# PROBABILITY M.K. HOME TUITION. Mathematics Revision Guides. Level: GCSE Foundation Tier

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1 Mathematics Revision Guides Probability Page 1 of 18 M.K. HOME TUITION Mathematics Revision Guides Level: GCSE Foundation Tier PROBABILITY Version: 2.1 Date:

2 Mathematics Revision Guides Probability Page 2 of 18 PROBABILITY The probability of the outcome of an event is a fraction between 0 and 1. A probability of zero means the event cannot occur at all. A probability of 1 means the event is 100% certain to happen. Examples of events are tossing a coin, throwing dice, drawing a card from a pack. The toss of a fair (unbiased) coin has two possible outcomes; heads or tails. The probability of heads turning up is 2 1, as is that of tails. The sum of the two outcomes is 1, and this would also hold good for a biased coin. If a coin was biased so that heads had a 5 3 probability of turning up, then tails would have a probability of 5 2. Example (1): A fair dice has 6 sides. What are the probabilities of throwing i) a 6, ii) an odd number under 5, and iii) any number except a 3? A dice throw has six possible outcomes, namely 1 to 6, and all are equally likely with a probability of 1. Those outcomes are mutually exclusive since it is impossible to throw more than one number at 6 one time. The probability of throwing a 6, which can be shortened to P(6) is therefore 6 1. There are two odd numbers less than 5 on a dice, 1 and 3. Each has a probability of 6 1 occurring, and so the probability of either occurring is equal to the sum of each, i.e or P(1 or 3) = P(1) + P(3) = or In general, if A and B are mutually exclusive events, then the probability of either event occurring can be worked out by adding their individual probabilities together. P(A or B) = P(A) + P(B). The probability of throwing a 3, which can be shortened to P(3) is 6 1. The result of the throw will either be 3 or not 3, and the two probabilities must combine to give 1. The probability of not throwing a 3 is therefore 1-1, or In general, if A is an event, then the probability of A not occurring is the probability of A occurring subtracted from 1. P(not A) = 1 - P(A).

3 Mathematics Revision Guides Probability Page 3 of 18 Biases in probability. In most of the examples in this section, we will assume objects like coins, spinners or dice to be fair. By this we mean that the actual probabilities come close to the theoretical ones. Testing for bias is a separate topic, but usually such tests involve many trials. The greater the number of trials, the more accurate the test. See examples 4a 4b. Example (2): Three dice were thrown 600 times each and the results recorded. Dice Dice Dice i) One of the dice is mis-spotted. Which one is it? ii) Describe the properties of the other two dice. Because each of the six numbers is equally likely on a dice throw, its probability is 6 1 each number would be expected to turn up 6 1 of 600 times, or 100 times. and therefore i) Dice 2 s results show normal results for four of the numbers, but a result of 3 does not occur even once, whilst 4 occurs twice as often as it should. The dice is mis-spotted, with the 4 on two faces and the 3 absent. ii) The results for Dice 1 are close to the theoretical (they only vary by a few each way), and so this dice can be passed as fair. Dice 3 s results show that 1 occurs less often, and 6 occurs more often, than they should do. A discrepancy of about 5 in 100 is acceptable, but not one of about 30. This dice is loaded so as to favour a score of 6.

4 Mathematics Revision Guides Probability Page 4 of 18 Relative Frequency. The dice example in part (3) brings us to the idea of relative frequency. This is used to estimate the long-term probability of an event if the dice, coin or spinner is suspected of bias. If heads were to come up 65 times out of 100 coin tosses, then the relative frequency of heads would be or 0.65, which is some way above the theoretical outcome of 0.5. Example (3): A dice suspected of bias was thrown 600 times and the results recorded. Complete the relative frequency table, and from it estimate the expected number of sixes tossed after 2000 throws. Frequency Relative frequency The dice was thrown 600 times, so each relative frequency is the actual frequency divided by 600. The completed table therefore looks like this: Frequency Relative frequency There seems to be a strong bias for throwing a 6 and against throwing a 1, and a slightly milder bias for throwing a 2 as opposed to a 5. The likely number of sixes to be thrown after 2000 throws is (relative frequency of a 6) (number of throws), here or 450.

5 Mathematics Revision Guides Probability Page 5 of 18 Example (4a): Jade has been testing a four-sided spinner supplied with a board game. She noticed that a 3 had turned up 28 times after 100 spins. She reckons that the spinner is biased, because a fair one should have only turned up 25 times. Is her reasoning correct here? The outcome here is not especially significant, as a relative frequency of 28 or 0.28 is close enough to the fair 100 value of one quarter or 0.25 to fall within experimental error. She would need to take more trials to confirm or reject the bias. Example (4b): Jade continues her experiment counting the number of 3 s after various trials. She obtains 57 3 s after 200 spins, 99 after 300 spins, 128 after 400 spins and finally 162 after 500 spins. Produce a relative frequency table and use the results to complete the graph on the right. Is there now a stronger suspicion of the spinner being biased? Completing the relative frequency table and graph gives the following: Number of spins Frequency of Relative freq. of The relative frequency of spinning a 3 has not evened to a value closer to 0.25, or one quarter, as would be expected of a fair spinner. It appears to have settled to a level of between 0.32 and 0.33, or almost one third, which is a substantial bias.

8 Mathematics Revision Guides Probability Page 8 of 18 Example (6): Two fair dice are tossed and the sum of their spots recorded. Draw the possibility space diagram and hence work out the probabilities of the following events: i) a sum of 7 ii) a double (two equal numbers) iii) a sum of 6 or 8 iv) a double or a sum of 7 v) a double or a sum of 8 The possibility space diagram looks like this: Sum of throws There are now 6 6 or 36 different results of the dice throws, but only 11 possible sums of the spots, namely 2 to 12. Moreover, not all the sums are equally likely; a sum of 2 can only be obtained in one way (1, then 1) but a sum of 4 can be obtained in three ways : 1 on first dice, 3 on second 2 on first dice, 2 on second 3 on first dice, 1 on second

9 Mathematics Revision Guides Probability Page 9 of 18 i) Sum of 7 Sum of throws There are 6 possible ways of making a sum of 7 with 2 dice, and so the probability of this happening is 6 36 or 6 1. ii) A Double Sum of throws There are 6 possible ways of making a Double, so the probability of this happening is also 36 or 6 1.

10 Mathematics Revision Guides Probability Page 10 of 18 iii) Sum of 6 or 8 Sum of throws There are 5 possible ways of making a sum of 6, and 5 ways of making 8. There are therefore 10 ways of making either score. The probability is therefore or iv) Double or sum of 7 Sum of throws There are 6 possible ways of making a Double, and 6 ways of making a 7. There are therefore 12 ways of making either. The probability is therefore or 1 3.

11 Mathematics Revision Guides Probability Page 11 of 18 v) Double or sum of 8 Sum of throws There are 6 ways of making a Double, and 5 ways of making an 8. This might lead you to think that there are 11 possible ways of making either, but counting the highlighted squares only gives 10, since you can score both a Double and a score of 8 in one throw, namely by throwing two 4 s. The probability is therefore or 5 18.

12 Mathematics Revision Guides Probability Page 12 of 18 Probability Tree Diagrams. It is often convenient to use a tree diagram to work out probability problems, such as the one below showing the possible outcomes of tossing a fair coin twice. This tree shows how the multiplication rule is used to calculate combined probabilities. Note how there are two ways of obtaining a head and a tail, giving a total probability of 2 1 for that event. Example(7): Draw a probability tree diagram to show all the possible outcomes of tossing a coin three times. This time, we have 8 distinct possibilities, each with equal probabilities of 8 1.

13 Mathematics Revision Guides Probability Page 13 of 18 It is not always necessary to draw a whole tree when solving probability problems, as the next example will show. Example (8): Using a tree diagram, find the probability of tossing exactly two heads in three tosses of a fair coin. Comparing the diagram with that for Example (8), we can see how the redundant branches of the tree have been pruned out, with only the required outcomes displayed on the right. For example, if a tail has been thrown on the first go, then both the following throws must be heads to satisfy the condition. Thus it can be seen that the probability of exactly two heads in three tosses is = 8 3.

14 Mathematics Revision Guides Probability Page 14 of 18 Example (9): A marble is drawn from a bag containing 2 blue and 3 red marbles, its colour noted, and the marble replaced in the bag. Find the probability that at least one blue and one red marble will be selected after 3 such draws. The condition of at least one blue and one red can be interpreted to mean do not include the case of three reds or three blues. To refresh, there are eight possible outcomes: BBB, BBR, BRB, RBB, BRR, RBR, RRB and RRR. It will be easier to find out the probabilities of three reds and three blues respectively, adding them, and subtracting from 1, a total of two outcomes, rather than trying to calculate the probabilities of six outcomes and adding them. The tree diagram illustrates this method. Since there are 5 marbles in the bag in total, the probability of drawing a red each time is 5 3 and that of drawing a blue is 5 2. Because the marbles are drawn with replacement, the probabilities of a red and a blue do not differ between the first draw and the second. (Redundant branches of the tree shown greyed out with smaller text).

15 Mathematics Revision Guides Probability Page 15 of 18 Conditional probabilities. So far, all the examples of tree diagrams referred to compound independent events, where the result of the first event had no bearing on the second. This does not apply to the next example! Example (10): There are 12 chocolates in a box, where 5 are milk chocolates and the remainder dark chocolates. Carol chooses a chocolate at random, eats it, and then chooses a second one. What is the probability that her second chocolate is a milk chocolate? The probability of choosing a milk chocolate first time is 5 12, but if Carol were to choose and eat one of them, there would be only 4 milk chocolates left out of a box of 11. Hence the probability of her choosing a milk chocolate second time would be On the other hand, had Carol chosen a dark chocolate first time, there would still be 5 milk chocolates left in the box of 11 remaining chocolates, and the probability of her choosing a milk chocolate second 5. time would be 11 The example above demonstrates conditional probability, and this should be used whenever the question asks for selection without replacement. Example (11): A marble is drawn from a bag containing 4 red, 3 blue and 2 green marbles, and then not replaced in the bag. Find the following probabilities after two such draws, using tree diagrams: i) both blue ii) exactly one red; iii) at least one green Unlike the previous example, the marbles are not put back in the bag, and this alters the way in which the probabilities are calculated. i) Both blue We are only interested in finding the probability of a blue, so we can combine the red and green draws into a not blue category, which in any case is redundant. Before the first draw, the probability of drawing a blue is 3 1. If the first marble drawn is blue, then there will be only 2 blue marbles left out of a total of 8 in the bag for the second draw, because there is no replacement. Therefore, given that the first marble drawn is blue, the probability that the second one will be blue will be 4 1, and hence by the product rule the probability that both will be blue is 12 1.

16 Mathematics Revision Guides Probability Page 16 of 18 ii) Exactly one red marble The only possible pair of draws satisfying the condition appears above. We are not interested if the non-red marble is blue or green, so we have combined the probabilities of blue and green into a not red category. If a red is drawn on the first draw, then 3 reds, and hence 5 non-reds will remain out of 8 in the bag, hence the probability of 5 8 for a non-red on the second draw. If a non-red is drawn on the first draw, then 4 reds will remain out of 8 in the bag, hence the probability of 2 1 for a red on the second draw. The probabilities of the two valid draws are then summed to give the overall probability of 9 5. iii) At least 1 green The condition of at least one green can be interpreted to mean do not include the cases where there are no greens at all. Again, we can lump the red and blue events into one category, not green. It will be easiest to find out the probability of not green followed by another not green.. The probability of not green first time is that of green, namely 9 2, subtracted from 1, hence the 9 7. If a not green is drawn on the second draw, then 6 not greens will remain out of 8 in the bag, hence the probability of 4 3 for a not green on the second draw. The probability of two not greens works out as 7 12, and so the probability of the opposite event, 7 namely at least one green, works out as or. 12

17 Mathematics Revision Guides Probability Page 17 of 18 Showing probabilities on Venn diagrams. An alternative way of expressing probabilities of compound independent events is by using Venn diagrams, although this is limited to events with just two possible outcomes, such as heads / tails in a coin throw, or win / lose in a game where a draw is impossible. Example (12): Keith is taking his driving test, and has a 70% chance of passing his theory test, and an 80% chance of passing his practical test. Show all of the possible outcomes, and their percentage probabilities, in a Venn diagram. The events are shown as circles, where the inside of each circle represents a pass. Since Keith can pass both tests, one test or none at all, there are four possible outcomes: The region where the two circles overlap represents the case where Keith passes both tests. The region in the box outside both circles represents the case of his failing both tests. By the multiplication law, the probability of passing both the theory and practical tests is = 0.56 (convert percentages to decimals! ) or 56% Since there are only two outcomes in each test, the probability of failing the theory test is or 0.3, and the probability of failing the practical test is or 0.2 Hence the probability of failing both tests is = 0.06 or 6%. This leave the cases where Keith passes only one test out of the two. These correspond to the outer regions in each circle. He has a 70% probability of passing the theory test, but we must subtract the case where he passes both, and so the probability of Keith passing the theory test alone is 70% - 56% = 14%. He has a 80% probability of passing the theory test, so again we must subtract 56%. The probability of Keith passing the practical test alone is 80% - 56% = 24%. As a final check, all the probabilities add up to 56% + 6% + 14% + 24% = 100%., as they should!

18 Mathematics Revision Guides Probability Page 18 of 18 Frequency Trees. These diagrams are not unlike probability trees, but with extra numerical data added Example (13): The pupils of Year 8 have a choice of learning to play either the recorder or the guitar should they wish to play a musical instrument. In total, 60 pupils took up the challenge, and two-thirds chose to learn to play the recorder. Of the pupils who chose the recorder, 60% of them were boys. Of the pupils who chose the guitar, 70% were girls. i) Complete the frequency tree. ii) A girl pupil is chosen at random. What is the probability that she is learning to play the guitar? i) We can begin by setting up a probability tree as on the right. As we have 60 pupils in total, we can place the number 60 to the left of the leftmost branch. Since two-thirds of 60 is 40, it follows that 40 pupils are learning the recorder and the remaining 20 are learning the guitar. We therefore place 40 at the end of the Recorder branch and 20 at the end of the Guitar branch. Now 60% of 40 is 24, so 24 boys are learning the recorder, as are 16 girls. Similarly, 70% of 20 is 14, so 14 girls are learning the guitar, as are 6 boys. ii) Since 14 girls are learning the guitar, and 16 the recorder, it follows that a girl chosen at random has a probability of that she is learning the guitar.

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