Students are presented with a food maker that makes disgusting-sounding food. Will you get a slimy sandwich or slimy sushi or even a bug burger?

Foul food picture.

In the questions subseries, students are first presented with the food maker and four different foods shown as possible outcomes. They select a word from a bank of five - impossible, unlikely, equal, likely and certain - to describe the chance of the food maker serving a particular food. Students select 'make' to see what is served. Selecting table/graph displays the theoretical probability in the form of a common fraction, a decimal fraction and a percentage. Students can choose to see what happens when 100 meals are served. This is displayed as a graph contrasting the theoretical result with the experimental result.

When students select table/graph in 'The foul food maker: questions 2', they are asked to enter numbers into blank spaces in the table. This demonstrates their understanding of equivalence between common fractions, decimal fractions and percentages.

'The foul food maker: best guess' learning object asks students to predict which food will be served. Feedback reinforces the language used in the questions subseries. Teachers may find this a useful precursor to the questions subseries. The learning object has a Show results section that provides information on the number of correct predictions. This reinforces the idea that a knowledge of theoretical probability will help with predictions but, with a random generator, chance will sometimes give an unexpected result.

'The foul food maker: go figure' learning object of this series is amenable to a screen reader, enhancing accessibility for visually impaired students. This learning object could also be used as the basis of a whole-class or group discussion about theoretical probability and its associated language.