Suppose you flip a coin 10 times and the result is 9 heads and 1 tail.
You ask your students whether they think the coin is unfair. One student
says it must be unfair. How might you help redirect his or her thinking?
What is the value of introducing a probability line to students?
What might you learn about a student’s knowledge of probability
by asking him to create an event with a given probability rather than
asking him to calculate the probability of a given event?
Why is it important to use equally likely events when calculating
a probability?
What does a student need to consider before creating a simulation?
