← Data and chance

Predict and test

The expected number of times an outcome happens is its probability × the number of trials: 60 rolls should give about 10 sixes. Run the experiment and record the counts: the results come close, but rarely exactly.

Roll a dice 60 times. Exactly ten sixes? Probably not. But how far off is normal, and when should you suspect the dice?

A probability lets you predict what should happen over many trials:

expected count=probability×number of trials\text{expected count} = \text{probability} \times \text{number of trials}

So in 60 rolls of a fair dice you expect about 60×16=1060 \times \tfrac{1}{6} = 10 sixes. Then you test it: run the experiment, record the counts in a table, and compare. The relative frequency (count ÷ trials) is the experiment's estimate of the probability.

PredictRead the problem and decide what you think before you try anything. A wrong guess is fine: it shows you what to look for.

How many sixes?

What fraction of rolls should be a six?

You roll a fair dice 60 times. About how many sixes do you expect?

TryTry it on the board and compare the result with your prediction.

Roll 60 times

Compare with others: did anyone get exactly 10? What was the furthest from 10?

Try it yourselfYour edits are saved in this browser.

Roll 60 times (press Run 10 six times). How many sixes did you get? Was your prediction right?

Use the board. This ticks when you get there.

InvestigateWork out why it happens, one step at a time.

Expected and observed

Here is how to predict and test.

Worked exampleBefore each step, say what you think comes next.
  1. P(6)=16P(6) = \tfrac{1}{6}The probability from the sample space.

Now: how many heads in 50 flips?

Read Noah's reasoning. Is 7 instead of 10 surprising for a fair dice?

You flip a fair coin 50 times. How many heads do you expect?

Noah tests a dice. Click the line where his reasoning goes wrong.

In an experiment, a coin landed heads 13 times in 20 flips. What is the relative frequency of heads? (A decimal.)

ModifyChange the problem on purpose and see what happens.

One change at a time

Each task changes one thing.

Need a hint?

Expected: 100 × 1/2 = 50 heads.

Need a hint?

Red is 3 of 8 equal parts. Run 80 spins and look at the expected count column.

Try it yourselfYour edits are saved in this browser.

Flip the coin 100 times. Compare the number of heads with the expected 50.

Use the board. This ticks when you get there.

A spinner is 38\tfrac{3}{8} red. How many reds do you expect in 80 spins?

Spin this spinner (3 red, 5 blue sectors) at least 80 times. Compare the reds with the expected count.

Use the board. This ticks when you get there.

Two students flip a coin 10 times each. Ana gets 7 heads; Ben gets 5. Is Ana's coin unfair?

Edge case: you roll a dice 50 times. What is the expected number of sixes?

PractiseA few on your own, to check you have it.

Expected counts

A bag has 2 red and 8 blue counters. You take one and put it back, 40 times. How many reds do you expect?

A spinner landed on green 18 times in 60 spins. What is the relative frequency of green? (A decimal.)

Which result would make you most suspicious of a coin?

Review: roll a fair dice. What is P(a number less than 3)P(\text{a number less than } 3)? Simplest form.

MakeMake your own problem using what you have learned. Expect a few tries; that is normal.

Plan an experiment

Then: how many spins of the 3-red, 5-blue spinner to expect 30 reds?

You want to expect 25 sixes from a fair dice. How many times should you roll it?

For teachers

Students predict expected counts (probability × trials), run experiments on a chance board, record counts and relative frequencies, and see that observed results vary around the expected count (AC9M7P01 node 3, AC9M7P02 node 1). About 45 minutes.

Open the teacher guide: answers, solutions, slides and a worksheet.

Students will be able to

Before class

Do the Run board first. Students need Sample spaces and probability.

The one idea: expected count = probability × trials; observed counts vary around it. The common mistake is expecting the predicted count exactly, and calling a fair device unfair after a short experiment; it is planted in Noah's reasoning.

If you have real dice or coins, run the 60-roll experiment physically first and pool the class's counts; the board then lets students run far more trials than a lesson allows.

Running the lesson

  1. Predict: take a show of hands; ask students who chose 'exactly 6' what 6 is.
  2. Run: collect everyone's count of sixes on the board as a dot plot; ask how many got exactly 10.
  3. Investigate: link relative frequency to Fractions, decimals and percentages.
  4. Modify: before the two-students question, ask what range of heads in 10 flips is normal.
  5. Make: ask for the general rule: trials = expected count ÷ probability.

When students get stuck

Stretch and support

Stretch: Each of 30 students rolls a dice 60 times. Predict roughly how many of them will get exactly 10 sixes. Then simulate it with the board (about 1 in 7).

Support: Use the board's Expected count column to check each prediction.

Where it leads

Next: Many trials (AC9M7P02 node 2): what happens to the relative frequency over hundreds and thousands of trials.

Where it leads: simulating compound events (Year 8) and statistical significance much later.

What each step is for

Now you can
Practise this skillNew questions, new numbers each timeGet 3 right in a row to mark it practised.Next lesson8. Many trialsOver a few trials the relative frequency jumps about; over many it settles close to the probability. That is why more trials give a better estimate, and why a run of tails does not make heads 'due'.