Let's solve each question step by step based on the image you provided. The spinner is divided into
6 equal sections, and we can see the numbers and colors labeled.
---
Spinner Details (Top Spinner):
The spinner has 6 equal sections with the following numbers:
- 4, 1, 1, 2, 3, 4
So the numbers are:
1, 1, 2, 3, 4, 4
Total number of sections =
6
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Question 1: What is the probability of the spinner landing on a 3?
- Number of sections with
3 = 1
- Total sections = 6
$$
P(3) = \frac{1}{6}
$$
✔ Answer: $ \frac{1}{6} $
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Question 2: What is the probability of the spinner landing on a 1?
- Number of sections with
1 = 2 (there are two 1s)
- Total sections = 6
$$
P(1) = \frac{2}{6} = \frac{1}{3}
$$
✔ Answer: $ \frac{1}{3} $
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Question 3: What is the probability of the spinner landing on a 2?
- Number of sections with
2 = 1
- Total sections = 6
$$
P(2) = \frac{1}{6}
$$
✔ Answer: $ \frac{1}{6} $
---
Question 4: Are you more likely to spin an odd number or an even number? Explain.
Let’s identify the odd and even numbers:
-
Odd numbers: 1, 1, 3 → total of
3 odd sections
-
Even numbers: 2, 4, 4 → total of
3 even sections
So:
- $ P(\text{odd}) = \frac{3}{6} = \frac{1}{2} $
- $ P(\text{even}) = \frac{3}{6} = \frac{1}{2} $
✔ Answer: You are
equally likely to spin an odd number or an even number because there are
3 odd and
3 even sections, so both have a probability of $ \frac{1}{2} $.
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Question 5: What is the probability of the spinner landing on red?
Now we look at the
bottom spinner — it's a circle split into
two equal halves:
- One half is
red
- One half is
blue
So the spinner has
2 equal sections.
- Red occupies
1 out of 2 sections.
$$
P(\text{red}) = \frac{1}{2}
$$
✔ Answer: $ \frac{1}{2} $
---
✔ Final Answers:
1. $ \frac{1}{6} $
2. $ \frac{1}{3} $
3. $ \frac{1}{6} $
4. You are equally likely to spin an odd or even number because there are 3 odd and 3 even sections, so both probabilities are $ \frac{1}{2} $.
5. $ \frac{1}{2} $
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Parent Tip: Review the logic above to help your child master the concept of probability spinners worksheet.
