the same value.

Q2. What should a Grade 2 learner understand about Spinner outcomes?

Answer: Spinner outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q3. What should a Grade 2 learner understand about Coloured-counter outcomes?

Answer: Coloured-counter outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q4. What should a Grade 2 learner understand about Predicting before an experiment?

Answer: Probability language describes how likely an event is. Simple experiments help compare predictions with results.

Q5. What should a Grade 2 learner understand about Recording results?

Answer: Recording results is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q6. What should a Grade 2 learner understand about Tallying outcomes?

Answer: Data are collected to answer questions. Tables and graphs help organize and compare results.

Q7. What should a Grade 2 learner understand about Comparing predicted and actual results?

Answer: Comparing predicted and actual results is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q8. What should a Grade 2 learner understand about Repeating an experiment?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q9. What should a Grade 2 learner understand about More frequent outcomes?

Answer: More frequent outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q10. What should a Grade 2 learner understand about Less frequent outcomes?

Answer: Less frequent outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q11. What should a Grade 2 learner understand about Using results to make a new prediction?

Answer: Using results to make a new prediction is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q12. What should a Grade 2 learner understand about Simple probability decisions?

Answer: Probability language describes how likely an event is. Simple experiments help compare predictions with results.

Q13. What should a Grade 2 learner understand about Coin toss outcomes?

Answer: Money amounts can be represented in different ways. Different combinations of coins and bills can have the same value.

Q14. What should a Grade 2 learner understand about Spinner outcomes?

Answer: Spinner outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q15. What should a Grade 2 learner understand about Coloured-counter outcomes?

Answer: Coloured-counter outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q16. What should a Grade 2 learner understand about Predicting before an experiment?

Answer: Probability language describes how likely an event is. Simple experiments help compare predictions with results.

Q17. What should a Grade 2 learner understand about Recording results?

Answer: Recording results is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q18. What should a Grade 2 learner understand about Tallying outcomes?

Answer: Data are collected to answer questions. Tables and graphs help organize and compare results.

Q19. What should a Grade 2 learner understand about Comparing predicted and actual results?

Answer: Comparing predicted and actual results is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q20. What should a Grade 2 learner understand about Repeating an experiment?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q21. What should a Grade 2 learner understand about More frequent outcomes?

Answer: More frequent outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q22. What should a Grade 2 learner understand about Less frequent outcomes?

Answer: Less frequent outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q23. What should a Grade 2 learner understand about Using results to make a new prediction?

Answer: Using results to make a new prediction is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q24. What should a Grade 2 learner understand about Simple probability decisions?

Answer: Probability language describes how likely an event is. Simple experiments help compare predictions with results.

Q25. What should a Grade 2 learner understand about Coin toss outcomes?

Answer: Money amounts can be represented in different ways. Different combinations of coins and bills can have the same value.

Q26. What should a Grade 2 learner understand about Spinner outcomes?

Answer: Spinner outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q27. What should a Grade 2 learner understand about Coloured-counter outcomes?

Answer: Coloured-counter outcomes is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q28. What should a Grade 2 learner understand about Predicting before an experiment?

Answer: Probability language describes how likely an event is. Simple experiments help compare predictions with results.

Q29. What should a Grade 2 learner understand about Recording results?

Answer: Recording results is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q30. What should a Grade 2 learner understand about Tallying outcomes?

Answer: Data are collected to answer questions. Tables and graphs help organize and compare results.