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Chapter 49: Probability Line and Simple Experiments

Learn Grade 4 mathematics with very-beginner explanations, original worked examples, practice, reasoning, and review.

Grade 4Beginner Friendly10 Examples Per Topic30 Q&APractice + Review
Estimated reading time0% read
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Chapter Overview

This chapter teaches Probability Line and Simple Experiments in original, simple language with step-by-step reasoning, worked examples, practice exercises, common mistakes, and review questions.

49.1 Probability line from impossible to certain

Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: A bag has 6 red and 3 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 2

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 3

Problem: A bag has 6 red and 5 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 4

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Worked Example 5

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Worked Example 6

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 7

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Worked Example 8

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 9

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 10

Problem: A bag has 3 red and 6 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Practice Exercise

Create and solve one new example of Probability line from impossible to certain. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

49.2 Placing events on a probability line

Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: A bag has 2 red and 6 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Worked Example 2

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: equally likely

Worked Example 3

Problem: A bag has 6 red and 2 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 4

Problem: A bag has 6 red and 6 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: equally likely

Worked Example 5

Problem: A bag has 4 red and 6 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Worked Example 6

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 7

Problem: A bag has 6 red and 6 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: equally likely

Worked Example 8

Problem: A bag has 6 red and 2 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 9

Problem: A bag has 6 red and 1 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 10

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Practice Exercise

Create and solve one new example of Placing events on a probability line. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

49.3 Simple coin experiments

Simple coin experiments is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Simple coin experiments using the numbers 4 and 13.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple coin experiments.

Worked Example 2

Problem: Create a simple Grade 4 example about Simple coin experiments using the numbers 17 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple coin experiments.

Worked Example 3

Problem: Create a simple Grade 4 example about Simple coin experiments using the numbers 2 and 19.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple coin experiments.

Worked Example 4

Problem: Create a simple Grade 4 example about Simple coin experiments using the numbers 12 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple coin experiments.

Worked Example 5

Problem: Create a simple Grade 4 example about Simple coin experiments using the numbers 3 and 15.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple coin experiments.

Worked Example 6

Problem: Create a simple Grade 4 example about Simple coin experiments using the numbers 19 and 9.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple coin experiments.

Worked Example 7

Problem: Create a simple Grade 4 example about Simple coin experiments using the numbers 20 and 11.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple coin experiments.

Worked Example 8

Problem: Create a simple Grade 4 example about Simple coin experiments using the numbers 13 and 19.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple coin experiments.

Worked Example 9

Problem: Create a simple Grade 4 example about Simple coin experiments using the numbers 9 and 13.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple coin experiments.

Worked Example 10

Problem: Create a simple Grade 4 example about Simple coin experiments using the numbers 11 and 6.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple coin experiments.

Practice Exercise

Create and solve one new example of Simple coin experiments. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

49.4 Simple spinner experiments

Simple spinner experiments is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Simple spinner experiments using the numbers 7 and 13.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple spinner experiments.

Worked Example 2

Problem: Create a simple Grade 4 example about Simple spinner experiments using the numbers 15 and 13.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple spinner experiments.

Worked Example 3

Problem: Create a simple Grade 4 example about Simple spinner experiments using the numbers 12 and 17.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple spinner experiments.

Worked Example 4

Problem: Create a simple Grade 4 example about Simple spinner experiments using the numbers 16 and 14.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple spinner experiments.

Worked Example 5

Problem: Create a simple Grade 4 example about Simple spinner experiments using the numbers 19 and 18.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple spinner experiments.

Worked Example 6

Problem: Create a simple Grade 4 example about Simple spinner experiments using the numbers 8 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple spinner experiments.

Worked Example 7

Problem: Create a simple Grade 4 example about Simple spinner experiments using the numbers 11 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple spinner experiments.

Worked Example 8

Problem: Create a simple Grade 4 example about Simple spinner experiments using the numbers 17 and 10.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple spinner experiments.

Worked Example 9

Problem: Create a simple Grade 4 example about Simple spinner experiments using the numbers 18 and 17.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple spinner experiments.

Worked Example 10

Problem: Create a simple Grade 4 example about Simple spinner experiments using the numbers 13 and 13.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple spinner experiments.

Practice Exercise

Create and solve one new example of Simple spinner experiments. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

49.5 Simple number-cube experiments

Simple number-cube experiments is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Simple number-cube experiments using the numbers 17 and 14.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple number-cube experiments.

Worked Example 2

Problem: Create a simple Grade 4 example about Simple number-cube experiments using the numbers 3 and 4.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple number-cube experiments.

Worked Example 3

Problem: Create a simple Grade 4 example about Simple number-cube experiments using the numbers 6 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple number-cube experiments.

Worked Example 4

Problem: Create a simple Grade 4 example about Simple number-cube experiments using the numbers 5 and 4.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple number-cube experiments.

Worked Example 5

Problem: Create a simple Grade 4 example about Simple number-cube experiments using the numbers 17 and 16.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple number-cube experiments.

Worked Example 6

Problem: Create a simple Grade 4 example about Simple number-cube experiments using the numbers 10 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple number-cube experiments.

Worked Example 7

Problem: Create a simple Grade 4 example about Simple number-cube experiments using the numbers 11 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple number-cube experiments.

Worked Example 8

Problem: Create a simple Grade 4 example about Simple number-cube experiments using the numbers 8 and 6.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple number-cube experiments.

Worked Example 9

Problem: Create a simple Grade 4 example about Simple number-cube experiments using the numbers 7 and 15.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple number-cube experiments.

Worked Example 10

Problem: Create a simple Grade 4 example about Simple number-cube experiments using the numbers 8 and 9.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple number-cube experiments.

Practice Exercise

Create and solve one new example of Simple number-cube experiments. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

49.6 Recording outcomes

Recording outcomes is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Recording outcomes using the numbers 19 and 19.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Recording outcomes.

Worked Example 2

Problem: Create a simple Grade 4 example about Recording outcomes using the numbers 19 and 13.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Recording outcomes.

Worked Example 3

Problem: Create a simple Grade 4 example about Recording outcomes using the numbers 20 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Recording outcomes.

Worked Example 4

Problem: Create a simple Grade 4 example about Recording outcomes using the numbers 17 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Recording outcomes.

Worked Example 5

Problem: Create a simple Grade 4 example about Recording outcomes using the numbers 6 and 17.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Recording outcomes.

Worked Example 6

Problem: Create a simple Grade 4 example about Recording outcomes using the numbers 10 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Recording outcomes.

Worked Example 7

Problem: Create a simple Grade 4 example about Recording outcomes using the numbers 16 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Recording outcomes.

Worked Example 8

Problem: Create a simple Grade 4 example about Recording outcomes using the numbers 8 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Recording outcomes.

Worked Example 9

Problem: Create a simple Grade 4 example about Recording outcomes using the numbers 15 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Recording outcomes.

Worked Example 10

Problem: Create a simple Grade 4 example about Recording outcomes using the numbers 2 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Recording outcomes.

Practice Exercise

Create and solve one new example of Recording outcomes. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

49.7 Comparing predicted and actual outcomes

Comparing predicted and actual outcomes is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Comparing predicted and actual outcomes using the numbers 13 and 13.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing predicted and actual outcomes.

Worked Example 2

Problem: Create a simple Grade 4 example about Comparing predicted and actual outcomes using the numbers 18 and 18.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing predicted and actual outcomes.

Worked Example 3

Problem: Create a simple Grade 4 example about Comparing predicted and actual outcomes using the numbers 16 and 4.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing predicted and actual outcomes.

Worked Example 4

Problem: Create a simple Grade 4 example about Comparing predicted and actual outcomes using the numbers 11 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing predicted and actual outcomes.

Worked Example 5

Problem: Create a simple Grade 4 example about Comparing predicted and actual outcomes using the numbers 9 and 9.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing predicted and actual outcomes.

Worked Example 6

Problem: Create a simple Grade 4 example about Comparing predicted and actual outcomes using the numbers 20 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing predicted and actual outcomes.

Worked Example 7

Problem: Create a simple Grade 4 example about Comparing predicted and actual outcomes using the numbers 17 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing predicted and actual outcomes.

Worked Example 8

Problem: Create a simple Grade 4 example about Comparing predicted and actual outcomes using the numbers 18 and 18.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing predicted and actual outcomes.

Worked Example 9

Problem: Create a simple Grade 4 example about Comparing predicted and actual outcomes using the numbers 7 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing predicted and actual outcomes.

Worked Example 10

Problem: Create a simple Grade 4 example about Comparing predicted and actual outcomes using the numbers 17 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing predicted and actual outcomes.

Practice Exercise

Create and solve one new example of Comparing predicted and actual outcomes. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

49.8 More likely and less likely outcomes

Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 2

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Worked Example 3

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: equally likely

Worked Example 4

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 5

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Worked Example 6

Problem: A bag has 2 red and 6 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Worked Example 7

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Worked Example 8

Problem: A bag has 6 red and 4 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 9

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 10

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Practice Exercise

Create and solve one new example of More likely and less likely outcomes. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

49.9 Repeated trials

Repeated trials is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Repeated trials using the numbers 20 and 10.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Repeated trials.

Worked Example 2

Problem: Create a simple Grade 4 example about Repeated trials using the numbers 2 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Repeated trials.

Worked Example 3

Problem: Create a simple Grade 4 example about Repeated trials using the numbers 10 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Repeated trials.

Worked Example 4

Problem: Create a simple Grade 4 example about Repeated trials using the numbers 6 and 11.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Repeated trials.

Worked Example 5

Problem: Create a simple Grade 4 example about Repeated trials using the numbers 5 and 16.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Repeated trials.

Worked Example 6

Problem: Create a simple Grade 4 example about Repeated trials using the numbers 17 and 14.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Repeated trials.

Worked Example 7

Problem: Create a simple Grade 4 example about Repeated trials using the numbers 13 and 3.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Repeated trials.

Worked Example 8

Problem: Create a simple Grade 4 example about Repeated trials using the numbers 16 and 6.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Repeated trials.

Worked Example 9

Problem: Create a simple Grade 4 example about Repeated trials using the numbers 7 and 17.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Repeated trials.

Worked Example 10

Problem: Create a simple Grade 4 example about Repeated trials using the numbers 15 and 8.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Repeated trials.

Practice Exercise

Create and solve one new example of Repeated trials. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

49.10 Using a table for experimental results

Using a table for experimental results is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Using a table for experimental results using the numbers 13 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Using a table for experimental results.

Worked Example 2

Problem: Create a simple Grade 4 example about Using a table for experimental results using the numbers 13 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Using a table for experimental results.

Worked Example 3

Problem: Create a simple Grade 4 example about Using a table for experimental results using the numbers 2 and 19.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Using a table for experimental results.

Worked Example 4

Problem: Create a simple Grade 4 example about Using a table for experimental results using the numbers 15 and 16.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Using a table for experimental results.

Worked Example 5

Problem: Create a simple Grade 4 example about Using a table for experimental results using the numbers 13 and 10.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Using a table for experimental results.

Worked Example 6

Problem: Create a simple Grade 4 example about Using a table for experimental results using the numbers 19 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Using a table for experimental results.

Worked Example 7

Problem: Create a simple Grade 4 example about Using a table for experimental results using the numbers 20 and 17.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Using a table for experimental results.

Worked Example 8

Problem: Create a simple Grade 4 example about Using a table for experimental results using the numbers 17 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Using a table for experimental results.

Worked Example 9

Problem: Create a simple Grade 4 example about Using a table for experimental results using the numbers 2 and 18.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Using a table for experimental results.

Worked Example 10

Problem: Create a simple Grade 4 example about Using a table for experimental results using the numbers 19 and 15.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Using a table for experimental results.

Practice Exercise

Create and solve one new example of Using a table for experimental results. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

49.11 Drawing a conclusion from an experiment

Drawing a conclusion from an experiment is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Drawing a conclusion from an experiment using the numbers 19 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Drawing a conclusion from an experiment.

Worked Example 2

Problem: Create a simple Grade 4 example about Drawing a conclusion from an experiment using the numbers 12 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Drawing a conclusion from an experiment.

Worked Example 3

Problem: Create a simple Grade 4 example about Drawing a conclusion from an experiment using the numbers 15 and 18.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Drawing a conclusion from an experiment.

Worked Example 4

Problem: Create a simple Grade 4 example about Drawing a conclusion from an experiment using the numbers 12 and 13.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Drawing a conclusion from an experiment.

Worked Example 5

Problem: Create a simple Grade 4 example about Drawing a conclusion from an experiment using the numbers 17 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Drawing a conclusion from an experiment.

Worked Example 6

Problem: Create a simple Grade 4 example about Drawing a conclusion from an experiment using the numbers 6 and 4.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Drawing a conclusion from an experiment.

Worked Example 7

Problem: Create a simple Grade 4 example about Drawing a conclusion from an experiment using the numbers 20 and 9.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Drawing a conclusion from an experiment.

Worked Example 8

Problem: Create a simple Grade 4 example about Drawing a conclusion from an experiment using the numbers 2 and 10.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Drawing a conclusion from an experiment.

Worked Example 9

Problem: Create a simple Grade 4 example about Drawing a conclusion from an experiment using the numbers 16 and 8.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Drawing a conclusion from an experiment.

Worked Example 10

Problem: Create a simple Grade 4 example about Drawing a conclusion from an experiment using the numbers 13 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Drawing a conclusion from an experiment.

Practice Exercise

Create and solve one new example of Drawing a conclusion from an experiment. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

49.12 Real-life probability decisions

Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: A bag has 6 red and 3 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 2

Problem: A bag has 2 red and 6 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Worked Example 3

Problem: A bag has 6 red and 1 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 4

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: equally likely

Worked Example 5

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: blue

Worked Example 6

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

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: equally likely

Worked Example 7

Problem: A bag has 6 red and 4 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 8

Problem: A bag has 6 red and 2 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 9

Problem: A bag has 6 red and 4 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Worked Example 10

Problem: A bag has 6 red and 1 blue counters. Which colour is more likely to be drawn?

  1. Compare the numbers of each colour.
  2. More possible outcomes means a greater chance.

Very beginner explanation: Probability compares how likely outcomes are.

Answer: red

Practice Exercise

Create and solve one new example of Real-life probability decisions. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

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30 Review Questions and Answers

Q1. What is important to understand about Probability line from impossible to certain?

Answer: Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes.

Q2. What is important to understand about Placing events on a probability line?

Answer: Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes.

Q3. What is important to understand about Simple coin experiments?

Answer: Simple coin experiments is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q4. What is important to understand about Simple spinner experiments?

Answer: Simple spinner experiments is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q5. What is important to understand about Simple number-cube experiments?

Answer: Simple number-cube experiments is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q6. What is important to understand about Recording outcomes?

Answer: Recording outcomes is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q7. What is important to understand about Comparing predicted and actual outcomes?

Answer: Comparing predicted and actual outcomes is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q8. What is important to understand about More likely and less likely outcomes?

Answer: Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes.

Q9. What is important to understand about Repeated trials?

Answer: Repeated trials is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q10. What is important to understand about Using a table for experimental results?

Answer: Using a table for experimental results is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q11. What is important to understand about Drawing a conclusion from an experiment?

Answer: Drawing a conclusion from an experiment is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q12. What is important to understand about Real-life probability decisions?

Answer: Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes.

Q13. How would you explain Probability line from impossible to certain?

Answer: Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes.

Q14. How would you explain Placing events on a probability line?

Answer: Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes.

Q15. How would you explain Simple coin experiments?

Answer: Simple coin experiments is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q16. How would you explain Simple spinner experiments?

Answer: Simple spinner experiments is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q17. How would you explain Simple number-cube experiments?

Answer: Simple number-cube experiments is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q18. How would you explain Recording outcomes?

Answer: Recording outcomes is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q19. How would you explain Comparing predicted and actual outcomes?

Answer: Comparing predicted and actual outcomes is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q20. How would you explain More likely and less likely outcomes?

Answer: Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes.

Q21. How would you explain Repeated trials?

Answer: Repeated trials is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q22. How would you explain Using a table for experimental results?

Answer: Using a table for experimental results is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q23. How would you explain Drawing a conclusion from an experiment?

Answer: Drawing a conclusion from an experiment is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q24. How would you explain Real-life probability decisions?

Answer: Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes.

Q25. What should a beginner check when working with Probability line from impossible to certain?

Answer: Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes.

Q26. What should a beginner check when working with Placing events on a probability line?

Answer: Probability describes how likely an event is. Predictions can be checked by carrying out simple experiments and recording outcomes.

Q27. What should a beginner check when working with Simple coin experiments?

Answer: Simple coin experiments is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q28. What should a beginner check when working with Simple spinner experiments?

Answer: Simple spinner experiments is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q29. What should a beginner check when working with Simple number-cube experiments?

Answer: Simple number-cube experiments is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q30. What should a beginner check when working with Recording outcomes?

Answer: Recording outcomes is an important Grade 4 mathematics idea in Probability Line and Simple Experiments. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.