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Grade 10 math probability, Exercises of Mathematics

Mathematics

Some helpful exercises for probability

Typology: Exercises

2014/2015

Uploaded on 04/16/2023

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Sample Multiple-Choice Items Related to Bloom’s Taxonomy
Knowledge Items:
Outcome: Identifies the meaning of a term.
Reliability is the same as:
A. consistency.
B. relevancy.
C. representativeness.
D. usefulness.
Outcome: Identifies the order of events.
What is the first step in constructing an achievement test?
A. Decide on test length.
B. Identify the intended learning outcomes.
C. Prepare a table of specifications.
D. Select the item types to use.
Comprehension Items:
Outcome: Identifies an example of a term.
Which one of the following statements contains a specific determiner?
A. America is a continent.
B. America was discovered in 1492.
C. America has some big industries.
D. America’s population is increasing.
Outcome: Interprets the meaning of an idea.
The statement that “test reliability is a necessary but not sufficient condition of test
validity” means that:
A. a reliable test will have a certain degree of validity.
B. a valid test will have a certain degree of reliability.
C. a reliable test may be completely invalid and a valid test completely unreliable.
Outcome: Identifies an example of a concept or principle.
Which of the following is an example of a criterion-referenced interpretation?
A. Derik earned the highest score in science.
B. Erik completed his experiment faster than his classmates.
C. Edna’s test score was higher than 50 percent of the class.
D. Tricia set up her laboratory equipment in five minutes.
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Sample Multiple-Choice Items Related to Bloom’s Taxonomy

Knowledge Items: Outcome: Identifies the meaning of a term. Reliability is the same as: A. consistency. B. relevancy. C. representativeness. D. usefulness. Outcome: Identifies the order of events. What is the first step in constructing an achievement test? A. Decide on test length. B. Identify the intended learning outcomes. C. Prepare a table of specifications. D. Select the item types to use. Comprehension Items: Outcome: Identifies an example of a term. Which one of the following statements contains a specific determiner? A. America is a continent. B. America was discovered in 1492. C. America has some big industries. D. America’s population is increasing. Outcome: Interprets the meaning of an idea. The statement that “test reliability is a necessary but not sufficient condition of test validity” means that: A. a reliable test will have a certain degree of validity. B. a valid test will have a certain degree of reliability. C. a reliable test may be completely invalid and a valid test completely unreliable. Outcome: Identifies an example of a concept or principle. Which of the following is an example of a criterion-referenced interpretation? A. Derik earned the highest score in science. B. Erik completed his experiment faster than his classmates. C. Edna’s test score was higher than 50 percent of the class. D. Tricia set up her laboratory equipment in five minutes.

Outcome: Predicts the most probable effect of an action. What is most likely to happen to the reliability of the scores for a multiple-choice test, where the number of alternatives for each item is changed from three to four? A. It will decrease. B. It will increase. C. It will stay the same. D. There is no basis for making a prediction. Application Items Outcome: Distinguishes between properly and improperly stated outcomes. Which one of the following learning outcomes is properly stated in terms of student performance? A. Develops an appreciation of the importance of testing. B. Explains the purpose of test specifications. C. Learns how to write good test items. D. Realizes the importance of validity. Outcome: Improves defective test items. Directions : read the following test item and then indicate the best change to make to improve the item. Which one of the following types of learning outcomes is most difficult to evaluate objectively?

  1. A concept.
  2. An application.
  3. An appreciation.
  4. None of the above. The best change to make in the previous item would be to: A. change the stem to incomplete-statement form. B. use letters instead of numbers for each alternative. C. remove the indefinite articles “a” and “an” from the alternatives. D. replace “none of the above” with “an interpretation.” Analysis Items Directions : Read the following comments a teacher made about testing. Then answer the questions that follow by circling the letter of the best answer. “Students go to school to learn, not to take tests. In addition, tests cannot be used to indicate a student’s absolute level of learning. All tests can do is rank students in order of achievement, and this relative ranking is influenced by guessing, bluffing, and the subjective opinions of the teacher doing the scoring. The teacher-learning process would benefit if we did away with tests and depended on student self-evaluation.”

More Sample Multiple-Choice Items

Knowledge:

  1. In the area of physical science, which one of the following definitions describes the term “polarization”? A. The separation of electric charges by friction. B. The ionization of atoms by high temperatures. C. The interference of sound waves in a closed chamber. D. The excitation of electrons by high frequency light. E. The vibration of transverse waves in a single plane. Simple recall of the correct definition of polarization is required. Comprehension:
  2. Which one of the following describes what takes place in the so-called PREPARATION stage of the creative process, as applied to the solution of a particular problem? A. The problem is identified and defined. B. All available information about the problem is collected. C. An attempt is made to see if the proposed solution to the problem is acceptable. D. The person goes through some experience leading to a general idea of how the problem can be solved. E. The person sets the problem aside, and gets involved with some other unrelated activity. The knowledge of the five stages of the creative process must be recalled (knowledge) and the student is tested for an understanding (comprehension) of the meaning of each term, in this case, “preparation.” Application:
  3. Which one of the following memory systems does a piano-tuner mainly use in his occupation? A. Echoic memory B. Short-term memory C. Long-term memory D. Mono-auditory memory E. None of the above This question tests for the application of previously acquired knowledge (the various memory systems).

Analysis:

  1. Read carefully through the paragraph below, and decide which of the options A-D is correct. “The basic premise of pragmatism is that questions posed by speculative metaphysical propositions can often be answered by determining what the practical consequences of the acceptance of a particular metaphysical proposition are in this life. Practical consequences are taken as the criterion for assessing the relevance of all statements or ideas about truth, norm and hope.” A. The word “acceptance” should be replaced by “rejection.” B. The word “often” should be replaced by “only.” C. The word “speculative” should be replaced by hypothetical.” D. The word “criterion” should be replaced by “measure.” This question requires prior knowledge of and understanding about the concept of pragmatism. The student is tested on his/her ability to analyze whether a word fits with the accepted definition of pragmatism. Evaluation:
  2. Judge the sentence in italics according to the criteria given below: “The United States took part in the Gulf War against Iraq BECAUSE of the lack of civil liberties imposed on the Kurds by Saddam Hussein’s regime.” A. The assertion and the reason are both correct, and the reason is valid. B. The assertion and the reason are both correct, but the reason is invalid. C. The assertion is correct but the reason is incorrect. D. The assertion is incorrect but the reason is correct. E. Both the assertion and the reason are incorrect. A knowledge and understanding of Middle East politics is assumed. The student is tested in the ability to evaluate between cause and effect in the sentence in terms of predefined criteria. Reference: Carneson, J., Delpierre, G., & Masters, K. (n.d.). Designing and managing multiple choice questions: Appendix C, multiple choice questions and Bloom’s taxonomy. Retrieved November 3, 2003 from the University of Cape Town Web site: http://www.uct.ac.za/projects/cbe/mcqman/mcqappc.html