Students perform repeated trials of a coin toss, record counts at 5, 10, 50, and 100 flips, and convert those results into experimental probabilities using a table (Activity 2). Students build and record sample spaces for multi-step situations, including the challenge that combines a coin flip and a spinner (Activity 4), and complete a spinner table that lists sections, fractions, decimals, and percents. Students compare experimental results to theoretical probabilities and use tables to display frequencies and probabilities.

Students are given and use random digits (a 10-sided die or digits 0–9) to represent outcomes in multiple activities (Music Playlist, What Kind of Visitor?, The Library Hunt). Students run trials that repeat a random process until a target outcome occurs (roll until a 9 for an Instrumental; roll until 8 or 9 for directions; roll until 5, 6, or 7 for a fiction book), record the number of rolls per trial, and repeat the trial set (typically 20 trials). In The Library Hunt activity students count how many trials took 4 or more rolls and convert that frequency into a fraction and percent, directly generating an experimental probability for the compound event "takes 4 or more tries."

Students are asked to design and implement a simulation for the question "If 40% of marbles are red, estimate the likelihood that it will take four or more draws to get a red one," and they are instructed to run at least 10 trials and record results. The answer key comments that simulation results will vary and notes the theoretical value (~13%), indicating students compare simulated frequencies to theory. Other items show students mapping random devices to probabilities (e.g., assigning numbers 0–3 to represent green marbles or assigning spinner sections), which models how to convert random digits or spinner outcomes into simulated events.

Students set up and run a simulation in Part 4 using a 10-sided die to represent shelter probabilities, mapping die faces to compound events (e.g., 1 = small black dog, 1–2 = large black dog). They record the number of rolls until the target event occurs for five trials for each event, compute the average rolls, and answer comparison questions about which simulation takes more rolls and whether results match the probability model. The activity ties the simulation to earlier work: students use percentages from their size+color probability model to inform the simulation setup.

Students are asked to list sample spaces for compound experiments (question 41: flipping a coin and spinning a 4-section spinner) and to compute probabilities of combined outcomes (question 42: probability of tails and landing on C; question 46c: probability of red and heads). Students are asked to draw a tree diagram for a two-stage experiment (question 46a) and to determine the number of outcomes (question 46b). Students also compute and reflect on experimental probability from repeated trials (question 43a asks for experimental probability from 25 spins and 43b asks how it might differ from theoretical probability).