5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Collecting data and drawing bar graphs

By the end of the lesson, the learner should be able to:
- Define bar graph and identify its components
- Collect data from own experiences and draw bar graphs with suitable scale
- Appreciate the use of graphs in presenting data

In groups, learners are guided to:
- Collect data from class members on given characteristics
- Fill data in tables
- Choose suitable scale for collected data
- Draw bar graphs to represent collected data
- Compare graphs with other groups
- Discuss components of bar graphs

How can we represent collected data visually?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Ruler
- Graph paper
- Pencil
- Data collection sheets

- Observation - Practical tasks - Oral questions

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Drawing bar graphs with suitable scale

By the end of the lesson, the learner should be able to:
- State the steps for drawing bar graphs
- Draw bar graphs with appropriate scales for different data sets
- Show accuracy in graph construction

In groups, learners are guided to:
- Choose uniform width for bars
- Select uniform gaps between bars
- Choose suitable scale for vertical axis
- Calculate heights of bars according to scale
- Draw bars accurately
- Label axes properly
- Practice with various data sets

How do we choose an appropriate scale for a bar graph?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Graph paper
- Ruler
- Pencil
- Calculator
- Data tables

- Observation - Practical construction - Written assignments

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Drawing bar graphs with suitable scale

By the end of the lesson, the learner should be able to:
- State the steps for drawing bar graphs
- Draw bar graphs with appropriate scales for different data sets
- Show accuracy in graph construction

In groups, learners are guided to:
- Choose uniform width for bars
- Select uniform gaps between bars
- Choose suitable scale for vertical axis
- Calculate heights of bars according to scale
- Draw bars accurately
- Label axes properly
- Practice with various data sets

How do we choose an appropriate scale for a bar graph?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Graph paper
- Ruler
- Pencil
- Calculator
- Data tables

- Observation - Practical construction - Written assignments

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Interpreting bar graphs

By the end of the lesson, the learner should be able to:
- Identify information from bar graphs
- Interpret bar graphs to answer questions accurately
- Show critical thinking in data analysis

In groups, learners are guided to:
- Identify bar with greatest height
- Read values from bars
- Compare values between different bars
- Answer questions based on graph data
- Determine totals from graphs
- Identify patterns in data
- Discuss findings with class

What information can we get from reading a bar graph?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Sample bar graphs
- Ruler
- Pencil
- Question sheets

- Observation - Oral questions - Written tests

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Drawing line graphs

By the end of the lesson, the learner should be able to:
- Define line graph and state its uses
- Draw line graphs from given data
- Appreciate line graphs for showing trends

In groups, learners are guided to:
- Choose suitable scale for x-axis
- Choose suitable scale for y-axis
- Plot points from table of values
- Join plotted points using straight lines
- Label axes appropriately
- Practice drawing line graphs for different data sets

When is it appropriate to use a line graph instead of a bar graph?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Graph paper
- Ruler
- Pencil
- Calculator
- Data tables

- Observation - Practical construction - Peer assessment

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Interpreting line graphs

By the end of the lesson, the learner should be able to:
- Explain how to read values from line graphs
- Interpret line graphs to extract information
- Show analytical skills in reading trends

In groups, learners are guided to:
- Read values at specific points on graph
- Identify highest and lowest values
- Determine trends from line graphs
- Calculate totals from graph data
- Answer questions based on line graphs
- Discuss patterns observed

How do line graphs help us see changes over time?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Sample line graphs
- Ruler
- Pencil
- Question sheets

- Observation - Written tests - Problem-solving

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Interpreting line graphs

By the end of the lesson, the learner should be able to:
- Explain how to read values from line graphs
- Interpret line graphs to extract information
- Show analytical skills in reading trends

In groups, learners are guided to:
- Read values at specific points on graph
- Identify highest and lowest values
- Determine trends from line graphs
- Calculate totals from graph data
- Answer questions based on line graphs
- Discuss patterns observed

How do line graphs help us see changes over time?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Sample line graphs
- Ruler
- Pencil
- Question sheets

- Observation - Written tests - Problem-solving

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Identifying mode of discrete data

By the end of the lesson, the learner should be able to:
- Define mode and bimodal data
- Identify the mode from given discrete data sets
- Appreciate mode as a measure of central tendency

In groups, learners are guided to:
- Identify numbers in data sets
- Count frequency of each number
- Identify most occurring number
- Determine mode from various data sets
- Identify bimodal data
- Practice finding mode from different contexts

What does the mode tell us about a set of data?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Number cards
- Pencil
- Exercise books
- Data sets

- Observation - Oral questions - Written assignments

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Identifying mode of discrete data

By the end of the lesson, the learner should be able to:
- Define mode and bimodal data
- Identify the mode from given discrete data sets
- Appreciate mode as a measure of central tendency

In groups, learners are guided to:
- Identify numbers in data sets
- Count frequency of each number
- Identify most occurring number
- Determine mode from various data sets
- Identify bimodal data
- Practice finding mode from different contexts

What does the mode tell us about a set of data?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Number cards
- Pencil
- Exercise books
- Data sets

- Observation - Oral questions - Written assignments

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Calculating mean of discrete data

By the end of the lesson, the learner should be able to:
- State the formula for calculating mean
- Calculate the mean of discrete data sets accurately
- Show systematic approach in calculations

In groups, learners are guided to:
- Note down values from group members
- Add all values in data set
- Count number of values
- Divide sum by number of values
- Calculate mean for various data sets
- Verify calculations
- Practice with different contexts

How does the mean represent the average of a data set?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Calculator
- Pencil
- Exercise books
- Data sets

- Observation - Written tests - Problem-solving

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Working out averages from different sets

By the end of the lesson, the learner should be able to:
- Recall the concept of average
- Work out averages from different data sets including finding missing values
- Demonstrate computational proficiency

In groups, learners are guided to:
- Calculate averages for various data sets
- Work with data of different sizes
- Find missing values when mean is given
- Solve word problems involving averages
- Apply mean in real-life contexts
- Verify solutions

How can we use mean to find missing values in a data set?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Calculator
- Pencil
- Exercise books
- Problem cards

- Observation - Written assignments - Problem-solving tasks

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Working out averages from different sets

By the end of the lesson, the learner should be able to:
- Recall the concept of average
- Work out averages from different data sets including finding missing values
- Demonstrate computational proficiency

In groups, learners are guided to:
- Calculate averages for various data sets
- Work with data of different sizes
- Find missing values when mean is given
- Solve word problems involving averages
- Apply mean in real-life contexts
- Verify solutions

How can we use mean to find missing values in a data set?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Calculator
- Pencil
- Exercise books
- Problem cards

- Observation - Written assignments - Problem-solving tasks

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Determining median of discrete data

By the end of the lesson, the learner should be able to:
- Define median and explain the process of finding it
- Determine the median of discrete data for odd and even sets
- Show systematic approach in finding median

In groups, learners are guided to:
- Arrange data in ascending or descending order
- Identify middle value for odd sets
- Calculate median for even sets by averaging two middle values
- Practice finding median for various data sets
- Compare median with mode and mean
- Discuss applications

Why must data be arranged in order before finding the median?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Number cards
- Pencil
- Exercise books
- Calculator

- Observation - Oral questions - Written tests

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Using IT for data presentation and calculations

By the end of the lesson, the learner should be able to:
- Identify IT tools for creating graphs
- Use technology to create bar graphs and line graphs and calculate mean, mode and median
- Appreciate technology in data handling

In groups, learners are guided to:
- Use spreadsheet software to enter data
- Create bar graphs using software
- Create line graphs using software
- Use formulas to calculate mean
- Use functions to find mode and median
- Compare manual and digital methods
- Present findings digitally

How does technology make data presentation and analysis easier?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Computers/tablets
- Spreadsheet software
- Internet access
- Projector
- Data sets

- Observation - Digital portfolio - Practical demonstration - Peer evaluation

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Using IT for data presentation and calculations

By the end of the lesson, the learner should be able to:
- Identify IT tools for creating graphs
- Use technology to create bar graphs and line graphs and calculate mean, mode and median
- Appreciate technology in data handling

In groups, learners are guided to:
- Use spreadsheet software to enter data
- Create bar graphs using software
- Create line graphs using software
- Use formulas to calculate mean
- Use functions to find mode and median
- Compare manual and digital methods
- Present findings digitally

How does technology make data presentation and analysis easier?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Computers/tablets
- Spreadsheet software
- Internet access
- Projector
- Data sets

- Observation - Digital portfolio - Practical demonstration - Peer evaluation

5.0: Data Handling and Probability

5.2: Probability - Identifying events involving chance in real life

By the end of the lesson, the learner should be able to:
- Define chance and probability
- Identify events involving chance in daily life
- Show awareness of probability in real situations

In groups, learners are guided to:
- Discuss possibilities in various scenarios
- Identify chance events in sports
- Recognize chance in weather predictions
- Discuss chance in games
- List daily events involving chance
- Share observations with class

What is chance and where do we encounter it in daily life?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Pictures of chance events
- Pencil
- Chart paper
- Real-life scenario cards

- Observation - Oral questions - Class discussion

5.0: Data Handling and Probability

5.2: Probability - Identifying events involving chance in real life

By the end of the lesson, the learner should be able to:
- Define chance and probability
- Identify events involving chance in daily life
- Show awareness of probability in real situations

In groups, learners are guided to:
- Discuss possibilities in various scenarios
- Identify chance events in sports
- Recognize chance in weather predictions
- Discuss chance in games
- List daily events involving chance
- Share observations with class

What is chance and where do we encounter it in daily life?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Pictures of chance events
- Pencil
- Chart paper
- Real-life scenario cards

- Observation - Oral questions - Class discussion

5.0: Data Handling and Probability

5.2: Probability - Identifying events involving chance in real life

By the end of the lesson, the learner should be able to:
- Define chance and probability
- Identify events involving chance in daily life
- Show awareness of probability in real situations

In groups, learners are guided to:
- Discuss possibilities in various scenarios
- Identify chance events in sports
- Recognize chance in weather predictions
- Discuss chance in games
- List daily events involving chance
- Share observations with class

What is chance and where do we encounter it in daily life?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Pictures of chance events
- Pencil
- Chart paper
- Real-life scenario cards

- Observation - Oral questions - Class discussion

5.0: Data Handling and Probability

5.2: Probability - Identifying events involving chance in real life

By the end of the lesson, the learner should be able to:
- Define chance and probability
- Identify events involving chance in daily life
- Show awareness of probability in real situations

In groups, learners are guided to:
- Discuss possibilities in various scenarios
- Identify chance events in sports
- Recognize chance in weather predictions
- Discuss chance in games
- List daily events involving chance
- Share observations with class

What is chance and where do we encounter it in daily life?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Pictures of chance events
- Pencil
- Chart paper
- Real-life scenario cards

- Observation - Oral questions - Class discussion

5.0: Data Handling and Probability

5.2: Probability - Discussing likely and unlikely events

By the end of the lesson, the learner should be able to:
- List the likelihood scale terms: impossible, unlikely, equally likely, likely, certain
- Classify events as impossible, unlikely, equally likely, likely or certain
- Show critical thinking in analyzing probability

In groups, learners are guided to:
- Examine likelihood scale
- Discuss meaning of each term
- Classify statements using likelihood terms
- Identify impossible events
- Identify certain events
- Distinguish between likely and unlikely
- Practice with various statements

How do we describe the likelihood of different events happening?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Likelihood scale chart
- Event cards
- Pencil
- Exercise books

- Observation - Oral questions - Written assignments

5.0: Data Handling and Probability

5.2: Probability - Performing chance experiments

By the end of the lesson, the learner should be able to:
- Define chance experiment
- Perform chance experiments such as flipping coins, tossing dice, and drawing objects
- Show interest in hands-on probability activities

In groups, learners are guided to:
- Obtain coins and flip them
- Toss dice and record outcomes
- Draw colored balls or beads from bags
- Use spinners and record results
- Record outcomes from experiments
- Compare results with other groups
- Discuss patterns observed

What are the possible outcomes when we perform chance experiments?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Coins
- Dice
- Colored balls/beads
- Bags
- Spinners
- Recording sheets

- Observation - Practical tasks - Oral questions

5.0: Data Handling and Probability

5.2: Probability - Performing chance experiments

By the end of the lesson, the learner should be able to:
- Define chance experiment
- Perform chance experiments such as flipping coins, tossing dice, and drawing objects
- Show interest in hands-on probability activities

In groups, learners are guided to:
- Obtain coins and flip them
- Toss dice and record outcomes
- Draw colored balls or beads from bags
- Use spinners and record results
- Record outcomes from experiments
- Compare results with other groups
- Discuss patterns observed

What are the possible outcomes when we perform chance experiments?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Coins
- Dice
- Colored balls/beads
- Bags
- Spinners
- Recording sheets

- Observation - Practical tasks - Oral questions

5.0: Data Handling and Probability

5.2: Probability - Performing chance experiments

By the end of the lesson, the learner should be able to:
- Define chance experiment
- Perform chance experiments such as flipping coins, tossing dice, and drawing objects
- Show interest in hands-on probability activities

In groups, learners are guided to:
- Obtain coins and flip them
- Toss dice and record outcomes
- Draw colored balls or beads from bags
- Use spinners and record results
- Record outcomes from experiments
- Compare results with other groups
- Discuss patterns observed

What are the possible outcomes when we perform chance experiments?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Coins
- Dice
- Colored balls/beads
- Bags
- Spinners
- Recording sheets

- Observation - Practical tasks - Oral questions

5.0: Data Handling and Probability

5.2: Probability - Performing chance experiments

By the end of the lesson, the learner should be able to:
- Define chance experiment
- Perform chance experiments such as flipping coins, tossing dice, and drawing objects
- Show interest in hands-on probability activities

In groups, learners are guided to:
- Obtain coins and flip them
- Toss dice and record outcomes
- Draw colored balls or beads from bags
- Use spinners and record results
- Record outcomes from experiments
- Compare results with other groups
- Discuss patterns observed

What are the possible outcomes when we perform chance experiments?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Coins
- Dice
- Colored balls/beads
- Bags
- Spinners
- Recording sheets

- Observation - Practical tasks - Oral questions

5.0: Data Handling and Probability

5.2: Probability - Writing experimental probability outcomes

By the end of the lesson, the learner should be able to:
- Explain the concept of experimental probability
- Write all possible outcomes from chance experiments
- Demonstrate systematic recording of outcomes

In groups, learners are guided to:
- List possible outcomes from coin toss
- Write outcomes from die roll
- Determine outcomes from spinners
- List outcomes from drawing objects
- Form combinations of outcomes
- Record outcomes systematically
- Share findings with class

How do we list all possible outcomes from an experiment?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Coins
- Dice
- Number cards
- Pencil
- Exercise books

- Observation - Written tests - Problem-solving

5.0: Data Handling and Probability

5.2: Probability - Expressing probability outcomes as fractions

By the end of the lesson, the learner should be able to:
- State the formula for probability as a fraction
- Express probability outcomes as fractions accurately
- Show understanding of favorable outcomes

In groups, learners are guided to:
- Identify total possible outcomes
- Identify favorable outcomes
- Express probability as fraction of favorable to total outcomes
- Simplify probability fractions
- Calculate probabilities from various scenarios
- Solve word problems involving probability
- Verify answers

How do we express the chance of an event happening as a fraction?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Colored balls/beads
- Bags
- Calculator
- Pencil
- Exercise books

- Observation - Written assignments - Problem-solving tasks

5.0: Data Handling and Probability

5.2: Probability - Expressing probability outcomes as fractions

By the end of the lesson, the learner should be able to:
- State the formula for probability as a fraction
- Express probability outcomes as fractions accurately
- Show understanding of favorable outcomes

In groups, learners are guided to:
- Identify total possible outcomes
- Identify favorable outcomes
- Express probability as fraction of favorable to total outcomes
- Simplify probability fractions
- Calculate probabilities from various scenarios
- Solve word problems involving probability
- Verify answers

How do we express the chance of an event happening as a fraction?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Colored balls/beads
- Bags
- Calculator
- Pencil
- Exercise books

- Observation - Written assignments - Problem-solving tasks

5.0: Data Handling and Probability

5.2: Probability - Expressing probability outcomes as fractions

By the end of the lesson, the learner should be able to:
- State the formula for probability as a fraction
- Express probability outcomes as fractions accurately
- Show understanding of favorable outcomes

In groups, learners are guided to:
- Identify total possible outcomes
- Identify favorable outcomes
- Express probability as fraction of favorable to total outcomes
- Simplify probability fractions
- Calculate probabilities from various scenarios
- Solve word problems involving probability
- Verify answers

How do we express the chance of an event happening as a fraction?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Colored balls/beads
- Bags
- Calculator
- Pencil
- Exercise books

- Observation - Written assignments - Problem-solving tasks

5.0: Data Handling and Probability

5.2: Probability - Expressing probability outcomes as fractions

By the end of the lesson, the learner should be able to:
- State the formula for probability as a fraction
- Express probability outcomes as fractions accurately
- Show understanding of favorable outcomes

In groups, learners are guided to:
- Identify total possible outcomes
- Identify favorable outcomes
- Express probability as fraction of favorable to total outcomes
- Simplify probability fractions
- Calculate probabilities from various scenarios
- Solve word problems involving probability
- Verify answers

How do we express the chance of an event happening as a fraction?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Colored balls/beads
- Bags
- Calculator
- Pencil
- Exercise books

- Observation - Written assignments - Problem-solving tasks

5.0: Data Handling and Probability

5.2: Probability - Expressing probability outcomes as fractions

By the end of the lesson, the learner should be able to:
- State the formula for probability as a fraction
- Express probability outcomes as fractions accurately
- Show understanding of favorable outcomes

In groups, learners are guided to:
- Identify total possible outcomes
- Identify favorable outcomes
- Express probability as fraction of favorable to total outcomes
- Simplify probability fractions
- Calculate probabilities from various scenarios
- Solve word problems involving probability
- Verify answers

How do we express the chance of an event happening as a fraction?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Colored balls/beads
- Bags
- Calculator
- Pencil
- Exercise books

- Observation - Written assignments - Problem-solving tasks

5.0: Data Handling and Probability

5.2: Probability - Expressing probability as decimals and percentages

By the end of the lesson, the learner should be able to:
- Explain the relationship between probability in fractions, decimals and percentages
- Convert probability from fractions to decimals and percentages
- Demonstrate proficiency in probability conversions

In groups, learners are guided to:
- Convert probability fractions to decimals
- Convert probability fractions to percentages
- Understand that probability in decimals cannot exceed 1
- Understand that probability in percentages cannot exceed 100%
- Calculate complementary probabilities
- Solve problems in different forms
- Apply probability in real contexts

Why is probability sometimes expressed as decimals or percentages?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Calculator
- Pencil
- Exercise books
- Conversion charts

- Observation - Written tests - Problem-solving

5.0: Data Handling and Probability

5.2: Probability - Expressing probability as decimals and percentages

By the end of the lesson, the learner should be able to:
- Explain the relationship between probability in fractions, decimals and percentages
- Convert probability from fractions to decimals and percentages
- Demonstrate proficiency in probability conversions

In groups, learners are guided to:
- Convert probability fractions to decimals
- Convert probability fractions to percentages
- Understand that probability in decimals cannot exceed 1
- Understand that probability in percentages cannot exceed 100%
- Calculate complementary probabilities
- Solve problems in different forms
- Apply probability in real contexts

Why is probability sometimes expressed as decimals or percentages?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Calculator
- Pencil
- Exercise books
- Conversion charts

- Observation - Written tests - Problem-solving

5.0: Data Handling and Probability

5.2: Probability - Expressing probability as decimals and percentages

By the end of the lesson, the learner should be able to:
- Explain the relationship between probability in fractions, decimals and percentages
- Convert probability from fractions to decimals and percentages
- Demonstrate proficiency in probability conversions

In groups, learners are guided to:
- Convert probability fractions to decimals
- Convert probability fractions to percentages
- Understand that probability in decimals cannot exceed 1
- Understand that probability in percentages cannot exceed 100%
- Calculate complementary probabilities
- Solve problems in different forms
- Apply probability in real contexts

Why is probability sometimes expressed as decimals or percentages?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Calculator
- Pencil
- Exercise books
- Conversion charts

- Observation - Written tests - Problem-solving

5.0: Data Handling and Probability

5.2: Probability - Using IT to play probability games

By the end of the lesson, the learner should be able to:
- Identify digital tools for probability activities
- Use technology to play games involving probability and simulate experiments
- Appreciate technology in learning probability

In groups, learners are guided to:
- Access online probability games
- Use software to simulate coin flips
- Use apps to simulate dice rolls
- Play digital probability games
- Record results from digital experiments
- Compare manual and digital experiments
- Discuss advantages of using technology

How does technology help us understand probability better?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Computers/tablets
- Internet access
- Probability apps/software
- Projector
- Recording sheets

- Observation - Digital portfolio - Practical demonstration - Oral presentation

5.0: Data Handling and Probability

5.2: Probability - Using IT to play probability games

By the end of the lesson, the learner should be able to:
- Identify digital tools for probability activities
- Use technology to play games involving probability and simulate experiments
- Appreciate technology in learning probability

In groups, learners are guided to:
- Access online probability games
- Use software to simulate coin flips
- Use apps to simulate dice rolls
- Play digital probability games
- Record results from digital experiments
- Compare manual and digital experiments
- Discuss advantages of using technology

How does technology help us understand probability better?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Computers/tablets
- Internet access
- Probability apps/software
- Projector
- Recording sheets

- Observation - Digital portfolio - Practical demonstration - Oral presentation