UNIVERSITY OF SOUTH AFRICA
College of Education / Department of Mathematics Education
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
MIP2602: Mathematics for In-
termediate Phase Teachers IV
Assessment 03 — Year Module, 2026
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
MIP2602
Module Code:
Mathematics for Intermediate Phase Teach-
Module Name:
ers IV
Assessment 03 (Mandatory)
Assignment:
26 June 2026
Due Date:
100
Total Marks:
Submitted in partial fulfilment of the requirements for MIP2602 — UNISA 2026
,UNISA | MIP2602 Assessment 03 – 2026
Section A: Foundations of Probability
Probability is a measure of the likelihood that a particular event will occur, expressed as a
value between 0 (impossible) and 1 (certain). In the South African Intermediate Phase con-
text, the Curriculum and Assessment Policy Statement (CAPS) requires Grade 6 learners to
collect, sort, organise, and interpret data, and to determine the theoretical and experimental
probability of simple events (Department of Basic Education, 2011). Understanding these
foundational concepts is therefore central to teaching and learning in this phase.
Question 1: Basic Understanding
1.1 Theoretical Probability of Selecting Each Colour
The bag contains 3 red, 4 blue, 2 green, and 1 yellow marble, giving a total of 3 + 4 + 2 + 1 = 10
marbles.
The theoretical probability of any event is calculated using the formula:
number of favourable outcomes
P (event) =
total number of possible outcomes
Applying this formula:
Table 1: Theoretical Probability of Each Marble Colour
Colour Frequency Probability Probability (Decimal)
(Fraction)
3
Red 3 0.3
10
4 2
Blue 4 = 0.4
10 5
2 1
Green 2 = 0.2
10 5
1
Yellow 1 0.1
10
Page 2 of 18
, UNISA | MIP2602 Assessment 03 – 2026
1.1.1 Probability of Selecting an Orange Marble
There are no orange marbles in the bag. The number of favourable outcomes for selecting an
orange marble is therefore 0. Applying the formula:
0
P (orange) = =0
10
A probability of 0 means the event is impossible. Orange is not part of the sample space, so it
cannot occur under any circumstances. This is an example of an impossible event (Batanero
et al., 2016).
1.2 Ranking Colours from Most Likely to Least Likely
Without calculating, the ranking from most likely to least likely is: Blue, Red, Green, Yel-
low.
The reasoning is based on the relative quantity of each colour in the bag. Blue has the highest
count (4 marbles), making it the most likely to be selected. Red comes second with 3 mar-
bles, followed by Green with 2 marbles. Yellow, with only 1 marble, is the least likely to be
drawn. The more marbles of a particular colour there are, the greater the portion of the to-
tal sample space that colour occupies, and therefore the higher the probability of selecting it
(Department of Basic Education, 2011).
1.3 Correcting the Learner’s Misconception about Probability Values
The learner’s statement that “the probability of selecting a blue marble is 4” is incorrect
because probability is not expressed as a raw count of favourable outcomes. Probability
is always a ratio or fraction between 0 and 1. The value 4 simply represents the number
of blue marbles in the bag, not the probability of selecting one. The correct probability is
4
P (blue) = = 0.4 (Batanero et al., 2016).
10
To help the learner understand probability values, I would use the marble activity itself as a
concrete manipulative. I would ask the learner to physically count all the marbles in the bag
and write the total on the board (10). I would then ask them to count only the blue ones (4)
and write that below the total. I would guide the learner to see that probability is about “out
4
of the whole,” leading them to write 10 . I would reinforce that any valid probability must fall
Page 3 of 18
College of Education / Department of Mathematics Education
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
MIP2602: Mathematics for In-
termediate Phase Teachers IV
Assessment 03 — Year Module, 2026
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
MIP2602
Module Code:
Mathematics for Intermediate Phase Teach-
Module Name:
ers IV
Assessment 03 (Mandatory)
Assignment:
26 June 2026
Due Date:
100
Total Marks:
Submitted in partial fulfilment of the requirements for MIP2602 — UNISA 2026
,UNISA | MIP2602 Assessment 03 – 2026
Section A: Foundations of Probability
Probability is a measure of the likelihood that a particular event will occur, expressed as a
value between 0 (impossible) and 1 (certain). In the South African Intermediate Phase con-
text, the Curriculum and Assessment Policy Statement (CAPS) requires Grade 6 learners to
collect, sort, organise, and interpret data, and to determine the theoretical and experimental
probability of simple events (Department of Basic Education, 2011). Understanding these
foundational concepts is therefore central to teaching and learning in this phase.
Question 1: Basic Understanding
1.1 Theoretical Probability of Selecting Each Colour
The bag contains 3 red, 4 blue, 2 green, and 1 yellow marble, giving a total of 3 + 4 + 2 + 1 = 10
marbles.
The theoretical probability of any event is calculated using the formula:
number of favourable outcomes
P (event) =
total number of possible outcomes
Applying this formula:
Table 1: Theoretical Probability of Each Marble Colour
Colour Frequency Probability Probability (Decimal)
(Fraction)
3
Red 3 0.3
10
4 2
Blue 4 = 0.4
10 5
2 1
Green 2 = 0.2
10 5
1
Yellow 1 0.1
10
Page 2 of 18
, UNISA | MIP2602 Assessment 03 – 2026
1.1.1 Probability of Selecting an Orange Marble
There are no orange marbles in the bag. The number of favourable outcomes for selecting an
orange marble is therefore 0. Applying the formula:
0
P (orange) = =0
10
A probability of 0 means the event is impossible. Orange is not part of the sample space, so it
cannot occur under any circumstances. This is an example of an impossible event (Batanero
et al., 2016).
1.2 Ranking Colours from Most Likely to Least Likely
Without calculating, the ranking from most likely to least likely is: Blue, Red, Green, Yel-
low.
The reasoning is based on the relative quantity of each colour in the bag. Blue has the highest
count (4 marbles), making it the most likely to be selected. Red comes second with 3 mar-
bles, followed by Green with 2 marbles. Yellow, with only 1 marble, is the least likely to be
drawn. The more marbles of a particular colour there are, the greater the portion of the to-
tal sample space that colour occupies, and therefore the higher the probability of selecting it
(Department of Basic Education, 2011).
1.3 Correcting the Learner’s Misconception about Probability Values
The learner’s statement that “the probability of selecting a blue marble is 4” is incorrect
because probability is not expressed as a raw count of favourable outcomes. Probability
is always a ratio or fraction between 0 and 1. The value 4 simply represents the number
of blue marbles in the bag, not the probability of selecting one. The correct probability is
4
P (blue) = = 0.4 (Batanero et al., 2016).
10
To help the learner understand probability values, I would use the marble activity itself as a
concrete manipulative. I would ask the learner to physically count all the marbles in the bag
and write the total on the board (10). I would then ask them to count only the blue ones (4)
and write that below the total. I would guide the learner to see that probability is about “out
4
of the whole,” leading them to write 10 . I would reinforce that any valid probability must fall
Page 3 of 18
