Take three hands-up answers, not open call-outs. Listen for anyone saying one out of six or one in six — that phrasing is exactly the fraction we build today. Don't confirm yet; hold it for Watch and Notice.

Six-segment wheel, one segment: 1 favourable of 6, so 1/6.

Even on a die (2, 4, 6): 3 of 6, 3/6 — ask what it simplifies to, 1/2.

Prime on a die (2, 3, 5): 3 of 6 = 1/2. Pause on why 1 is not prime — only one factor, not two.

Two dice, sum of 7: hold out for the class to list the pairs before pointing them out — 1+6, 2+5, 3+4, 4+3, 5+2, 6+1, six ways. 36 outcomes in all, so 6/36 = 1/6.

Keep returning to it: the bottom is always the total number of outcomes, not the biggest number on the die.

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

Let the histogram build over a run of rolls first so the class SEES 7 come up most and 2 and 12 rarely. Then stop rolling and count outcomes by listing the pairs on the board:

• Sum of 2: only 1+1 — one way, so 1/36.
• Sum of 7: six ways, 6/36 = 1/6.
• Sum of 12: only 6+6 — one way, 1/36.
• Sum bigger than 10: that's 11 (two ways) and 12 (one way) = three ways, 3/36 = 1/12.

Watch for the class reading the answer off the histogram bar height instead of counting outcomes. The histogram shows what happened; the count of pairs gives the probability.

This is the practice round — pupils take turns at the board, check each answer, and the class confirms before moving on. Keep the board work brisk rather than over-explaining.

• Four-segment wheel, one segment: 1/4.
• Eight-segment wheel, even (2, 4, 6, 8): 4/8 = 1/2.
• Eight-segment wheel, bigger than 6 (7, 8): 2/8 = 1/4.
• Eight-segment wheel, prime (2, 3, 5, 7): 4/8 = 1/2 — a good closing surprise that primes and evens give the same fraction here.

Ask the class to predict the fraction before you spin. The spin itself doesn't decide the probability — counting the segments does.