Take three hands-up answers, not open call-outs. Draw out that landing on a colour is certain (every part is coloured) but landing on blue is impossible (there is no blue). Don't name the five likelihood words yet — that is the next step's job.

• All red — red is certain, green is impossible.
• Half red, half green — an even chance of each; hold out for the word before revealing it.
• Mostly red, thin green sliver — red likely, green unlikely; ask which colour they'd bet on.
• Three colours — ask 'which is most likely?' and let the class reason from the sizes.

Match each picture to a likelihood word as you go; the picture does the teaching, so keep your own words to the cue. If the board is down, hold up the four printed spinner cards in the same order.

Talk this one through together — pupils take turns at the board and the class agrees or corrects out loud.

Individual pupils come up to add or remove coloured parts so green fits the called word. For certain, every part must be green; for impossible, no part is green; even chance needs equal green and non-green. Watch for pupils who think 'more parts' always means 'more likely' — it is the share of green that matters, not the count.

This is the practice round — pupils take turns at the board, choose the word, and the class confirms before moving on. Read each event from its printed card so the whole class hears it, then keep the board work brisk rather than over-explaining.

The die and coin ones are the discriminating pair: rolling an 8 on an ordinary die is impossible (a die only goes up to 6) while a coin landing heads is an even chance. Use 'snow in Cork in July' to reinforce the key distinction: it is very unlikely, but not impossible — which is exactly the difference we want pupils to hear. Ask a pupil to justify any close call rather than just naming a word.