Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
PROBABILITY
Suggestions for Teaching and Learning
Students will be expected to:
Statistics and Probability (Chance and Uncertainty)
5SP4 Compare the likelihood of 
two possible outcomes occurring, 
using words such as:
• less likely
• equally likely
• more likely.
[C, CN, PS, R]
Achievement Indicator:
5SP4.1 Identify outcomes from 
a given probability experiment 
that are less likely, equally likely 
or more likely to occur than other 
outcomes.
To introduce the concepts of less likely, equally likely, and more likely, 
teachers could return to the previous clothesline activity (probability 
line). Through discussion, students should decide where on the line to 
place the new words (less likely and more likely). 
Students can then be given probability statements to place on the line. 
For example:
• It will snow tomorrow.
• I will go to school tomorrow.
• I will go to bed by 9 pm tonight.
• I will be a teacher when I grow up.
• When I flip a coin, I will get heads.
A statement placed further to the right than a second statement is more 
likely to happen. A statement that is placed further to the left than 
another statement is less likely to occur. Two statements that are located 
on the same place on the continuum - whether to the right, left, or 
middle - are equally likely to occur. 
When students have placed the statements on the clothesline, ask them 
if it is more likely to snow tomorrow or that they will go to bed before 9 
pm tonight? Is it less likely that they will go to school tomorrow or be a 
teacher when they grow up?
Impossible