Grade 7 Probability Worksheets — Free Printable PDF
Grade 7 is the grade where probability becomes a named part of the US curriculum, and these sheets go at the two ideas that carry the most weight in it: how many outcomes a combination of chance objects can produce, and what a run of recorded results says about the chance of an outcome.
A coin and a dice together give twelve outcomes, not eight — counting them correctly is the foundation everything compound is built on. And a spinner that stopped on red fourteen times in forty spins gives an experimental probability of 7/20, which may or may not match what the spinner is actually built to do.
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Probability · Grade 7
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Grade 7 · 3 pages · A4More Grade 7 probability skills
Each one generates a different kind of question, with its own three levels and answer key.
What each level generates
Grade 7 counting the outcomes — the exact skill behind each difficulty setting, straight from the generator.
- Level 1Two objects
- Level 2A spinner and cards
- Level 3Three objects
Grade levels follow the progression common to most English-language curricula — not one specific national curriculum. Every level shows exactly what it generates, so you can check the fit with your own program. See the full scope & sequence →
This is the Common Core grade
Of the five grades this site offers probability at, Grade 7 is the one US Common Core anchors: 7.SP.C.5 through 7.SP.C.8. The two sub-skills here target 7.SP.C.6, approximating a probability by observing long-run relative frequency, and 7.SP.C.8b, representing the sample space of a compound event.
It also matches the Australian Curriculum's Year 7 strand, which asks pupils to identify the sample space for single-stage events and to compare predictions with observed results, and it sits inside England's Key Stage 3. It is the one page in this topic where every major framework agrees, and it is worth spending longer on for that reason.
Experimental is not theoretical, and the difference is the point
An experimental probability is a record of what happened. A theoretical one is what the object should do. They are usually close and almost never identical, and a child who expects them to match will think one of them is wrong.
One useful exercise once a sheet is finished: for any question, ask what the answer would have been with ten times as many trials. The intuition that more trials means a closer match is the whole reason experimental probability is worth recording, and it is difficult to get from a single sheet without being prompted.
Frequently asked questions
▸Which Common Core standards do these sheets cover?
7.SP.C.6 and 7.SP.C.8b. The first is approximating the probability of a chance event from its long-run relative frequency, which is the From a Trial sub-skill. The second is representing the sample space of a compound event, which is Counting the Outcomes.
▸How do you count the outcomes of two objects together?
Multiply the number of outcomes of each. A coin has two and a dice has six, so together they give twelve. The level-3 questions use three objects, where the same rule applies twice.
▸What is experimental probability?
The probability estimated from results that were actually recorded — spins, rolls or draws — rather than worked out from how the object is built. A spinner that stopped on red 14 times in 40 spins gives an experimental probability of 7/20.
▸How is this different from the Data Handling relative frequency sheets?
The arithmetic is the same and the situation is not. These questions record a chance process that could have come out differently; the Data Handling ones describe a group of people who have already been counted. That distinction is exactly the one Common Core makes between 7.SP.C and 8.SP.
▸Can I change how many questions are printed?
Yes, with the question-count stepper, and Shuffle gives a completely fresh set at the same level.