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Simulations to Estimate Probabilities Answers

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Tyler believes that an 8-sided die can be used to predict whether customers at his store will use a coupon when making their purchases, with a roll of 1 indicating a coupon and all other outcomes indicating no coupon. Today, 4 of the first 48 customers in the store used a coupon. How does the experimental probability of a customer using a coupon compare to the theoretical probability of Tyler’s die?

A
The experimental probability is greater than the theoretical probability by more than 2%.
B
The experimental probability is less than the theoretical probability by more than 2%.
C
The experimental probability is greater than the theoretical probability, but within 2%.
D
The experimental probability is less than the theoretical probability, but within 2%.
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Alaina surveyed students on her bus about their homework.The results are shown in this two-way table.Student Homework Last Night ResponsesHad Homework8Did Not Have Homework4Alaina used this data to design a spinner with 6 congruent sections that predicts whether a randomly selected student had homework last night.How many sections of Alaina’s spinner represent students who did not have homework?

A
2
B
4
C
6
D
8
3

The table shows the number of grade 7 and grade 8 students on the student council at Jeremy’s school. Grade Levels of Student Council Members Number of StudentsGrade 717Grade 834Every day, two student council members are randomly chosen to read the morning announcements. Students cannot be chosen more than once to read the announcements. Jeremy designed a simulation for the selection of the students and gathered data to predict the probability that a seventh grade student will be chosen. In Jeremy’s simulation, he rolls two number cubes in each of 40 trials. In each trial, a cube landing on 1 or 2 represents a student in grade 7 being selected, and a cube landing on 3, 4, 5, or 6 represents a student in grade 8. Which statement best describes the flaw in Jeremy’s model?

A
The number of sides on a cube does not match the number of grade levels.
B
The number of sides on a cube is not a factor of the total number of students.
C
The number of outcomes representing each grade level does not change after the first student is chosen.
D
The number of outcomes representing a student in grade 7 is not the same as the number representing a student in grade 8.

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