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Probability is about how likely an event is. A good place to begin teaching this concept is with: A. possible and not possible B. simulation C. virtual manipulatives D. probability continuum

Which of the following statements is true? A. Teach theoretical probability first, and then engage students in doing experiments, because they will be able to confirm the theoretical probability (expected value) through the experiment. B. Teach experiments and theoretical probability together, using small numbers of trials so that students do not get bogged down. C. Teach experiments and theoretical probability together, focusing on the number of trials needed for experiments to reflect the theoretical probability. D. Teach experiments first because they are more concrete, then engage students in learning about theoretical probability.

What event listed below would be an example of known sample space? A. Probability of lightning striking a house. B. Minutes of rain in September. C. Number of girls in the second grade. D. Probability of drawing a red cube from a bag of six different colored cubes.

Area representations have all of the following features except one. Identify which one. A. They illustrate the connection between fractions, multiplication, and probability. B. They are representations that help students examine "and" as well as "or" situations. C. They are more concrete than tree diagrams. D. They are readily adaptable to situations with three events.

The following are examples of independent probability events except: A. Having a cup and tack land up when each is tossed B. Spinning blue twice on a spinner C. Getting two heads when tossing four coins D. Drawing a blue cube from a bag of six different colored cubes

Which of the following statements is not true about simulations? A. Simulations are important in middle school because they provide an engaging way in which to explore probability and connect to the abstract and difficult concepts related to compound events. B. Simulations should focus on real-life context and help students identify the key components and assumptions for that real-life context. C. Simulations are important to build in order to test the probability of real-life situations that may not have a theoretical probability. D. Simulations engage students in higher-level thinking because students are challenged to design and test a particular simulation they have created.