CHAPTER ONE

INTRODUCTION

This chapter consists of background of the study, statement of the problem, purpose

of the study, research questions, and significance of the study, limitation, delimitation

and the organization of the study.

Background of the study

Chance also called probability according to the Oxford Advance Learners Dictionary

means how likely something is to happen. According to the 1981 edition of the world

book encyclopedia, when we say one event has a higher chance or is more probable

than another, we mean that,, that event is more likely to happen. The branch of

mathematics called chance or probability tries to express in numbers, statements of

the form. An event ‘A’ is more or less probable the event ‘B’.

If a person tosses a coin for example, there are only two ways it can fall-head or tail.

It is as likely to fall on the head or tail. So we say that the probability of falling on the

head is ½. There are mathematical statements for all situation of this kind. For

example, let ‘m’ stand for any number of event that are equally likely to happen and

‘n’ for the number of those events that would be favorable. Then the chance that a

favorable event will happen is “n/m” but the chance that unfavorable events will

happen is “m-n/m”. Probability as it is written in Junior High School syllabus is

common in Junior High School level and it’s important that is taught well at this level.

It is very important in many life situations and it is applicable in many work fields of

works and human endeavor. For example, life insurance companies chance rules.

1
When people take insurance policies, the company must be able to estimate how long

they will probably live.

Each group has a different chance called ‘life expectancy’. Scientist uses the rule of

chance in interpreting statistical and estimating true values from experimental data.

Knowledge of chance reduces the risk of taking chances. It helps people to expect and

also give considering to all possible outcome of event. Chance also assist people to

reasonable and hold themselves accountable for whatever that comes out from their

own actions without attributing blame to others or spiritual forces. Chance has its root

form grumbling and it is useful for prediction sales, planning political campaigns and

others.

The relevance of the concept is however, being underplayed by most of our primary

school teachers. An average child of basic school six could be asked what chance of

his or her school team is winning a match in the inter-school sports competition or

what will be a chance that a coin will show up ‘coat of arms’ when it is tossed and

these pupils are not able to answer. As a mathematics teacher and researcher and for

the that matter, I have had several experience of asking these and many more

questions but sadly enough responses to these questions turned out to be ridiculous if

the pupils attempt to answer. This informed my decision to take up this topic and

undertake a thorough research into it. This research was carried out in the researcher’s

own school at Amonie Anglican Primary School where the researcher teaches in the

Western Region in Ghana, where residents of the area are predominantly traders,

farmers and government workers.

2
Statement of the problem

Mathematics is one of the few but major subjects at all levels of our educational

system. At the basic school level it is at all levels. Chance in the primary school in

particular, is to enable pupils to reason, explore, guess and communicate and solve

problem. It is for this reason that need attention should be given to improve the

learning of the concept at primary six (6) for pupils to develop interest in it.

The purpose of the study

The purpose of the study is to identify the problem in teaching and learning of chance

in primary six and suggest effective and efficient methods of teaching the concept.

Research Questions

In a determined effort to achieve the aims of the research, the researcher sought

answers to the following questions;

1. How could the use of materials with relevant practical activities help pupils of

Amonie Anglican school to develop interest in the concept?

2. Are teachers at Amonie Anglican Primary School aware of the effective

methods of teaching a practical topic like chance?

3. Why do teachers at Amonie Anglican Primary School teach a practical

concept like probability in abstract?

Significance of the study

It is my great expectation that solution and recommendation to the study will bring a

tremendous change in the attitude of teachers in their choice of method for teaching

the concept. The results will help primary school teachers to understand chance with

3
ease and will be more efficient in understanding the use of new and simply strategies

in teaching chance. Interestingly, the study will also help teachers who will read and

apply the suggestions to effectively teach chance to primary six (6) pupils with

practical examples for pupils to enjoy the lesson and develop concept. Pupils will be

able to understand how the prediction they hear around about football matches,

weather forecast, lottery and others are based on probability. The result will also serve

as a reference document or a resource material for in-service training for primary

teachers. It could also be used at the college of Education level to teach newly trained

teachers. Lastly, it woo provide the needed information for solving a lot of other

mathematical problems because it stresses on the use of problem solving approach to

mathematics.

Limitation

I got confronted with some petty problems in the course of the research. At a point I

was not getting the right number of the target population and so, had to get a

replacement. Again, the instrument used for collecting data were sometimes giving

some unexpected results, but I was able to minimize the errors by using the

instruments side by side to ensure that these errors were not significant enough to

influence the conclusion of the study.

Delimitation

The intention of the study was to identify some of the problems with chance at

Amonie Anglican Primary School and effective method of teaching the concept at that

level. The study covered Amonie Anglican basic six pupil and three teachers

4
Definition of terms

An Experiment: it is any operation whose outcome cannot be predicted with certainty.

For example, tossing a coin.

Chance: It is how something is likely to happen. The numeral value assigned to the

likelihood of an event occurring is called chance of the event.

Outcome: The possible result of an experiment. For example, the outcome of tossing a

coin are “cocoa pod” and the “Coat of Arms”.

Events: it is a collecting of sample point with a common property.

A Certain Event: It is an event that is sure to happen and has a chance of one (1)

Organization of the study.

The study is made up of five chapters. The first chapter covers the introductory aspect

of the study. It discusses the background to the study, statement of the problem,

purpose of the study, research questions, significance of the study, limitation,

delimitations, definition of terms used in the study and ends with organization of the

study.

Chapter two deals with the review of the related literature of the study. The ideas and

findings of some authorities on chance are reviewed in the study. The third chapter,

which is the methodology, it embodies the population used for the study. It explains

the sample and sampling procedure, the research design, instruments and the

techniques employed in collecting data and analyzing the findings.

The forth chapter touches on the findings of the study. It provides an overview of

statistical procedures used in analyzing the findings. Chapter five and of course the

last chapter discusses the summary, conclusions and recommendation. It tries to

interpret the findings and recommendations and suggestions for future research.

5
 CHAPTER TWO

LITERATURE REVIEW

Mathematics has importance in our daily applicants. A topic like chance makes

mathematics practical and interesting. This chapter deals with the review of related

literature. The idea, views and findings of some authors of chance are brought to light

in the study. Different mathematics authors have defined chance in various ways but

all point to the same fact. According to Brillstein (1993), chances are ratios expressed

as fractions, decimals or percentages determined by considering results or outcomes

of experiments. James, B (1967) stated that chances are the measure of strength of an

expectation of future events. This implies that if we are sure that and event is going to

happen, we say that it is highly probable. On the contrary, we say it is highly

improbable and if we are inclined we may express our expectation in the form of a

bet, against the occupancy of the event.

Juhan Coolidge (1958) writes that an event can be happen on a certain numbers of

ways which these is classified as favorable. The ratio of the number of favorable ways

to the total number is called the chance that the event turns out favorable. This

definition seems to be more detailed and has immediate application in many real life

situations. The study of chance according to Richman (1900) was first to inspired by

the need to calculate betting strategies in games of choice. Some examples of uses of

chance in our everyday life conversation include the following; What is the chance

that Ghana will win the Sudan 2011 CHAN tournament. There is a 50% chance of

raining today. It is less probable for teachers to get the single spine salary this month,

etc. in theory; chance deals with and shows how to measure risk and uncertainties.

6
Things we do often have certain outcomes. When we roll a dice we know it will fall

with it face showing up one of these; 1, 2,3,4,5, or 6 but we do not know in advance

which particular number will show up. Similarly, for a toss of a coin, we cannot know

before we toss of a coin, we cannot know before we toss whether it will show up

cocoa coat of arms. Our world is full of uncertainty and risk. Chance as a theory and

practice has developed in our present world. Almost every household uses and apply

chance in its everyday endeavor in one way the other.

This has actually made the teaching of probability in our schools highly indispensible.

The knowledge of chance is needed in every aspect of our life today. A lot of people

enjoy some of the events associated with chance itself. This might accounts for the

large number of people who enjoy gambling at stadia, lotteries of all sorts.

According to Martins (1999), the language of chance can be introduced to children as

young at six years of age. He believes that children at this age are for more likely to

talk about certainty in terms that relate specially to themselves. For example, a six

year old child might offer as certain “I will wake up tomorrow morning”. Children at

this level are supposed to know the following; to recognize outcome of simple

random events such as realizing that, a new born baby will either be a “boy” or a

“girl”. They should also recognized that there is a degree of uncertainty about the

outcome of some events and other events can be either certain that it will get dark

tonight but it is impossible that they (the children) will be twenty years tomorrow.

In any case chance is used consciously and unconsciously by everyone making all

sorts of decision based on uncertainty. Pupils in primary school most especially

primary six ought to be well educated to behave rationally and should have some

knowledge about chance. The idea of chance will increase pupils learning experience

by enabling them to explore their environment and to critically assess situation before

7
giving judgment. To achieve this objective the basic concept of chance must be taught

truly to the pupils using the appropriate methodology suitable to their age level.

According to Chautein (1991), the help of concrete material (maps, and chats) may be

taken to clarify the abstract ideas.

The teacher can use mathematical games and simulation in elementary classes for

maximum transfer. The pupils must be motivated to realize fundamental practice of

chance and their application in variety of life situations, Brillstein (1993), again states

the if conceptual understandings are linked with procedures, children will not perceive

mathematics as an arbitrary set rules, will not need to learn or memorize many

procedures and will have the foundation to apply, recreate and invent new one when

needed. Hence, the teaching of chance in our primary school should be based on many

activities to make the concept more practical and interesting for pupils to learn and

enjoy it effectively.

In summary, the various authors though with different definitions underscore the

importance of chance in our daily lives and the need to use the appropriate and

efficient method. Such as games, simulations etc. to make the concept seem real and

also the use of concrete materials like dice, coin and bottle tops to perform activities

like tossing a coin, rolling or throwing a dice.

Matins (1994) point out to the facts that, chances should be introduces to children as

young as six years of age. He also pointed out two important facts of chance that

children are expected to know. They include; recognition of possible outcome of

simple random events and recognizing that there is a degree of uncertainty about the

outcome of some events and other events are either certain or impossible.

8
 CHAPTER THREE

METHODOLOGY

Introduction

This chapter discusses the methodology or set of methods and principles used in

conducting the research. It describes the population of the study, sample and sampling

procedures and the types of design used. It also describes the data collection

instruments and their administration as well as how data was collected and analyzed.

Research Design

The type of study is an action research as it is meant to solve classroom problem

through the application of practical method with teaching and learning materials to the

teaching and learning of chance. And observational case study was preferred to other

design as it seeks to find out the methods teachers use at the primary six (6) to

produce JHS,SHS and other tertiary student who fear chance and find a lasting

solution to it.

Population and Sampling Design

The target population consists of all pupils and teachers in Nkwanta D/A Primary but

for the sake of the type of design, I used Amonie Anglican Primary Six pupils where I

am teaching. My choice was informed by the fact that I am a teacher in the school

which gives me extra advantage of easy access to whatever information needed.

Primary teachers of Catholic, Methodist and Amonie Anglican primary school were

also included in the sample. The sample size of the accessible population is composed

9
of three teachers and thirty pupils. The composition and size of population are in the

table below.

Table.1: Composition of accessible population

School Pupils Teachers

Male Female Male Female

Roman Catholic Primary - - - 1

Methodist Primary - - 1 -

Amonie Anglican 18 21 1 -

Primary

In the class of 51 pupils, 30 pupils were selected randomly using cluster sampling of

33 with 30 pupils forming 58.8% of the population size to enable generalization to be

done and also to obtain information that is representative of the whole target

population.

Instruments

The data collection instrument comprises pre-test, post-test, questionnaire and

interview. Due to the limitations, sometimes inherent in these instruments, they were

used side by side to complement each other and thereby providing greater reliability

and validity for the date collected.

Data Collection Procedure

The researcher is a teacher at Amonie Anglican Primary School where he study

mainly focused. The interviewed teachers were also just a stone thrown away. This

made it easier for the require information to be sought from the teachers and the

pupils. The researcher used the first week for the pre-test where he sought to find out

10
the results of the old method of teaching chance. The pupils’ behavior and skills were

also taken within the period. Three weeks were used for the interventions, all in

mathematics periods and one day was used for the post-intervention and a week for

the interview.

Pre-Intervention

The old method of teaching chance was used by the researcher to teach the pupils,

who is teaching in abstract where no concrete materials are used or engaging pupils in

any relevant and related activities. After that, 15 chance questions were set, structure

into two sections, section one A and B with a time limit of 30 minutes. Section A was

made up of multiple choice item where require to choose from four options. Section B

was made up of essay type questions where pupils were demanded to supply their

own answer is meant to find out how pupil grasp the concept when the old method is

used. The test was later collected, score and graded. During the testing it was noticed

that, most of the pupils unable to answer or solve the problems. An intervention was

therefore needed to address the problem. But then pupil’s behavior and skills were

also observed during the pre-test.

Intervention

It was meant to teach the pupils the concept chance to address the difficulties pupils

faced during the intervention, the concept was taught using activities such as throwing

a coin, rolling a dice, sorting bottle tops from a box and picking labeled cards from a

box, concrete materials like dice, coins, bottle tops and labeled cards were used during

the activities. Pupils were put in sic groups of five and were engaged in various

activities using these concrete materials. The activities were attended among the

11
groups. Again, during the intervention, a lot of varied activities which involve the use

of chance rules were highlighted.

Post Intervention

After the intervention, the 15 questions which was given to the pupils during the pre-

test were again given to the pupils to answers under the same condition as the pre-

test. The test was also scored and graded. The performance of both test (pre-test and

post-test) were compared and it evidently showed that the performance I the post –test

was far better than that of the pre-test.

This resulted from the interventional strategies put in place. The questions for the pre-

test and the post – test are found in the appendix of the study.

Data Analysis Plan

Data obtained from the pre-test and post-test were analyzed quantitatively. The results

of two tests were also compared. In chapter four the data collected will be presented

and analyzed using percentages.

12
 CHAPTER FOUR

RESULTS AND FINDINGS

This chapter deal with data presentation, analysis of the data received and the

statistical procedure adopted to organize and analyze the data. The various data

collected have been tabulated to make it easy for analysis.

Table1: Performance of pupils in pre-test

Grade Number of pupils Percentages (%)

Very Good 2 6.7

Good 6 20

Average 10 33.3

Below Average 12 40

Total 30 100

The data that 2 (6.7%) of the pupils were very good. 6 (20%) were good, 10 (33.3%)

performed averagely and 12 (40%) of the pupils performance was below average.

This shows that, before the intervention most of the pupils had little knowledge in

chance.

The table below shows the behavior of pupils towards chance before the intervention.

13
Table 2: Behavior of pupils towards chance

Grade Number of Pupils Percentages (%)

Uncooperative 15 50

Participating 5 16.7

Co-operative 4 13.3

Friendly 1 3.3

Tolerant 5 16.7

Total 30 100

It is evident from the table that, 15 (50%) of the pupils exhibited uncooperative

attitude towards the chance, 5(16.7%) were participatory, 4(13.3%) were cooperative.

Only 1 (3.3%) showed friendly attitude towards the concept, and those who were

tolerant were 5(16.7%) be inferred from the table that before the intervention, 50%

that is half of the class was uncooperative towards the lesson. This can be trace to the

fact that pupils have limited knowledge in the concept and did not actively take part in

the lesson. The numbers of pupil, that is 1 (3.3%) and (5 (16.7%) who were

respectively friendly and tolerant is a clear indication that the pupils were not engaged

in activities which in their unfriendliness and intolerance.

Table 3 contains data on the skills of the pupils before the invention.

14
Table 3: Skills of pupils before the intervention

Skills Number of Pupils Percentage (%)

Leadership 5 16.7

Observation 6 20

Investigation 1 3.3

Report Writing 15 50

Questioning 1 10

Total 30 100

It can be deduced from the data that 5(16.7% of the pupils showed leadership skill, 6

(20%) showed observational skill, 1 (3.3%) showed investigation skills, 15 (50%)

exhibited the skills of report writing and questioning was 3(10%). It can be seen from

the data before the investigations that pupils did not have skills of investigations and

questioning in chance.

Table 4 gives information about pupils after the intervention that is during the post-

test

Table 4: Performance of pupils in the Post-test

Grade Number of Pupils Percentage (%)

Very Good 21 70

Good 6 20

Average 2 6.7

Below average 1 3.3

Total 30 100

The result above shows that 21(70) of the pupils have very good, 6(20%) of them has

good, 2(6.7%) had average and 1 (3.3%) had below average. When we compare in the

15
table 4 and table 1, it can be deduced that, in table 4 the majority of the pupils

performed excellently well. It indicates that, the intervention used include the use of a

lot of activities, practical and materials fostered remembrance in the pupils and it help

them to perform better. Also, pupils’ participation during the intervention helped them

to understand the concept better.

Table 5 gives data of pupils’ behavior after the intervention.

Table 5: Pupils behavior after the intervention

Behavior Number of pupils Percentage (%)

Tolerance 3 10

Cooperative 18 60

Friendly 3 10

Participating 6 20

Total 30 100

It is evident from the table that 3(10%) of the pupils were tolerant, 18 (60%) were

cooperative, 3 (10%) were friendly and those who were participating were 6(20%),

when we compare the behavior of the pupils after the intervention with pupils

behavior before intervention, it can be deduced from the data that, pupils desirable

attitude towards the teaching and learning of chance. The pupils developed the

participatory and cooperative attitude from the practical nature of the intervention

lesson.

Table 6: Skills pupils developed after the intervention

Grade Number of Pupils Percentage (%)

16
 Communication 7 23.3

Observation 7 23.3

Investigation 7 23.3

Report writing 1 3.3

Questioning 8 26.7

Total 30 100

The date in table 6 indicates that 7 (23.3%) of the pupils developed communication

skills. Another 7 (23.3%) developed observation skills, 8 (26.7%) forming the chunk

of the population developed questioning skills, 1(3.3%) developed writing and

another 7 (23.3%) developed investigation skills. When we compare the skills

exhibited by pupils in table 6 with that of table 3, it can be inferred from the data in

table 6 that the pupils developed different skills with questioning forming the chunk.

This goes to prove that when pupils are taken the through practical work they are

given the opportunity to explore, which results in investigation. As pupils explore and

investigate, they are challenge to ask question hence the impressive percentage of the

pupils who developed the skill of questioning.

The observation skill that the pupils acquired was due to different material which was

included in the intervention lesson and fact that they were made available for pupils to

view and manipulated them. It was therefore not just coincidence when farrant (1984)

states that pupils should be trained in a careful observation by giving the things to

look for pictures. Pictures as learning aids are for simulation interest, creating

impressions and bringing lessons to live. The use of good methods like simulation and

games to teach a practical concept like chance together with activities from life

situations contributed to pupils’ sudden shift in terms of their performance, behavior

17
and skill. This is in response to the second research question which sought to find out

the effective methods of teaching a practical concept like chance. In attempt to seek

answer to the question of why teachers teach a practical concept like chance in

abstract, which is research question 3, some responses from the teachers I interviewed

buttress the fact that there are no teaching and learning materials in their schools. The

researcher was therefore not mistaking when his research question four wanted to find

out if the problem had got to do with lack of teaching and learning materials. In

response to this problem, raised by some of the teachers, they were made to

understand that materials to teach chance are readily available without cost. Teachers

have not excuses therefore to justify their teaching in abstract.

The research could infer from another version of the teacher’s response that, most

teachers do the abstract teaching because of laziness and ignorance of the relevant

materials and how to use them in teaching. But it can be confirmed from the skills and

behavior of pupils after the intervention that teachers are extremely relieved of the

burden when the lesson is practical and activity oriented.

18
 CHAPTER FIVE

SUMMARY, RECOMMENDATION AND CONCLUSION

Introduction

This chapter is of three sections. The first section deals with the summary of the study

and its findings. The second section present the research questions and the third

sections offers recommendations based on the study.

Summary

The study was aimed at identifying the problems in the teaching and learning of the

mathematical concept chance in primary six and suggestion effective methods of

teaching the concept. The accessible population consisted of 30 class.Six pupils from

Amonie Anglican Primary and three teachers from Catholic, Methodist and Amonie

Anglican Primary in Amonie

The data collection instrument used were test, questionnaire and interview and the

main data for analysis consisted of the scores of the pupils in questionnaire, teachers’

response to the questionnaire of the interview, skills and behavior of pupils. The data

was quantitatively analyzed using percentage. It was seen that pupils in Amonie

Anglican Primary Six can understand the concept and use it in solving a variety of

daily problems if teachers use practical approach and concrete teaching and also use

examples from day to day activities of pupils. The researcher find out that, teachers

often leave out some topics in the mathematics syllabus untaught with the complaint

of out-loaded syllabus. The left out topics include the concept of this study, chance.

This makes the pupils progress to the next level naïve of the concept.

19
Lastly, it was found so fully participate in the lesson. Children like playing and can

easily arouse their interest. Just the sight of these dice, coin etc. In classroom is

enough to motivate them to understand the concept.

Conclusion This study has at least identified two major problems, why pupils at

Amonie Anglican primary Six (6) cannot answer simple chance question and tend fear

the concept as they more up the educational ladder;

1. Some teachers do not teacher the concept at all.

2. Those who try it do so in abstract. It has revealed in this study that pupils in

Amonie Anglican Primary Six can answer almost all questions on chance and

even use the concept in solving other related problems if practical teaching

methods or activity methods of teaching is employed by teachers at primary

level especially.

Chance could be simple and interesting to learn if the practical and method are

used in it teaching and the pupils.

Recommendation

The following based on the findings of the study could help effective teaching and

learning of chance in Primary Six

1. Primary teachers should be given in-service training especially on some

sensitive and challenging mathematical concepts like chance so that they could

be helped to teach through exploring, communication, reasoning, etc. to make

their classroom friendly to pupils.

2. Tutors of mathematics in our colleges of education should teach and explain

the concept and methodologies to teach trainers in a manner in which they will

20
 be expected to handle them in the Primary using concrete materials in a lot of

designed activities.

3. Pupils should be encouraged to reason mathematically using simple and

appropriate teaching and learning materials in an experiment and in activities;

hence teachers should use teaching methods that lead pupils to discover

instead of memorizing procedures.

4. Teacher should try as much as possible to create tension-free environments in

their classroom especially when teaching chance to enable pupils interact

freely and actively with the materials for self-discovering on the concept.

5. Subject teachers could specialize in the subject and handle it more

effectively.

Suggestions

1. It will be important to look at how the teacher handles chance at the primary

level

2. A study of pupils’ performance in mathematics in general at the primary

school will be important to undertake.

21
 REFERENCES

Ary, D et al (1990). Introduction to Research in Education. Florida, Reinhart and

Wintson Inc.

Bemoulli, J. (1967). Philosopher, Michigan, University of Michigan

Brillstein, et al (1993). A problem solving Approach to Mathematics. New York.

Addison-Wesley Publishing Company Inc.

Chauham, (1991). Advanced Educational Psychology. New Delhi, Vikas Publishing

House Art Ltd.

Coolidge, J (1958). Introduction to Mathematics probability, Michigan, University of

Michigan.

C.R.D.D (1986), Ghana Mathematics Series, Pupils Books Six. Accra. Publishing

Corporation

C.R.D.D (1986). Ghana Mathematics Series Teachers’ hand book Six, Accra.

Publishing

Corporation

C.R.D.D (2000), Ghana Mathematics Series, Pupils Book six. Accra. Publishing

Corporation.

Martins, et al (1966). Mathematics for Teacher Training College in Ghana. Accra

Unimare Publishing.

Richnord et al (1966). Basic Concept in Mathematics, Chicago Science Association

Inc.

Vanata, G.D. et al (1971). Advanced Mathematical Concepts, Columbus Charles, E.

Merill Publishing Company.

22
 APPENDIX

PRE-TEST AND POST-TEST QUESTIONS

Section A

If a dice is thrown

1. In how many different ways can it fall? a) 1 b)2 c)3 d)4

2. What is the chance of showing 6? a) 1/6 b)1/5 c)6/6 d)5/6

3. What is the chance of getting an odd number? a) ½ b)12/6 c)2/6 d)2/3

4. What is the chance of getting an even number? a) 9/12 b)3/6 c)4/6 d)2/6

Two children are playing ampe.

5. How many ways are for them to kick out the same leg? a)3/5 b)1/4 c)1/2 d)1/4

6. How many ways are there for the children to kick different legs? a)3/4 b)1/4

c)4/4 d)1.2

7. How many possible outcomes are there? a) 4 b)2 c)1 d)5

A bag contains 4 green bottle tops. 8 yellow bottle tops and 12 red bottle tops

8. If Kwesi takes 1 bottles top out of the bag, how many different colours could it

be? a)27 b)4 c)3 d)20

9. What is the chance of it being a red bottle? a)6/24 b)1/2 c)1/24 d)2/24

10. What is the chance of it being a green bottle top? a) 24 b)1 c)0

d)16

Section B

A box contains 12cards. Each card has a name of a different month.

1. What is the chance of picking a card with a month beginning with letter “J” ?

2. Write the names of the month(s) in question 1

23
3. What is the chance of picking a card with a month that has exactly four

letters?

4. Construct a table showing all the 36 equally likely outcomes.

5. From your table, list the pair of numbers on two dice for which the sum is;

i. 5

ii. More than 10

iii. At least 10

24