Take three hands-up answers, not open call-outs. Some pupils will insist one number is 'lucky' — hold that thought without correcting it yet; the rolling later will do the arguing. Give five seconds of quiet think-time before any hands go up.

Work each snapshot live, drawing out the surprise before you explain it.

• First die: point out one roll tells you almost nothing about the pattern.
• Ten-roll tally: this is the one that surprises them — a fair die looked lopsided over ten rolls. Ask 'is the die broken, or is ten rolls just too few to be fair?' and hold out for the second idea.
• Fair spinner: the equal segments are the whole point — say 'same size, same chance' and let a pupil trace one segment against another.

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

Collect the prediction first and write it where everyone can see it. On a fair spinner the honest answer is 'no colour should win' — but let the class predict a winner anyway, because catching a fair spinner not obeying the prediction is exactly the point. At the ten-spin pause, ask 'is the front-runner really better, or just ahead for now?' Revoice a strong answer: so the counts are still settling. Twenty spins animate quickly — tap through them briskly so both tally reads fit the slot.

This is the practice round — pupils take turns at the board, check each answer, and the class confirms before moving on. Keep the first two tests brisk.

The third test is the anchor and needs the most time: run ten rolls, note how uneven the histogram looks, then run thirty and let the class see the bars level out. Hold out for the idea that the die was fair the whole time — only the number of turns changed. For the second test, let a run of the same number stand out and ask pupils to explain why a fair die can still do that over a few rolls.