This activity is based on “” from the (Inquiry Maths Pedagogy in Action) website.

This activity explores the following key ideas:

• engage in chance-based investigations, including those with not equally likely outcomes, by:
  • posing an investigative question��
  • anticipating and then identifying possible outcomes for the investigative question
  • generating all possible ways to get each outcome (a theoretical approach), or undertaking a probability experiment and recording the occurrences of each outcome
  • creating data visualisations for possible outcomes
  • describing what these visualisations show
  • finding probabilities as fractions
  • answering the investigative question
  • reflecting on anticipated outcomes
• compare findings from the probability experiment and associated theoretical probabilities, if the theoretical model exists
• identify, explain, and check others’ statements about chance-based investigations, referring to evidence.

Resources

• Yr 6 Can you hack a bingo card teaching materials

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WHAT HAPPENS in Biased Bingo?

In this unit, students devise bingo cards which they believe will give them the best chance of winning a game of addition fact bingo.

Students will:

• Familiarise themselves with the game of bingo. (Discover)
• Use their understanding about addition facts to identify which numbers will not occur (according to the game’s rules). (Discover, Devise)
• Record the frequency with which the other numbers are expected to appear. (Devise)
• Construct a bingo card which they feel has the greatest likelihood of winning a game. (Develop)
• Test and reflect upon their decisions. (Defend)

Learning goals

• Conducting repeated probability experiments or games, identifying the outcomes, and describing differences between them using probability vocabulary.
• Exploring probability beyond coin tossing and dice rolling.
• Exploring a probability experiment where the theoretical probability of a certain outcome can be calculated.
• Make predictions based on data collected.
• Identify all possible outcomes of an event.
• Assign probabilities to simple events using fractions (1/2, 1/6, etc).

Resources

• (Maths inquiry unit of work)��
• Photocopy masters are within the ��
• A set of 30 standard 4×4 Bingo cards (rather than the suggested 5×5) can be found

Activity

Biased Bingo

This unit of work from the IMPACT team is structured according to the 4D Guided Inquiry process for mathematical inquiry. This unit, Biased Bingo, explores the idea of making a fair bingo card when the calling cards are basic addition facts.����

This work might take more than two sessions, a suggested split is:

Session 1: Discover and devise

Session 2: Develop and defend

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• plan a probability investigation with kaiako support, to establish advice to create a bingo card that has the best chance of winning
• use lists, tables, and digital tools to systematically record data from repeated trials of probability experiments, and then determine the probabilities
• create data visualisations for findings in probability experiments and identify similarities and differences between the findings and corresponding theoretical probabilities
• use their knowledge of equally likely outcomes to find the probability for the different products in the game of Multo
• learn how to use patterns in data to establish advice on how to create a bingo card that has the best chance of winning��
• use their knowledge of probability to inform decision-making in games of chance��

Resources

• Y8 Multo teaching materials
• ��

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• plan and conduct probability experiments for chance-based situations, including undertaking a large number of trials using digital tools, by:

– posing an investigative question

– anticipating what outcomes are possible and which of them are more or less likely to occur

– identifying and systematically listing all possible outcomes to the investigative question

– collecting and recording data

– creating data visualisations for the distribution of observed outcomes

– describing what these visualisations show

– finding the probability estimates for the different outcomes

– answering the investigative question

– identifying similarities and differences between their findings and those of others

– reflecting on anticipated outcomes

This activity could be extended to use with a year 8 class, or used with a mixed year 7-8 class.

Resources

• Y7 Drawing pins teaching materials��
• ��

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• Score Table
• Soccer World Cup Simulation
• Country flags
• Fifa Pools with Pots

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It was wonderful seeing so many teachers at last year’s Statistics Teachers’ Day in Auckland. Planning is already underway for this year’s event!

Later this year, we’ll let you know the overarching theme and put out a call for workshops and talks.

In the meantime, save the date:

Statistics Teachers’ Day 2026
Friday November 27

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This lesson explores the concept of probability within a well loved picture book. Ākonga will have opportunities to use the language of chance, possible, impossible, will happen, won’t happen or might not happen.

This activity explores the following key ideas:��

• Engage with a story�� that involves chance-based situations and:

– decide if something will happen, won’t happen, or might happen

– identify possible and impossible outcomes (e.g., what might happen next).

Resources

• Y1 Who probably sank the boat teaching notes
• A copy of the book ‘Who Sank the Boat’ by Pamela Allen or a screen to watch this of the book being read aloud
• Large vocabulary cards with the words chance, possible, impossible,�� will happen, won’t happen, might not happen.
• Plastic containers, plastic lids or paper to make a paper boat
• of how to make a paper boat
• Various small items to represent different ‘animals’ to place into the boat
• A tuff tray filled with water, water play trough or the school swimming pool

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Note: This information is being updated.

Years 1–10

Years 11–13 (Current 2007 version; curriculum being updated)

• : , , , , , , , , , ,
• For Year 13 students intending to study Statistics at the tertiary level: the Department of Statistics at the University of Auckland strongly recommends AS3.9 (Investigate Bivariate Measurement 91����), AS3.10 (Use Statistical Methods to make a Formal Inference), and AS3.13 (Apply Probability Concepts in Solving Problems)
• NZSA Statements and Resources

Historical Record

• 2007 NZ Statistics Curriculum
  • Key Ideas: Statistical Literacy, Statistical Investigations,��Probability

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