Take three hands-up answers, not open call-outs. Don't confirm or correct any of them yet — the whole lesson is about testing these guesses, so leave the question open.

Listen for the pupil who says "they'll all be about the same" — that is the idea a fair die is built on, but hold it lightly for now.

Roll the single die first. Ask what came up and whether anyone knew it would — hold out for no, you can't know one roll ahead.

Then roll the many-rolls version. Pause the roll and point at the bars: early on the counts look lumpy and one number can be well ahead, but the more we roll the more even they become. This is the beat the whole lesson turns on — a single roll is chance, many rolls show a pattern.

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

Take a whole-class prediction first (a show of hands for each number) before any rolling. Then have one pupil roll twelve times while another adds each mark to the tally on the IWB; the rest of the class calls the running count.

Twelve rolls is a small test, so the result will often surprise the prediction — that is the point, not a mistake. Revoice it: twelve rolls is not many, so anything can win — we would need lots more rolls to see the even pattern. Head off the belief that a number is "due" because it hasn't come up yet.

This is the practice round — pupils take turns at the board, spin, and the class confirms the count before moving on. Keep the spinning brisk rather than over-explaining.

Take a whole-class prediction first (red or blue). Because the spinner is fair, each colour should come up about the same over many spins — the two bars settle close together. Keep the predict-then-test rhythm.

The final beat is the reasoning one: if a colour did not appear in a short run, it is not proven impossible — just unlucky, because that colour is still on the spinner. Ask what more spins would show. This sets up the wrap.