Question 1

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

Accepted Answer

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

Question 2

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

Accepted Answer

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. 
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. C

Question 3

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

Accepted Answer

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

Question 4

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:

Accepted Answer

A) Provides a visual representation. 
B) Connects to the likelihood of an event occurring. 
C) Reference for talking about probability. 
D) Experimental random device. 
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 5

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

Accepted Answer

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. 
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 6

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

Accepted Answer

On the National Library of Virtual Manip

Question 7

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

Accepted Answer

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

Question 8

How do experiments support student learning about probability?

Accepted Answer

Why do experiments? Helps address studen

Question 9

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

Accepted Answer

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

Question 10

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

Accepted Answer

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

Question 11

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.

Accepted Answer

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

Question 12

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

Accepted Answer

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. 
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.

Question 13

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

Accepted Answer

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? 
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?

Question 14

Identify the description of an experiment of dependent events.

Accepted Answer

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. 
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 15

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:

Accepted Answer

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

Question 16

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

Accepted Answer

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

Question 17

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

Accepted Answer

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 
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

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

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

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

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:

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

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

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

How do experiments support student learning about probability?

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

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

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.

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

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

Identify the description of an experiment of dependent events.

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:

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

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

Teaching Mathematics in the 21st Century

Exploring What It Means to Know and Do Mathematics

Teaching Through Problem Solving

Planning in the Problem-Based Classroom

Building Assessment Into Instruction

Teaching Mathematics Equitably to All Children

Using Technology Tools to Teach Mathematics

Developing Early Number Concepts and Number Sense

Developing Meanings for the Operations

Helping Students Master the Basic Facts

Developing Whole-Number Place-Value Concepts

Developing Strategies for Addition and Subtraction Computation

Developing Strategies for Multiplication and Division Computation

Algebraic Thinking, equations, and Functions

Developing Fraction Concepts

Developing Strategies for Fraction Computation

Developing Concepts of Fractions and Decimals

Proportional Reasoning

Developing Measurement Concepts

Geometric Thinking and Geometric Concepts

Developing Concepts of Data Analysis

Developing Concepts of Exponents, integers, and Real Numbers

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Exam 22: Exploring Concepts of Probability

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

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

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

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:

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

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

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

How do experiments support student learning about probability?

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

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

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.

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

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

Identify the description of an experiment of dependent events.

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:

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

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

Teaching Mathematics in the 21st Century

Exploring What It Means to Know and Do Mathematics

Teaching Through Problem Solving

Planning in the Problem-Based Classroom

Building Assessment Into Instruction

Teaching Mathematics Equitably to All Children

Using Technology Tools to Teach Mathematics

Developing Early Number Concepts and Number Sense

Developing Meanings for the Operations

Helping Students Master the Basic Facts

Developing Whole-Number Place-Value Concepts

Developing Strategies for Addition and Subtraction Computation

Developing Strategies for Multiplication and Division Computation

Algebraic Thinking, equations, and Functions

Developing Fraction Concepts

Developing Strategies for Fraction Computation

Developing Concepts of Fractions and Decimals

Proportional Reasoning

Developing Measurement Concepts

Geometric Thinking and Geometric Concepts

Developing Concepts of Data Analysis

Developing Concepts of Exponents, integers, and Real Numbers

Filters