Deck 22: Exploring Concepts of Probability

Question 1

Assessing young students on probability knowledge,what would the expectation be that they would be able to do?

A)
Explain their confidence in a theory result.
B)
Determine the probability of an experiment.
C)
Tell whether an event is likely or not.
D)
Write reports about the probability of a real situation.

Answer 1


Tell whether an event is likely or not.

Question 2

The following experiments are examples of probabilities with independent events EXCEPT:

A)Rolling two dice and getting a difference that is not more than 3.
B)Having a tack or cup land up when each is tossed once.
C)Drawing a certain marble out of a bag on two different tries,replacing the first marble before drawing out a second.
D)Spinning blue twice on a spinner.

Answer 2

Drawing a certain marble out of a bag on two different tries,replacing the first marble before drawing out a second.

Question 3

Probability has two distinct types.Identify the event below that the probability would be known.

A)What is the possibility of Luke H.making all his free throws?
B)What is the chance of a snowstorm in Minnesota in January?
C)What is the probability of rolling a 4 with a fair die?
D)What is the probability of dropping a rock in water and it will sink?

Answer 3

What is the probability of rolling a 4 with a fair die?

Question 4

What is the mathematical term that describes probability as the comparison of desired outcomes to the total possible outcomes?

A)Fraction.
B)Ratio.
C)Relative frequency.
D)Experimental probability.

Question 5

All of the following can be used to model and record the results of two independent events EXCEPT:

A)Tree diagram
B)Table
C)Pair of Dice
D)Stem and Leaf Plot.

Question 6

Conducting experiments and examining outcomes in teaching is important.All of these help address student misconceptions EXCEPT:

A)Provide a connection to counting strategies.
B)Helps students learn more than students who do not engage in doing experiments.
C)Model real-world problems.
D)It is significantly more intuitive and fun

Question 7

A number line with 0 (impossible)to 1(possible)is purposeful when students are learning about probability.All of the statements would be examples of benefits of a number line EXCEPT:

A)Provides a visual representation.
B)Connects to the likelihood of an event occurring.
C)Reference for talking about probability.
D)Experimental random device.

Question 8

Tools that could be used by young students to model probability experiments include all of the following EXCEPT:

A)Spinners (virtual and manual).
B)Weather forecasts.
C)Coin tosses.
D)Marbles pulled out of bag.

Question 9

How do experiments support student learning about probability?

Question 10

The process for helping students connect sample space to probability includes all of the steps EXCEPT:

A)Conduct an experiment with a large number of trials.
B)Create a comparison experiment.
C)Predict the results of the experiment.
D)Compare the prediction with the experiment.

Question 11

Describe two activities that can help develop probability concepts for students.

Question 12

Identify the description of an experiment of dependent events.

A)The probability of drawing a certain marble out of a bag on two different tries,replacing the first marble before drawing out a second.
B)Drawing two cards from a deck,if,when you draw the first,you leave it out,then draw the second.
C)The probability of getting an even number after rolling a die,then rolling it again.
D)The probability of obtaining heads after flipping a coin once,then a second time.

Question 13

Identify the term that is used to for the measure of the probability of an event occurring.

A)
Experimental probability.
B)
Theoretical probability.
C)
Relative frequency.
D)
An observed occurrence.

Question 14

This phenomenon refers to a probability experiment being carried out more and more times so that the recorded results get close to theoretical probability.

A)The law of averages.
B)The law of likelihood.
C)The law of large numbers.
D)A law of small numbers.

Question 15

Students can often determine the number of outcomes on some random devices than others.Identify the random device that is challenging and students need more experience.

A)Coin toss.
B)8- sided die.
C)Spinners.
D)Two color counters.

Question 16

What type of probability recording method is less abstract and accessible to a larger range of learners?

A)Tree diagram.
B)Dot plot.
C)Area representation.
D)Equation.

Question 17

Truly random events occur in unexpected groups,a fair coin may turn up heads five times in a row; a 100-year flood may hit a town twice in 10 years.This imperfect probability is called:

A)Distribution of randomness.
B)Probability inequality.
C)Sampling size error.
D)Measure of chance.