Overview
What you’ll learn
- Express probabilities as fractions, decimals or percentages on the 0-to-1 scale, including impossible and certain events.
- List sample spaces systematically and compute probabilities of single events from them.
- Use possibility diagrams (outcome grids) for two-stage experiments such as two dice or two spinners.
- Draw and use tree diagrams for events with and without replacement, multiplying along branches and adding between paths.
- Identify mutually exclusive and independent events and apply the addition and multiplication rules correctly.
In 30 seconds
- 1P(event) = favourable outcomes ÷ total outcomes, always a number between 0 and 1.
- 2P(not A) = 1 − P(A): probabilities of all outcomes of an experiment add to exactly 1.
- 3List outcomes systematically — rows for the first stage, columns for the second — so nothing is missed or doubled.
- 4A possibility diagram (grid) makes two-stage sample spaces visible: count the cells that match.
- 5Tree diagrams: multiply along a path (AND), add across paths (OR).
- 6Without replacement, the second-stage fractions change — the numerator and denominator both drop.
- 7Mutually exclusive events cannot both happen: P(A or B) = P(A) + P(B).
- 8Independent events do not affect each other: P(A and B) = P(A) × P(B).
- 9"At least one" is easiest from the back: P(at least one) = 1 − P(none).
Notes · 1 of 5
The probability scale and single events
Chance as a number from 0 to 1.
Probability measures chance on a scale from 0 (impossible) to 1 (certain). For equally likely outcomes, P(event) = favourable outcomes ÷ total outcomes. A probability may be written as a fraction, decimal or percentage — 1/4 = 0.25 = 25%. Every probability satisfies 0 ≤ P(event) ≤ 1, and the probabilities of all possible outcomes together sum to exactly 1.
Words map onto numbers: "impossible" is 0, "certain" is 1, "even chance" is 1/2, "unlikely" sits between 0 and 1/2, "likely" between 1/2 and 1. Exam parts asking you to estimate a probability from a described chance want exactly this mapping — quote a sensible fraction or decimal and say why.
Notes · 2 of 5
Listing outcomes
Sample spaces, counted systematically.
The sample space is the list of all possible outcomes. Listing must be systematic so no outcome is missed or counted twice: fix the first stage and vary the second, then move on. Two coins give HH, HT, TH, TT — four equally likely outcomes, so P(two heads) = 1/4. The classic slip is merging HT and TH into one outcome, which wrongly suggests 1/3.
Examiners reward a *visible* structure: write outcomes in rows or a table, not scattered. If outcomes are not equally likely (say a biased spinner), you cannot count them — probabilities must come from given values or a tree diagram instead.
Notes · 3 of 5
Possibility diagrams
The two-dice grid: 36 cells of clarity.
A possibility diagram is a grid whose rows are the first-stage outcomes and columns the second; each cell holds the combined result. Two ordinary dice give a 6 × 6 grid of 36 equally likely cells, and any "two dice" probability becomes a cell count over 36. The sums along diagonals are constant, which is why 7 is the most likely total (6 of 36 cells) and 2 or 12 the least (1 each).
The same grid works for two spinners, coin-plus-dice mixes or any two independent stages with a countable result written in the cell. If the question asks for "a total of at least 9", shade the matching cells first — shading prevents the classic off-by-one at the boundary.
Notes · 4 of 5
Tree diagrams
Multiply along, add across — and mind the replacement.
A tree diagram lays out each stage as a fork of branches labelled with probabilities. Two reading rules do all the work: multiply along a path (the path is a chain of ANDs) and add across distinct paths (the paths are alternatives — OR). The branches from any one fork must sum to 1 — that is the diagram’s built-in check.
With replacement, every stage repeats the same probabilities. Bag with 5 red and 3 blue: P(RR) = 5/8 × 5/8 = 25/64; P(exactly one red) = 2 × (5/8 × 3/8) = 30/64 = 15/32; P(at least one red) = 1 − P(BB) = 1 − 9/64 = 55/64. Without replacement, the second fork shifts: P(RR) = 5/8 × 4/7 = 20/56 = 5/14, because after a red leaves, 4 reds remain among 7.
Three-stage trees work identically — three levels of forks, paths of three multiplied fractions. Keep fractions unrounded until the very end: a path of 4/10 × 6/9 × 5/8 = 1/6 dies if you round each branch to 2 d.p. first.
Notes · 5 of 5
Mutually exclusive and independent events
The addition rule and the multiplication rule, each with its own licence.
Mutually exclusive events cannot happen together: on one die, "prime" and "multiple of 3" overlap at 3, but "odd" and "even" do not. For mutually exclusive events, P(A or B) = P(A) + P(B) — no subtraction needed, because the overlap is empty. If events merely overlap, count the overlap once: P(A or B) = P(A) + P(B) − P(A and B).
Independent events do not influence each other: P(A and B) = P(A) × P(B). Dice are independent; draws without replacement are not. To *test* independence numerically, check whether P(A) × P(B) equals the given P(A and B): with P(A) = 1/3, P(B) = 1/4 and P(A and B) = 1/12, the product 1/12 matches — independent. The same product rule powers every tree-diagram path.
Revise
Key terms
The words examiners expect you to use precisely.
- Probability
- Favourable outcomes ÷ total outcomes for equally likely results; a number from 0 to 1.
- Sample space
- The complete list of possible outcomes of an experiment.
- Complement
- The event "not A", with P(not A) = 1 − P(A).
- Possibility diagram
- A grid of first-stage rows and second-stage columns showing every combined outcome.
- Tree diagram
- A branching display of staged probabilities; multiply along paths, add across paths.
- With replacement
- Each drawn item is returned, so every stage repeats the same probabilities.
Show 4 more key termsShow fewer key terms
- Without replacement
- Drawn items stay out, so later stages use smaller numerators and denominators.
- Mutually exclusive
- Events that cannot both occur; their probabilities add directly.
- Independent
- Events where one does not affect the other; P(A and B) = P(A) × P(B).
- At least one
- The complement of "none": P(at least one) = 1 − P(none).
Revise
Common mistakes
Where students most often lose marks in this chapter — and what to do instead.
Mistake: Writing probabilities greater than 1 or negative.
Chance lives on the scale from 0 to 1; anything outside is an error.
Instead: Check 0 ≤ P ≤ 1 on every answer; if it fails, recount the outcomes.
Mistake: Treating HT and TH as one outcome for two coins.
The ordered outcomes are distinct and equally likely.
Instead: Four outcomes: HH, HT, TH, TT — so P(exactly one head) = 2/4 = 1/2.
Show 10 more mistakesShow fewer mistakes
Mistake: Forgetting that all outcome probabilities must sum to 1.
An incomplete or overweighted branch set breaks every downstream calculation.
Instead: Branches out of each fork total 1; use this as the diagram check.
Mistake: Keeping the same fractions after removal ("without replacement").
The bag contents changed, so both numerator and denominator drop.
Instead: After taking one red from 5 red + 3 blue, the next red is 4/7, not 5/8.
Mistake: Adding probabilities along a tree path instead of multiplying.
A path is a chain of ANDs, which multiplies.
Instead: Multiply along the path; add only across different paths.
Mistake: Adding P(A) + P(B) for overlapping events without subtracting the overlap.
The shared outcomes get counted twice.
Instead: Use P(A or B) = P(A) + P(B) − P(A and B), or count the union directly.
Mistake: Computing "at least one" by listing every successful case.
Long case lists invite misses — and exam time.
Instead: P(at least one) = 1 − P(none), one branch only.
Mistake: Rounding branch fractions before multiplying.
Rounding error compounds down the path and the final answer misses the mark scheme.
Instead: Carry exact fractions; round only the final answer to 3 s.f. if needed.
Mistake: Using equally likely counting on a biased spinner.
Biased outcomes are not equally likely, so counting cells is invalid.
Instead: Use the given probabilities (and a tree), never outcome counts.
Mistake: Doubling P(A and B) instead of adding two symmetric paths.
"One of each" covers two different paths (A then B, B then A).
Instead: Compute each path separately, then add: 2 × P(first A) × P(then B).
Mistake: Assuming independence for consecutive draws without replacement.
Removal changes what is left, so stages are dependent.
Instead: Independent means P(A and B) = P(A) × P(B); without replacement fails this.
Mistake: Answering a probability question with a count ("the answer is 6").
A probability is a fraction of the whole sample space.
Instead: Write favourable ÷ total, e.g. 6/36 = 1/6, and simplify.
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6 multiple-choice questions and structured questions with answer lines. Chapter 5 (S2 probability: single events, possibility diagrams, tree diagrams with and without replacement, mutually exclusive and independent events).
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Frequently asked questions
What does Sec 4 E-Math Chapter 5 cover?
Syllabus sub-topic S2 of O-Level 4052 / SEC G3 K310: the probability scale, single events and listing outcomes, possibility diagrams for two-stage experiments, tree diagrams with and without replacement, and the addition and multiplication rules for mutually exclusive and independent events.
How do I decide between a possibility diagram and a tree diagram?
Counting equally likely combined results (two dice, two spinners) suits a possibility diagram — count cells. Stages with given probabilities, especially without replacement, suit a tree — multiply along branches. Many questions accept either; pick the one that keeps the arithmetic exact.
What is the one rule most students forget in tree questions?
Without replacement, the second-stage fractions must change: after one red leaves a bag of 5 red and 3 blue, the next red is 4/7. Writing 5/8 again is the most common dropped mark in the whole topic.
How do I handle "at least one" questions quickly?
Never list all the success paths. Compute the single "none" path and subtract from 1: P(at least one) = 1 − P(none). It is shorter, safer, and the "none" branch is usually one clean multiplication.
When is this chapter usually tested in school?
Probability appears in most Sec 4 Prelim papers as one structured question — often a tree with replacement reasoning plus an "at least one" part — and inside the statistics block of WA assessments. Tree discipline and exact fractions carry the marks.
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Chapter 6: Problems in Real-World Contexts