Printable · GCSE Higher · ages 14-16
Probability worksheet — GCSE Higher
Fifteen questions across the probability statements at Higher tier. Choose the non-calculator filter to rehearse Paper 1, which counts for a third of the marks.
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Answer key: Probability worksheet — GCSE Higher
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- (a) 9/25 — Method: P(badminton | tennis) = n(tennis and badminton) ÷ n(tennis) — restrict to the tennis-players, then find what fraction of them also play badminton. Working: n(tennis and badminton) = 18, n(tennis) = 50, so P(badminton | tennis) = 18/50 = 9/25. Answer: 9/25. Watch out: dividing by 40 (the badminton total) finds P(tennis | badminton) instead of P(badminton | tennis) — the wrong direction. Dividing by 90 (all the members named in the question) ignores that you already know the member plays tennis. And dividing by 72 (50 + 40 − 18, the number who play at least one of the two sports) answers a question about the union, not the condition you were given.
- (c) No — 7/30 is the relative frequency; theory stays 1/6. — The theoretical probability of rolling a 6 on an ordinary dice is fixed at 1/6, worked out from the number of equally likely outcomes, and does not change however the dice is actually rolled. The relative frequency from this trial is 7/30, found from what happened in these particular 30 rolls. Since 7/30 and 1/6 are different numbers, the correct statement is 'No — 7/30 is the relative frequency; theory stays 1/6.' Assuming the two values must always match because they describe the same event gives 'Yes — relative frequency always equals theory.' Believing that an observed result redefines the theoretical probability gives 'Yes — the theoretical probability has now become 7/30.' Refusing to work out either value at all gives 'Neither can be found — 30 rolls is too few to tell', which ignores that both numbers CAN be calculated from the information given.
- (b) 38% — Method: the two swimming percentages are quoted inside different age groups, so weight each one by the size of its group and add the two results. Working: the under 18s are 45% of the members and 60% of them swim, giving 0.45 × 60 = 27% of all the members. The members aged 18 or over are 55% of the members and 20% of them swim, giving 0.55 × 20 = 11% of all the members. Adding these gives 38%. Answer: 38% of the members swim each week. The distractors: 80% comes from adding 60% and 20% straight off, treating two rates quoted inside different groups as though they could be added; 40% is the mean of 60% and 20%, which would be right only if the two age groups were the same size, and they are not; 42% comes from pairing each swimming rate with the wrong age group, working out 0.45 × 20 added to 0.55 × 60.
- (b) 1/3 — Method: the first sweet has already been taken and it was red, so work out the second probability from what is actually left in the bag. Working: one red sweet has gone, so 3 red sweets remain out of 9 sweets altogether, giving 3/9. Dividing the numerator and the denominator by 3 gives 1/3. Answer: the probability is 1/3. The distractors: 2/5 is 4/10, the probability for the first draw used again, which is only right if the first sweet is put back; 3/10 takes one off the red count but leaves the total at 10, updating half of the fraction; 4/9 takes one off the total but leaves the red count at 4, updating the other half of the fraction.
- (b) 3/5 — The question asks about the girls only, so use the girls' total of 70 as the denominator: 42 out of 70 girls walk, giving 42/70 = 3/5. Choosing 21/65 comes from using the whole survey of 130 pupils as the denominator instead of just the 70 girls, 42/130 = 21/65. Choosing 33/70 comes from using the boys' walking count, 33, over the girls' total of 70, mixing up the two rows of the table. Choosing 2/5 comes from using the number of girls who CYCLE, 70 − 42 = 28, instead of the number who walk, giving 28/70 = 2/5.
- (c) 39.5% — Win, draw and lose are mutually exclusive and exhaustive, so their probabilities sum to 100%: 42% + 18.5% = 60.5% is the percentage that wins or draws. 100% − 60.5% = 39.5% is the percentage that neither wins nor draws. Adding 42% and 18.5% and stopping there, 60.5%, is the probability of winning or drawing, not of neither. Subtracting only the 42% from 100% gives 58.0%, ignoring the draw percentage. Subtracting only the 18.5% from 100% gives 81.5%, ignoring the win percentage.
- (b) 3 pupils — Method: an expected frequency is the probability multiplied by the number of trials, so multiply the probability by the number of pupils. Working: 30 × 1/10 means finding one tenth of 30, and 30 ÷ 10 = 3. Answer: 3 pupils would be expected to have a nut allergy. The distractors: 27 pupils comes from working out how many are expected NOT to have the allergy, 30 − 3, instead of how many are; 10 pupils comes from reading the 10 in the fraction 1/10 as the number of pupils; 1 pupil comes from reading the numerator of the fraction as the expected number.
- (b) 0.225 — The relative frequency of rain is the number of rainy days out of all days recorded: 9 ÷ 40 = 0.225, which is noticeably less than the forecaster's claimed 0.3. Using the number of dry days, 40 − 9 = 31, as the denominator instead of the total of 40 gives 9 ÷ 31 = 0.29 (2 d.p.). Simply reporting the forecaster's claimed value, 0.3, without calculating anything from the data at all, ignores the recorded results completely. Misplacing the decimal point, treating 9 out of 40 as 9%, gives 0.09 instead of 0.225.
- (b) 12/19 — Method: turn the percentages into expected frequencies out of 1000, total the faulty pens, then divide supplier Y's faulty pens by that total, because the pen picked is known to be faulty. Working: supplier X provided 700 pens and 2% of them are faulty, which is 14 pens. Supplier Y provided 300 pens and 8% of them are faulty, which is 24 pens. Altogether 38 pens are faulty, so the probability is 24/38, and dividing the numerator and the denominator by 2 gives 12/19. Answer: the probability is 12/19. The distractors: 3/10 is supplier Y's share of the stock, the answer before the faulty information is used at all; 3/125 is 24/1000, the probability that a pen is from supplier Y and faulty, which stops at the joint probability and never divides by the probability of a fault; 4/5 is 8 divided by 2 + 8, comparing the two fault rates as though the suppliers provided equal numbers of pens, so the 70 to 30 split is thrown away.
- (b) 120 — Purple's probability is its angle out of the full circle: 144° ÷ 360° = 2/5. Expected number on purple = 2/5 × 300 = 120. Assuming the three colours are equally likely, ignoring their different angles, gives 300 ÷ 3 = 100. Using orange's angle, 90°, instead of purple's 144° gives a probability of 1/4, so 300 × 1/4 = 75. Treating 144 as a percentage instead of finding its fraction of 360° gives 300 × 0.144 = 43.2, which rounds to 43.
- (c) 9/25 — The frequency tree already shows the swim-and-cycle branch directly: 54 out of 150, which simplifies to 9/25. Adding both cycling branches together, 54 + 18 = 72, gives the total number of cyclists, so 72/150 = 12/25, not just those who also swim. Using the non-swimmers' cycling figure, 18, gives 18/150 = 3/25, the probability of cycling WITHOUT swimming. Using the swimmers' total of 90, before splitting by cycling, gives 90/150 = 3/5, the probability of swimming on its own.
- (c) 11/20 — 'Red or white' combines two mutually exclusive events, so add their probabilities: 3/10 = 6/20 and 1/4 = 5/20, giving 6/20 + 5/20 = 11/20. Multiplying the two probabilities instead of adding them, 3/10 × 1/4, gives 3/40, which would be the probability of red and white together, not red or white — and a bead can't be both colours. Subtracting the sum from 1, 1 − 11/20 = 9/20, gives the probability of the bead being black instead of red or white. Converting 1/4 as 4/20 instead of 5/20 (dividing 20 by 4 but forgetting to scale the numerator) gives 6/20 + 4/20 = 1/2.
- (a) 7/16 — Method: the adult picked is known to have a driving licence, so the sample space is everyone with a licence; divide the number of men with a licence by that total. Working: 45 women and 35 men have a licence, so 80 adults have one. The men with a licence give 35/80, and dividing the numerator and the denominator by 5 gives 7/16. Answer: the probability is 7/16. The distractors: 7/10 is 35/50, the probability that an adult has a licence given that he is a man, which is the condition and the event the wrong way round; 7/24 is 35/120, dividing by all 120 adults surveyed instead of by the 80 who have a licence; 5/12 is 50/120, the probability that an adult picked from the whole survey is a man, which uses none of the licence information the question supplies.
- (b) 11/20 — Method: the person picked is known to own a bicycle, so work inside the 20 bicycle owners and count how many of them do not own a car. Working: 9 of the 20 bicycle owners also own a car, so 11 of them do not. The probability is 11/20, which will not cancel. Answer: the probability is 11/20. The distractors: 9/20 gives the bicycle owners who DO own a car, answering the opposite event inside the correct group; 11/50 divides by the whole group of 50, keeping the restricted numerator but the full denominator; 11/32 puts the count over the number of car owners, conditioning on the wrong group entirely.
- (d) No, because 3/8 + 5/12 + 1/6 = 23/24 — Using a common denominator of 24: 3/8 = 9/24, 5/12 = 10/24 and 1/6 = 4/24. Adding these numerators gives 9 + 10 + 4 = 23, so the three probabilities sum to 23/24, which is less than 1 — Zara is not correct. Adding the original numerators (3 + 5 + 1 = 9) over a denominator of 12 instead of converting each fraction properly gives 9/12 = 3/4, still less than 1 but the wrong fraction. Converting 1/6 to 5/24 instead of 4/24 (using the wrong scaling) makes the total 9/24 + 10/24 + 5/24 = 24/24 = 1, wrongly suggesting the probabilities are valid. Judging validity from the fact that each individual fraction lies between 0 and 1 ignores that an exhaustive set must sum to exactly 1, not merely contain valid individual values.
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