Find or make a spinner that is just two colors. You can re-purpose a spinner from a board game by changing the colors with construction paper. The spinner should have two different colors, but one should make up the majority of the spinning space. Ask your students which color the spinner is more likely to land on. Then have each child spin and keep track of the results. At the end, go over the number of spins in each color with your children and teach them that probability shows that the larger color will get more spins.
Take the two color spinner game and modify it by changing the spinner to four colors, which are all equally spaced. Have the students guess which color will get the most spins or you can encourage them to guess that the spins might be equal because the size of the colors are the same. Keep track of the spins and go over the results with your students. Only move onto the four color game once your students understand the two color game.
This game works best in small groups. Give each student 11 strips of paper, listing the numbers from two to 12. Each group will also need a set of dice. Have the children take turns rolling the dice. Each time the dice are rolled, the children in the group can remove slips of paper based on the numbers that are rolled. For example, if a six and three are rolled, the children can remove the six slip and the three slip or the nine slip because the two numbers added together equal nine. Have an adult keep track of the number of rolls until at least one child clears all his slips. Discuss the outcomes as a group after playing several rounds and discuss the probability of each number coming up and the number of rolls it takes to clear the slips.
Give small groups of students a pair of dice and have them take turns rolling the dice a specified number of times. The students, depending on their math and writing skills, or an adult should keep track of each number that is rolled by adding the two dice together. After the specified number of rolls, get all the numbers together and go over the results with the students. Discuss the reasons certain numbers were rolled more times, such as it is made with several different rolls like eight, which is created with double fours, a three and five or a two and six and how that factors into probability.