Problem 1 — Classical Probability and Complement (Variants 0–4)
Each variant applies the classical probability formula \( P(A) = |A| / |S| \) and the complement rule \( P(A') = 1 - P(A) \).
Variant 0 — Standard 52-card deck; A = "draw a heart":
- (a) \( |S| = 52 \) — all 52 cards are equally likely outcomes.
- (b) Hearts: \( |A| = 13 \), so \( P(A) = 13/52 = 1/4 \); \( P(A') = 1 - 1/4 = 3/4 \).
Variant 1 — Bag with 8 red, 5 blue, 7 green marbles; A = "draw red":
- (a) \( |S| = 8 + 5 + 7 = 20 \).
- (b) \( P(A) = 8/20 = 2/5 \); \( P(A') = 1 - 2/5 = 3/5 \).
Variant 2 — 10-section spinner (1–10); A = "spin a multiple of 3":
- (a) \( |S| = 10 \).
- (b) Multiples of 3 in \( \{1,\ldots,10\} \): \( \{3, 6, 9\} \), so \( |A| = 3 \). \( P(A) = 3/10 \); \( P(A') = 7/10 \).
Variant 3 — Fair six-sided die; A = "roll a prime number":
- (a) \( |S| = 6 \).
- (b) Primes in \( \{1,\ldots,6\} \): \( \{2, 3, 5\} \) — note 1 is not prime. \( |A| = 3 \). \( P(A) = 3/6 = 1/2 \); \( P(A') = 1/2 \).
Variant 4 — Box with 12 defective and 88 non-defective items; A = "select defective":
- (a) \( |S| = 12 + 88 = 100 \).
- (b) \( P(A) = 12/100 = 0.12 \); \( P(A') = 1 - 0.12 = 0.88 \).
Problem 2 — Applying the Complement Rule (Variants 0–4)
Each variant directly applies \( P(A') = 1 - P(A) \).
Variant 0 — \( P(\text{rain}) = 0.35 \):
\( P(\text{no rain}) = 1 - 0.35 = 0.65 \).
Variant 1 — 3% defective, so \( P(\text{defective}) = 0.03 \):
\( P(\text{not defective}) = 1 - 0.03 = 0.97 \).
Variant 2 — \( P(\text{passes}) = 0.78 \):
\( P(\text{fails}) = 1 - 0.78 = 0.22 \).
Variant 3 — \( P(\text{late}) = 0.12 \):
\( P(\text{on time}) = 1 - 0.12 = 0.88 \).
Variant 4 — \( P(\text{does not exercise}) = 0.64 \):
\( P(\text{exercises}) = 1 - 0.64 = 0.36 \).
Problem 3 — General Addition Rule (Generator)
This is a generated problem — the specific values differ each time. Use the "Show Solution" button in the lesson for your generated problem.
In all cases apply: \( P(A \cup B) = P(A) + P(B) - P(A \cap B) \). The generator always sets \( P(A \cap B) > 0 \), so the general rule — not the simplified one — is always required.
Problem 4 — Venn Diagram and Mutual Exclusivity (80 students, Parts a–d)
Given: 80 students total. 48 play a team sport. 35 play a musical instrument. 12 do both.
Venn diagram breakdown:
- Both sport and instrument: 12
- Sport only (sport but not instrument): \( 48 - 12 = \)36
- Instrument only (instrument but not sport): \( 35 - 12 = \)23
- Neither: \( 80 - (36 + 12 + 23) = 80 - 71 = \)9
Part (a) — How many play neither?
Correct answer: 9. Students accounted for: 36 (sport only) + 12 (both) + 23 (instrument only) = 71. Neither = \( 80 - 71 = 9 \).
Part (b) — \( P(\text{sport or instrument}) \):
\[ P(\text{sport} \cup \text{instrument}) = \frac{48}{80} + \frac{35}{80} - \frac{12}{80} = \frac{71}{80} \]
Correct answer: 71/80. Without subtracting the intersection: \( 48 + 35 = 83 > 80 \) — a count larger than the group, which is impossible and signals the double-count error.
Part (c) — Are "sport" and "instrument" mutually exclusive?
No. \( P(\text{sport} \cap \text{instrument}) = 12/80 \neq 0 \). The events can co-occur — 12 students do both. Mutually exclusive events require zero overlap: \( P(A \cap B) = 0 \).
Part (d) — Evaluate the independence claim:
The classmate's claim is false. Independence has a precise mathematical definition (formally covered in PR-2): \( P(A \mid B) = P(A) \), i.e., knowing one event occurred does not change the probability of the other. "Completely different activities" is a semantic argument, not a mathematical test. You cannot conclude independence without applying the formal definition.
Furthermore, note the critical distinction: these events are not mutually exclusive (because 12 students do both). And mutually exclusive events with positive probability are always dependent — not independent — because knowing A occurred tells you with certainty that B did not. "Mutually exclusive" and "independent" are not synonyms.