probability assignment grade 8

Probability Worksheets Grade 8

Probability is a branch of mathematics that involves the study of how likely an event is to occur. Probability worksheets garde 8 help in building a strong foundation in understanding the concept of probability as it is not only used in math but also in real life.

Benefits of 8th Grade Probability Worksheets

The benefit of probability worksheets grade 8 is that students learn how to gauge the probability by tossing a coin, determining the probability from word problems into numbers - odd, even, factors, etc, and the probability of finding a card from a deck of cards. These grade 8 math worksheets provide visual simulations that make it simple and easy for the students to understand the topic better. Since it is a complex topic, the 8th grade probability worksheets provide an answer key with step-by-step solutions in a detailed manner for the students to learn the topic thoroughly and help in improving life and logic skills.

Printable PDFs for Grade 8 Probability Worksheets

The probability worksheets for grade 8 are free to download, easy to use, and are also available in PDF format.

• Math 8th Grade Probability Worksheet
• 8th Grade Probability Math Worksheet
• Eighth Grade Probability Worksheet
• Grade 8 Math Probability Worksheet

Explore more topics at Cuemath's Math Worksheets .

Free Printable Probability Worksheets for 8th Class

Probability-focused Math worksheets for Class 8 students to discover and enhance their understanding of probability concepts. Download and print these free resources from Quizizz for a comprehensive learning experience.

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• Probability of Compound Events

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Explore printable Probability worksheets for 8th Class

Probability worksheets for Class 8 are essential tools for teachers looking to enhance their students' understanding of math concepts, specifically in the areas of data analysis and graphing. These worksheets provide a variety of exercises and problems that challenge students to apply their knowledge of probability, helping them develop critical thinking and problem-solving skills. With a focus on real-world applications, these Class 8 math worksheets cover topics such as calculating the probability of simple and compound events, using tree diagrams and tables, and understanding conditional probability. By incorporating these worksheets into their lesson plans, teachers can ensure that their students are well-prepared for more advanced mathematical concepts in the future. Probability worksheets for Class 8 are a valuable resource for any math educator looking to strengthen their students' grasp of this important topic.

Quizizz is an excellent platform for teachers to access a wide variety of Probability worksheets for Class 8, as well as other math resources. This interactive platform offers engaging and customizable quizzes, worksheets, and games that can be easily integrated into lesson plans or used for homework assignments. With Quizizz, teachers can track their students' progress in real-time, allowing them to identify areas where students may need additional support or practice. In addition to Probability worksheets for Class 8, Quizizz also offers resources for other math topics, such as algebra, geometry, and data analysis, ensuring that teachers have access to a comprehensive suite of materials to support their instruction. By utilizing Quizizz in their classrooms, teachers can provide their students with a fun and effective way to learn and practice essential math skills.

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8th Grade Probability and Statistics Worksheets

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http://www.brainpop.com/math/dataanalysisandprobability/basicprobability/

(Introduction to Probability)

NCTM Illuminations

http://illuminations.nctm.org/ActivitySearch.aspx

(Search for Adjustable Spinner)

National Library of Virtual Manipulatives

http://nlvm.usu.edu/en/nav/vlibrary.html

(See Data Analysis & Probability – Grades 6-8)

Math Goodies

http://www.mathgoodies.com/lessons/vol6/intro_probability.html

http://rubistar.4teachers.org/index.php

Lesson 1 – Review of Probability

Time Estimate: one 50 minute period

This is meant to be a "teacher led" lesson, best carried out with a computer with internet access and an LCD projector. Teacher will show a BrainPop movie and Interactive quiz called Basic Probability – currently offered as a free sample on this web site. Then the teacher will open a review of Probability Review web site at Math Goodies to discuss previous student learning

Lesson 2 – Internet Interactive Student Activities

Time Estimate: two 50 minute periods

These two activities should be completed by students in a computer lab setting. If possible, students can work independently at one computer or if need be with a partner sharing a computer. Prior to the class, the teacher should print and copy a student worksheet for each student. The student should complete the sheet and keep it as an artifact to assist them in their mini-unit assignment.

Alternatively, the teacher can lead students through both activities as a class using a computer and LCD projector. In this case, students should each have their own worksheet to complete as the teacher goes through the activity.

Lesson 3 – Rock, Paper, Scissors

Time Estimate: three 50 minute periods

This lesson begins in the classroom with students working with a partner playing 25 games of Rock, Paper, Scissors. Students should each have the activity worksheet or alternatively, an overhead transparency could guide students through the class activity.

Class data should be recorded on the whiteboard and acts to increase the number of trials for the activity.

Students will complete a worksheet (included) on the possible outcomes of the two player game and then work on a computer to produce a spreadsheet and pie graph of their class data.

Lesson 4 – Probability Assignment: Concept Map

Time Estimate: one to three 50 minute periods

In this assignment students will demonstrate their understanding of experimental and theoretical probability by producing a concept map using Inspiration software. Again, students are ideally working independently on a computer or with a partner sharing a computer.

Depending on their experience with the program, teachers may wish to spend a period examining the software.

Students will complete the following:

and will produce:

Teacher Master - Rock, Paper, Scissors Possible Outcomes Worksheet

          r-p-s_teacher.rtf      (word processor)

          r-p-s_teacher.pdf    (Acrobat Reader)

Exemplar – Probability Assignment - Concept Map

          assign_exemplar.rtf      (word processor)

• RD Sharma Solutions
• Chapter 26 Data Handling Probability

Exercise 26.1

Rd sharma solutions class 8 data handling probability exercise 26.1.

Q1. The probability that it will rain tomorrow is 0.85. What is the probability that it will not rain tomorrow?

Given: Probability that it will rain tomorrow is 0.85

If B is the event of raining tomorrow, then the probability P(B) is 0.85.

Now, the event of raining tomorrow and not raining tomorrow are complementary to each other.

So, the probability of not raining tomorrow = P(\(\bar{B}\) ) = 1 — P(B) = 1 — 0.85 = 0.15

As we know, the sum of probability is always equal to 1.

Q2. A die is thrown. Find the probability of getting:

( i) a prime number

(ii) 2 or 4

(iii) a multiple of 2 or 3.

Possible outcomes recorded when a die is thrown are: 1, 2, 3, 4, 5 and 6.

Sample space: S = {1, 2, 3, 4, 5, 6}

Total number of outcomes = 6

(i) Let P be the event of getting a prime number.

There are 3 prime numbers (2, 3, 5)

Therefore, the number of favourable outcomes is 3.

Probability of getting a prime number:

P(P) = (Number of favourable outcomes)/ (Total number of outcomes) = 3/6 = 1/2

(ii) Let B be the event of getting a 2 or 4

Two or four occur once in a single roll

The total number of favourable outcomes = 2

Probability of getting 2 or 4 = P(B)= 2/6 = 1/3

(iii) Let C be the event of getting multiples of 2 or 3.

From sample space, multiples of 2 are 2, 4, 6, and the multiples of 3 are 3 and 6.

Favourable outcomes = 2, 3, 4 and 6.

Probability of getting a multiple of 2 or 3 =

P(C) = 4/6 = 2/3

Q3. In a simultaneous throw of a pair of dice, find the probability of getting:

(i) 8 as the sum

(ii) a doublet

(iii) a doublet of prime numbers

(iv) a doublet of odd numbers

(v) a sum greater than 9

(vi) an even number on first

(vii) an even number on one and a multiple of 3 on the other

(viii) Neither 9 nor 11 as the sum of the numbers on the faces

(ix) a sum less than 6

(x) a sum less than 7

(xi) a sum more than 7

(xii) at least one dice rolls a 6

(xiii) a number other than 5 on any dice.

When a pair of dice are thrown simultaneously, the sample space will be

S = {(1,1), (1,2), (1,3), (1,4),………, (6,5), (6,6)}

The total number of outcomes = 36.

(i) Let A be the event of getting pairs whose sum is 8.

Pairs whose sum is 8 are (2,6), (3,5), (4,4), (5,3) and (6,2).

Total number of favourable outcomes = 5

P(A) = Number of favourable outcomes/Total number of outcomes

(ii) Let A be the event of getting doublets in the sample space.

The doublets in the sample space are (1,1), (2,2), (3,3), (4,4), (5,5) and (6,6).

Hence, the number of favourable outcomes is 6.

P(A)= 6/36 = 1/6

(iii) Let A be the event of getting doublets of prime numbers in the sample space.

The doublets of prime numbers in the sample space are (2,2), (3,3) and (5,5).

The number of favourable outcomes = 3.

P(A) = 3/36 = 1/12

(iv) Let A be the event of getting doublets of odd numbers in the sample space.

The doublets of odd numbers in the sample space are (1,1), (3,3) and (5,5).

Hence, the number of favourable outcomes is 3.

(v) Let A be the event of getting pairs whose sum is greater than 9.

The pairs whose sum is greater than 9 are (4,6),(5,5), (5,6),(6,4),(6,5) and (6,6).

The number of favourable outcomes = 6.

P(A) = Number of favourable outcomes/Total number of outcomes = 6/36 = 1/6

(vi) Let A be the event of getting pairs who have even numbers on first in the sample space.

The pairs who have even numbers on first are : (2,1), (2,2),… (2,6), (4,1),…, (4,6), (6,1),… (6,6).

The number of favourable outcomes = 18.

P(A) = Number of favourable outcomes/Total number of outcomes = 18/36 = 1/3

(vii) Let A be the event of getting pairs with an even number on one die and a multiple of 3 on the other.

The pairs with an even number on one die and a multiple of 3 on the other are (2,3), (2,6), (4,3), (4,6), (6,3) and (6,6).

= 6/36 = 1/6

(viii) Let A be the event of getting pairs whose sum is 9 or 11.

The pairs whose sum is 9 are (3,6), (4,5), (5,4) and (6,3).

And the pairs whose sum is 11 are (5,6) and (6,5).

P(sum of the pairs with neither 9 nor 11) = 1 – P (sum of the pairs having 9 or 11)

(ix) Let A be the event of getting pairs whose sum is less than 6.

The pairs whose sum is less than 6 are {(1,1), (1,2), (1,3), (1,4), (2,1), (2,2), (2,3), (3,1), (3,2) and (4,1)}

Number of favourable outcomes = 10

P(A) Number of favourable outcomes/Total number of outcomes = 10/36 = 5/18

(x) Let A be the event of getting pairs whose sum is less than 7.

The pairs whose sum is less than 7 are (1,1), (1,2), (1,3), (1,4), (1,5), (2,1), (2,2), (2,3), (2,4), (3,1), (3,2), (3,3), (4,1), (4,2) and (5,1).

The number of favourable outcomes = 15.

(xi) Let A be the event of getting pairs whose sum is more than 7.

The pairs whose sum is more than 7 are (2,6), (3,5), (3,6), (4,4), (4,5), (4,6), (5,3), (5,4), (5,5), (5,6), (6,2), (6,3), (6,4), (6,5) and (6,6).

= 15/36 = 5/12

(xii) Let A be the event of at least one dice rolls a 6

Possible outcomes: (1,6),(2,6),(3,6), (4,6),(5,6),(6,1),(6,2),(6,3),(6,4),(6,5),(6,6)

The number of favourable outcomes = 11.

P(A) = Number of favourable outcomes / Total number of outcomes

(xiii) Getting pairs that have the number 5.

The pairs that have the number 5 are (1,5), (2,5), (3,5), (4,5), (5,1), (5,2), (5,3), (5,4), (5,5), (5,6), (6,1), (6,2), (6,3), (6,4) and (6,6).

P(\(\bar{A}\) ) =1—P(A) = 1- (11/36) = 25/36

Q4. Three coins are tossed together. Find the probability of getting:

(i) exactly two heads

(ii) at least two heads

(iii) at least one head and one tail

(iv) no tails

When 3 coins are tossed together, the outcomes are as follows:

S = {(h,h,h), (h,h,t), (h,t,h), (h,t,t), (t,h,h), (t,h,t), (t,t,h), (t,t,t)}

The total number of outcomes = 8.

(i) Let A be the event of getting triplets having exactly 2 heads.

Triplets having exactly 2 heads : (h,h,t), (h,t,h), (t,h,h)

P(A) = Number of favourable outcomes/Total number of outcomes = 3/8

(ii) Let A be the event of getting triplets having at least 2 heads.

Triplets having at least 2 heads : (h, h, t), (h, t, h), (t, h, h), (h, h, h)

Number of favourable outcomes = 4

P(A) = Number of favourable outcomes/Total number of outcomes = 4/8

(iii) Let A be the event of getting triplets having at least one head and one tail.

Triplets having at least one head and one tail: (h,h,t), (h,t,h), (t,h,h), (h,h,t), (t,t,h), (t,h,t)

Number of favourable outcomes = 6

= 6/8 = 3/4

(iv) Let A be the event of getting triplets having no tail.

Triplets having no tail: (h,h,h)

The number of favourable outcomes = 1.

Q5. A card is drawn at random from a pack of 52 cards. Find the probability that the card was drawn is:

(i) a black king

(ii) either a black card or a king

(iii) black and a king

(iv) a jack, a queen or a king

(v) neither a heart nor a king

(vi) spade or an ace

(vii) neither an ace nor a king

(viii) neither a red card nor a queen.

(ix) other than an ace

(xi) a spade

(xii) a black card

(xiii) the seven of clubs

(xv) the ace of spades

(xvi) a queen

(xvii) a heart

(xviii) a red card

(i) There are two black kings, spade and clover.

The probability for the drawn card is a black king = 2/52 = 1/26

(ii) There are 26 black cards and 4 kings, but two kings are already black.

Hence, count the red king cards only.

Thus, the probability = (26+2)/52 = 7/13

(iii) This question is exactly the same question (i)

Probability = 2/52 = 1/26

(iv) There are 4 jacks, 4 queens and 4 kings in a deck.

Probability of drawing either of them = (4 + 4 + 4) / 52 = 3/13

(v) This means that we have to leave the hearts and the kings out.

There are 13 hearts and 3 kings (other than that of hearts).

Probability of drawing neither a heart nor a king = (52-13-3)/52 = 9/13

(vi) There are 13 spades and 3 aces (other than that of spades).

Probability=(13+3)/52 = 4/13

(vii) This means that we have to leave the aces and the kings out.

There are 4 aces and 4 kings.

Probability of drawing neither an ace nor a king = (52-4-4)/52 = 11/13.

(viii) This means that we have to leave the red cards and the queens out.

There are 26 red cards and 2 queens (only black queens are counted since the reds are already counted among the red cards).

Probability of drawing neither a red card nor a queen = (52-26-2)/52 = 6/13.

(ix) It means that we have to leave out the aces.

As there are 4 aces, then the probability = (52 – 4)/52 = 12/13

(x) Since there are four 10s, the probability is equal to 4/52 = 1/13

(xi) Since there are 13 spades, the probability is equal to 13/52 = 1/4

(xii) Since there are 26 black cards, the probability is equal to 26/52 = 1/2

(xiii) There is only one card named seven of the clubs. Hence, the probability is 1/52.

(xiv) Since there are 4 jacks, the probability is equal to 4/52 = 1/13

(xv) There is only 1 card named ace of spade. Hence, the probability is 1/52.

(xvi) Since there are 4 queens, the probability is 4/52 = 1/13

(xvii) Since there are 13 hearts, the probability is equal to 13/52 = 1/4

(xviii) Since there are 26 red cards, the probability is equal to 26/52 = 1/2

Q6. An urn contains 10 red and 8 white balls. One ball is drawn at random. Find the probability that the ball was drawn is white.

Number of white balls = 8

Number of red balls = 10

Total number of balls = 10 + 8 = 18

The total number of cases is 18, and the number of favourable cases is 8.

P(The ball drawn is white) = (Number of favourable cases)/(Total number of cases)

= 8/18 = 4/9

Q7. A bag contains 3 red balls, 5 black balls, and 4 white balls. A ball is drawn at random from the bag. What is the probability that the ball drawn is: (i) white? (ii) red? (iii) black? (iv) not red?

Number of black balls = 5

Number of red balls = 3

Number of white balls = 4

Total balls = 3 + 5 + 4 = 12

The total number of cases = 12.

(i) Since there are 4 white balls, the number of favourable outcomes = 4.

P(a white ball) = (Number of favourable cases)/(Total number of cases)

= 4/12 = 1/3

(ii) 3 red balls

P(a red ball) = Number of favourable cases/Total number of cases

= 3/12 = 1/4

(iii) 5 black balls

The number of favourable outcomes = 5.

P(a black ball) = Number of favourable cases/Total number of cases

(iv) P(not a red ball) = 1— P(a red ball) = 1 – ¼ = ¾

Q8. What is the probability that a number selected from the numbers 1, 2, 3,….., 15 is a multiple of 4?

There are 15 numbers from 1, 2,…………..,15

The total number of cases = 15.

Multiples of 4 are 4, 8 and 12

The total number of favourable cases = 3.

P(the number is a multiple of 4) = Number of favourable cases /Total number of cases

= 3/15 = 1/ 5

Q9. A bag contains 6 red, 8 black, and 4 white balls. A ball is drawn at random. What is the probability that the ball drawn is not black?

Number of black balls = 8

Number of red balls = 6

Total number of balls = 6 + 8 + 4 = 18

Total number of cases = 18

Number of balls that are not black = 18 – 8 = 10

The number of favourable cases = 10.

P(the drawn ball is not black) = Number of favourable cases/Total number of cases

P(the drawn ball is not black) = 10/18 = 5/9. Answer!

Q10. A bag contains 5 white and 7 red balls. One ball is drawn at random. What is the probability that the ball drawn is white?

Number of red balls = 7

Number of white balls = 5

Total number of balls = 5 + 7 = 12

Total number of cases = 12

There are total 5 white balls.

P(drawn ball is white )= Number of favourable cases/Total number of cases = 5/12

Q11. A bag contains 4 red, 5 black and 6 white balls. A ball is drawn from the bag at random. Find the probability that the ball drawn is: (i) white, (ii) red, (iii) not black, (iv) red or white.

Number of red balls = 4

Number of white balls = 6

Total balls in a bag = 4 + 5 + 6 = 15

The total number of cases = 15

Let A denote the event of getting a white ball.

P(A) = Number of favourable cases /Total number of cases

= 6/15 = 2/5

(ii) Let B denote the event of getting a red ball.

P(B) = 4/15

(iii) Let C denote the event of getting a black ball.

Number of favourable outcomes = 5

P(C) = 5/15 = 1/3

Thus, the probability of not getting a black ball is as follows:

P(\(\bar{C}\)) = 1 – P(C) = 1 – 1/3 = 2/3

(iv) Let S denote the event of getting a red or a white ball.

P(S) = (4 +6)/15 = 10/15 = 2/3

Q12. A bag contains 3 red balls and 5 black balls. A ball is drawn at random from the bag. What is the probability that the ball drawn is: (i) red, (ii) black?

Total balls = 3 + 5 = 8

(i) Let A be the event of drawing a red ball.

(ii) Let B be the event of drawing a black ball.

Q13. A bag contains 5 red marbles, 8 white marbles and 4 green marbles. What is the probability that if one marble is taken out of the bag at random, it will be (i) red, (ii) white (iii) not green?

Number of white marbles = 8

Number of red marbles = 5

Number of green marbles = 4

Total marbles = 5 + 8 + 4 = 17

Total number of outcomes = 17

P(A) = Number of favourable cases /Total number of cases = 5/17

(ii) Let B be the event of drawing a white ball.

P(B) = Number of favourable cases /Total number of cases = 8/17

(iii) Let C be the event of drawing a green ball.

P(C) = Number of favourable cases /Total number of cases = 4/17

Now, the event of not drawing a green ball is:

P (\(\bar{C}\))) = 1 — P(A) = 1 – 4/17 = 13/17

Q14. If you put 21 consonants and 5 vowels in a bag. What would carry greater probability? Getting a consonant or a vowel? Find each probability.

Number of vowels = 5

Number of consonants = 21

Total possible outcomes = 21 + 5 = 26

Let V be the event of getting a vowel and C be the event of getting a consonant.

P(V) = Number of favourable cases /Total number of cases = 5/26

P(C) = Number of favourable cases /Total number of cases = 21/26

From the above result, the consonants have a greater probability.

Q15. If we have 15 boys and 5 girls in a class, which carries a higher probability? Getting a copy belonging to a boy or a girl. Can you give it a value?

Number of girls in the class = 5

Number of boys in the class = 15

Total number of students = 15 + 5 = 20

Number of possible outcomes = 20

As the number of boys is more than the number of girls, boys will have a higher probability.

Here, we have a higher probability of getting a copy belonging to a boy.

Let A be the event of getting a boy’s copy and B be the event of getting a girl’s copy.

P(A) = 15/20 = ¾

And, P(B) = 5/20 = ¼

Q16. If you have a collection of 6 pairs of white socks and 3 pairs of black socks. What is the probability that a pair you pick without looking is (i) white? (ii) black?

Number of pairs of black socks = 3

Number of pairs of white socks = 6

Total number of pairs = 6 + 3 = 9

Number of possible outcomes is 9

(i) Let A be the event of getting a pair of white socks.

P(A) = 6/9 = 2/3

(ii)Let B be the event of getting a pair of black socks.

P(B) = 3/9 = 1/3

Q17. If you have a spinning wheel with 3 green sectors, 1 blue sector and 1 red sector. What is the probability of getting a green sector? Is it the maximum?

Number of blue sectors = 1

Number of green sectors = 3

Number of red sectors = 1

Total number of sectors = 3 + 1 + 1 = 5

Number of possible outcomes = 5

Let A, B and C be the events of getting a green, blue and red sector, respectively.

P(A)= 3/5 P(B) = 1/5 and P(C)= 1/5

Hence, the probability of getting a green sector is the maximum.

Q18. When two dice are rolled:

(i) List the outcomes for the event that the total is odd.

(ii) Find the probability of getting an odd total.

(iii) List the outcomes for the event that the total is less than 5.

(iv) Find the probability of getting a total less than 5.

Possible outcomes when two dice are rolled:

S = {(1,1), (1,2), (1,3), (1,4),……………………, (6,5), (6,6)}

The number of possible outcomes in the sample space is 36.

(i) The outcomes for the event that the total is odd:

E = ((1,2), (1,4), (1,6), (2,1), (2,3), (2,5), (3,2), (3,4), (3,6), (4,1), (4,3), (4,5), (5,2), (5,4), (5,6), (6,1), (6,3), (6,5))

(ii) The number of favourable outcomes = 18.

P(E) = 18/36 = 1/2

(iii) List of outcomes for the event whose total is less than 5

B = (1, 2), (1, 3), (2, 1), (2, 2), (3, 1))

(iv) The number of favourable outcomes = 6

P(B) = 6/36 = 1/6

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Mathematics Grade 8

• Introduction
• Ordering and comparing whole numbers
• Properties of whole numbers
• Calculations using whole numbers
• Multiples and factors
• Solving problems with whole numbers
• Working with money: Budgets, savings, discount, interest and exchange rates
• Chapter summary
• End of chapter exercises
• Practice this chapter
• Calculations with integers
• Counting, ordering and comparing integers
• Properties of integers
• Solving problems
• Working with numbers in exponential form
• Square roots and cube roots
• Calculations using numbers in exponential form
• Solving problems with exponents and roots
• Investigating and extending number patterns
• Investigating and extending geometric patterns
• Describing patterns using rules and finding unknown terms
• Independent and dependent values
• Using flow diagrams and tables
• Using equations and tables
• Finding the rule for flow diagrams and tables
• Chapter Summary
• Algebraic notation
• Simplifying algebraic expressions
• Evaluating algebraic expressions
• Using laws to simplify expressions
• Set up, analyse and interpret algebraic equations
• Solving equations by inspection
• Working with equations, tables and flow diagrams
• Solve problems
• Operations with algebraic expressions
• Squares, cubes, square roots, and cube roots of algebraic terms
• Problem solving with algebraic expressions
• Solving equations using additive and multiplicative inverses
• Solving equations using inverses (mixed operations)
• Solving equations with exponents
• Construction instruments
• Constructing perpendicular lines
• Constructing angles
• Constructing special angles
• Constructing triangles
• Constructing quadrilaterals
• Properties of geometric figures
• Classifying triangles
• Classifying quadrilaterals
• Similar and congruent shapes
• Angles on a straight line
• Vertically opposite angles
• Angles formed by lines intersected by a transversal
• Finding unknown angles on parallel lines
• Solving more geometric problems
• Representing fractions
• Calculations using fractions
• Calculations using percentages
• Ordering, comparing and place value of decimal fractions
• Rounding off decimal fractions
• Calculations with decimal fractions
• Perfect squares and square roots
• Theorem of Pythagoras
• Units of length
• Area and perimeter of squares
• Area and perimeter of rectangles
• Area and perimeter of triangles
• Area and perimeter of circles
• Area and perimeter of complex shapes
• Solving problems involving area and perimeter
• Revision: Surface area, volume and capacity
• Surface area and volume of cubes
• Surface area and volume of rectangular prisms
• Surface area and volume of triangular prisms
• Converting between different units
• Solving problems involving surface area, volume and capacity
• Collect data
• Organise data
• Summarise data
• Broken-line graphs
• Interpret data
• Analyse data
• Report data
• Equivalent forms of descriptions of relationships
• Using formulas
• Finding a formula from a description
• Working with equations and a table
• Filling in a table of values
• Working with formulas
• Analysing and interpreting global graphs
• Identifying features of global graphs
• Drawing global graphs
• The Cartesian plane
• Drawing graphs on the Cartesian plane from a table of values
• The Cartesian Plane
• Transformations on the Cartesian Plane
• Translation transformations
• Reflection transformations
• Rotation transformations
• Enlargement and reduction transformations
• Regular polygons
• Properties of 3D objects
• Platonic solids
• Euler's formula
• Building 3D models
• Probability terminology
• Theoretical probability
• Relative frequency

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