Experimental vs Theoretical
Run repeated probability experiments and compare experimental (relative frequency) results with theoretical predictions; understand and demonstrate that as the number of trials increases, the experimental probability tends towards the theoretical probability — and that short runs can give very different results
How to tell they’ve got it
Tick these off as you see them — no test required.
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Try this together
If your child flips a coin 10 times and gets 7 heads, do they understand why this doesn't mean heads is "more likely" — and that the more times you flip, the closer the results get to 50:50?
Where this sits on the map
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solid = must come firstdashed = helps
Curriculum alignment
Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).
Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC
Australian Curriculum v9 candidate
conduct repeated chance experiments and run simulations with an increasing number of trials using digital tools; compare observations with expected results and discuss the effect on variation of increasing the number of trials
conduct repeated chance experiments including those with and without equally likely outcomes, observe and record the results ; use frequency to compare outcomes and estimate their likelihoods
conduct repeated chance experiments to observe relationships between outcomes; identify and describe the variation in results
NSW syllabus codes & stages only
Victorian Curriculum 2.0 codes & levels only
These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.