Subjective probability is often left aside in elementary school curricula, despite it is often used in daily-life. In this paper, we expose a didactic experiment with 5 th grade students (10-11 years old) in which they were asked to handle subjective probability. Findings show how students were able to make probability judgements even without a numerical support, they changed their initial judgements when more quality information was provided, and they refrained from state a founded judgement when they considered available information was not enough. Results endorse the importance of introducing this type of probabilistic reasoning in elementary school.