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4.5 Probability basicsIB Maths: Applications and Interpretation HL: Revision notes

Section 1

Trials, outcomes and events

A trial is one performance of an experiment, such as rolling a die once. Each possible result is an outcome. The set of all possible outcomes is the sample space, written UU. An event is a set of outcomes we are interested in, for example 'an even number'. Outcomes are equally likely when none is favoured, as with a fair coin or a fair die. The sample space can be shown as a list or a table. For a die and a coin, UU has 6×2=126\times2=12 outcomes: (1, H), (1, T), ..., (6, T).

Key termstrialoutcomesample spaceeventequally likely
Exam tip

Write out or count the sample space first: a probability is only correct if you have counted n(U)n(U) properly.

Section 2

Probability of an event

For equally likely outcomes, the probability of an event AA is P(A)=n(A)n(U),P(A)=\frac{n(A)}{n(U)}, where n(A)n(A) is the number of outcomes in AA and n(U)n(U) the number in the sample space. A probability lies between 0 (impossible) and 1 (certain). Example: a bag holds 5 red, 3 blue and 2 green counters. P(blue)=310P(\text{blue})=\frac{3}{10}.

Key termsprobability
Common mistake

Writing 37\frac{3}{7} for 3 blue out of 10: always divide by the total n(U)n(U), not by the number of other outcomes.

Section 3

Complementary events

The complement of AA, written A′A' ('not AA'), is every outcome not in AA. Since AA and A′A' together make up the whole sample space, P(A′)=1−P(A).P(A')=1-P(A). This is the quickest route when 'not' is easier than counting directly: P(not green)=1−210=45P(\text{not green})=1-\frac{2}{10}=\frac45.

Key termscomplement
Exam tip

For 'at least one' type questions, try 1−P(none)1-P(\text{none}).

Section 4

Experimental and theoretical probability

Theoretical probability comes from counting equally likely outcomes, for example 14\frac14 for each sector of a fair four-sector spinner. Experimental probability is the relative frequency found from trials: relative frequency=number of times the event occursnumber of trials.\text{relative frequency}=\frac{\text{number of times the event occurs}}{\text{number of trials}}. If a spinner lands on sector 2 in 62 of 200 spins, the relative frequency is 0.310.31. As the number of trials grows, relative frequency usually gets closer to the theoretical probability, so a large gap after few trials is not strong evidence of bias. Simulations (coins, dice, cards or random numbers on a GDC) can be used to model real situations.

Key termsrelative frequencytheoretical probabilityexperimental probabilitysimulation
Common mistake

Concluding that a coin is biased after only a handful of tosses: small samples vary a lot.

Section 5

Expected number of occurrences

If an event has probability pp and there are nn trials, the expected number of occurrences is n×p.n\times p. Example: 128 students, probability of absence 0.10.1, so the expected number absent is 128×0.1=12.8128\times0.1=12.8. The expected value need not be a whole number: it is a long-run average, not a prediction of one outcome.

Key termsexpected number
Exam tip

Interpret in context: '12.8 students' means about 13 students on a typical day.

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Carry on to the next subtopic.

Exam questions on 4.5 Probability basics

  1. A bag contains 5 red, 3 blue and 2 green counters. One counter is chosen at random.
    The counter is returned to the bag and the experiment is repeated 150 times. Find the expected number of times that a red counter is chosen.2 marks
  2. A fair six-sided die is rolled once and a fair coin is tossed once.
    Find the probability of obtaining a number less than 3 and a tail.2 marks
  3. A spinner has four equal-sized sectors numbered 1 to 4. It is spun 200 times and the results are: sector 1 occurs 38 times, sector 2 occurs 62 times, sector 3 occurs 55 times and sector 4 occurs 45 times.
    (i) Find the relative frequency of sector 2. (ii) Assuming that the spinner is fair, write down the theoretical probability of sector 2.3 marks
See the full worksheet

Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).