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Chapter 22: Exploring Concepts of Probability
SHORT ANSWER. Write the word or phrase that best completes each statement or
answers the question.
1)___________________________________ is defined as how likely something is to happen.
TRUE/FALSE. Write “T” if the statement is true and “F” if the statement is false.
2) Even though probability does not appear as a major topic until seventh grade in the Common Core State
Standards, it is vital that elementary teachers begin early introducing the concept of fairness and chance.
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or
answers the question.
3) When assessing young students on probability knowledge, the most important understanding is their ability
to
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 an real situation.
4) Tools that can be used to model probability experiments for young children include of the
following EXCEPT
a) Spinners (virtual and manual)
b) Baseball statistics
c) Coin tosses
d) Marbles that can be pulled out of a bag
SHORT ANSWER. Write the word or phrase that best completes each statement or
answers the question.
5) To help solidify for students the idea that some events are more probable than others, teachers should
introduce the idea of a continuum of probability between ___________________ and _______________.
TRUE/FALSE. Write “T” if the statement is true and “F” if the statement is false.
6) It is important for students to understand that, in real life, probability experiments don’t always follow what
should happen theoretically.
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or
answers the question.
7) When the probability of an event is measured through data collection, it is referred to as
a)
Experimental probability.
b)
Theoretical probability.
c)
Relative frequency.
d)
An observed occurrence.
8) As a probability experiment is carried out more and more times, its experimental probability will be closer to
its theoretical probability. This phenomenon is called
a) The law of averages
b) Certainty
c) The law of large numbers
d) A simulation
9) There are many reasons to use the experimental approach to lessons with probability, including all of the
following EXCEPT
a) It provides an experimental background for examining theoretical models.
b) It eliminates the need for procedures on probabilities.
c) It develops an appreciation for a simulation approach to problem solving.
d) It is significantly more intuitive and fun
TRUE/FALSE. Write “T” if the statement is true and “F” if the statement is false.
10 ) Many virtual manipulatives can quickly perform a large number of experiments and record the results for
students.
SHORT ANSWER. Write the word or phrase that best completes each statement or
answers the question.
11) _______________________ is the set of all possible outcomes in a probability experiment.
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or
answers the question.
12) All of the following can be used to model and record the results of two independent events EXCEPT
a) A tree diagram
b) A table
c) A pair of dice
d) A stem-and-leaf plot
13) Which of the following is an example 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
SHORT ANSWER. Write the word or phrase that best completes each statement or
answers the question.
14) In a(n) ____________________, a model is designed that has the same probabilities as the real situation and
is used when the real situation is too complex to explore.
ESSAY. Write your answer in the space provided or on a separate sheet of paper.
15) Describe two activities that can help develop probability concepts for students.
Chapter 22
