In this paper seventh-grade pupils' ways of handling aspects of probability have been investigated. The aspects in question were embedded in a dice game, based on the total of two dice. Four different set-ups of dice were included in the situation in which they were up to explore optimal strategies for winning the game. How children understand concepts is regarded from the perspective of how the pupils' understanding varies with their interpretation of the situation, in which the concepts are embedded. Empirical data have been analyzed with intentional analysis, a method by which we regard pupils' act as intentional. The results show approaches of extremes and of a number model, as consequences of how the pupils process and bring to the fore information in the situation. [For complete proceedings, see ED489538.]