MAT-GEC Learning Module 10

LEARNING MODULE
MATHEMATICS IN BS | Y2
THE MODERN WORLD
MATHEMATICS IN THE MODERN WORLD
ACKNOWLEDGEMENT
This learning module (LM) was developed by the College Curriculum Committee for the
new normal on learning modalities of educational institutions. The learning modules
were written by the faculty members of the undergraduate studies of Holy Cross College
Sta. Rosa, N.E., Inc. and were used as exemplars either as a sample for presentation or
for workshop purposes.
The LM is designed for online learning and can also be used for blended learning and
remote learning modalities. The year indicated on the cover of this LM refers to the year
when the LM was used as a module and the year it was written or revised. For instance,
2017 means the LM was written in SY 2016-2017 and was used in the 2017. The Y
indicated on the cover refers to the Year Level of the students that will use this LM.
The LM is also designed such that it encourages independent and self-regulated learning
among the students and develops their 21st century skills. It is written in such a way
that the teacher is communicating directly to the learner. Hence, the teachers are
trained how to write their own standards-based learning plan.
The parts or stages of this LM include Explore, Firm Up, Deepen and Transfer. It is
possible that some links or online resources in some parts of this LM may no longer be
available, thus, teachers are urged to provide alternative learning resources or reading
materials they deem fit for their students which are aligned with the standards and
competencies. Teachers are encouraged to write their own standards-based learning
plan or learning module with respect to attainment of their school‟s vision and mission.
The learning modules developed by Holy Cross College Sta. Rosa, N.E., Inc. are
aligned with the Higher Education Curriculum of the Commission of Higher Education.
This document is password-protected to prevent unauthorized processing such as

copying and pasting.
Holy Cross College Sta. Rosa, N.E., Inc. 3101

MAT-GEC: Mathematics in the Modern World
Course Introduction:
Most people do not have the accurate picture of mathematics. For many, mathematics
is the torture of tests, homework, and problems, problems, problems. The very world
problems suggests unpleasantness and anxiety. But mathematics is not “problems”.
Some people view mathematics as a set of formulas to be applied to a list of problems

at the ends of textbook chapters. Formulas in algebra, trigonometry, and calculus are
incredibly useful, but mathematics is not just about formulas. It is a network of
integrated ideas.
Mathematics uses penetrating techniques of thought that we can all use to solve
problems, analyze situations, and sharpen the way we look at our world.
Course Description:
This course deals with the nature of mathematics, appreciation of its practical,
intellectual and aesthetic dimensions and application of mathematical tools in daily life.
The course begins with an introduction of the nature of mathematics as an exploration
of patterns (in nature and in the environment) and as an application of inductive and
deductive reasoning. By exploring these topics, student are encourage to go beyond the
typical understanding of mathematics as merely a set of formulas but as a source of
aesthetics in patterns of nature, for example, and the a rich language in itself ( and of
science) governed by logic and reasoning.

Course Objective:
In this module, you will take the following lessons:
Lesson 10 - Fundamental Concept of Probability
In these lessons, you will do the following:
Lesson 10.1  Apply the basic concept of probability to events that occurs
everyday

Pre-assessment/Motivation
Let‟s find out how much you already know about this lesson.
Perform the following random experiment and record the required information:
1. Toss a coin 10 times. Repeat the process for 20 times and 50 times. Record the
number of times a HEAD appears and the number of times a TAIL appears in the table
below.
Outcome 10 tosses 20 tosses 50 tosses

Heads
Tails
2. Divide the outcome of heads by the total number of tosses to get the relative
frequency for heads. Do the same for outcome of tails.
Outcome 10 tosses RF 20 tosses RF 50 tosses RF

Heads
Tails
For example.
In 10 tosses, you got 6 heads and 4 tails.
To get 10 tosses RF for heads.
To get 10 tosses RF for tails.

LESSON 10.1 - Fundamental Concept of Probability
Set Notation
A set is a collection of objects.
We often specify a set by listing its members, or elements, in parentheses like this {}.
For example A = {2, 4, 6, 8} means that A is the set consisting of numbers 2,4,6,8.
We could also write A ={even numbers less than 9}.
The union of A and B is the set of elements which belong to A or to B (or both) and can
be written as A ∪ B.
The intersection of A and B is the set of elements which belong to both A and B, and
can be written as A ∩ B.
The complement of A, frequently denoted by A‟, is the set of all elements which do not
belong to A. In making this definition we assume that all elements we are thinking about
belong to some larger set U, which we call the universal set.
The empty set, written ∅ or {}, means the set with no elements in it.
A set C is a subset of A if all the elements in C are also in A.
Example 1:
U = {all positive numbers ≤ 10}
A = {2, 4, 6, 8}
B = {1, 2, 3}
C = {6, 8}
Sets A, B and U may be represented in a Venn Diagram as follows:

A intersection B, A ∩ B, is shown in the Venn diagram by the overlap of the sets A and
B, A ∩ B = {2}.
The union of the sets A and B, A ∪ B, is the set of elements that are in A = {2, 4, 6, 8}
together with the elements that are in B = {1, 2, 3} including each element once only.
So, A ∪ B = {1, 2, 3, 4, 6, 8}.
The complement of A is the set A‟ is contains all the elements in U which are not in A.
So, A‟ = {1, 3, 5, 7, 9, 10}.
C is a subset of A as every element in C = {6, 8} is also in A = {2, 4, 6, 8}.
Finite Equiprobable Spaces
In loose terms, we say that the probability of something happening is , if, when the
experiment is repeated often under the same conditions, the stated result occurs 25% of
the time.
For the moment, we will confine our discussion to cases where there are a finite number
of equally likely outcomes.
For example, if a coin is tossed, there are two equally likely outcomes: heads (H) or tails
(T). If a die is tossed, there are six equally likely outcomes: 1,2,3,4,5,6.

Some Notation
The set of all possible outcomes of the given experiment is called the sample space. An
event is a subset of a sample space.
Calculating Probabilities
Look again at the example of rolling a six faced die. The possible outcomes in this
experiment are 1,2,3,4,5,6, so the sample space is the set {1,2,3,4,5,6}. The „event‟ of
„getting a 6‟ is the subset {6}. We represent this in the following diagram.
There are six possibilities in the sample space and only one of these corresponds to
getting a 6, so the probability of getting a 6 when you roll a die is .
We say that the probability of an event A occurring is
Example 2:
If a fair coin is tossed, it is clear from our definition of probability above that

Example 3:
A card is selected at random from a pack of 52 cards. Let A = „the card is a heart‟ and B
= „the card is an ace‟.
Find P(A), P(B).
Solution:
since there are 13 hearts in the pack.
since there are 4 aces in the pack.
To calculate the probability of an event, we simply need to find out the total number of
possible outcomes of an experiment and the number of outcomes which correspond to
the given event.
Exercise 1:
What are your chances of winning a raffle in which 325 tickets have been sold, if you
have one ticket?
Exercise 2
A cursor is spun on a disc divided into five equal sectors as shown below. The position
of the pointer is noted. (If it is on a line the cursor is spun again.)

Let A be the event pointer is in the first sector‟ and B the event „pointer is in the 2nd or
4th sector‟. Find P(A), P(B).
Example
Consider the following problem. Two coins are tossed. Let A be the event „two heads
are obtained‟, and, B be the event „one head and one tail is obtained‟. Find P(A), P(B).
Solution
Since there are 4 outcomes in the sample space.
Notice that HT and TH must be regarded as different outcomes.
Certain Events

In common language we often say it is 100% certain (which is the same thing). For
example, in the coin tossing experiment, let C be the event „obtaining a head or a tail‟.
The sample space is {H, T}. The event is {H, T}. So
Example
If a normal die is rolled, what is the probability that the number showing is less than 7?
Solution
Sample space = {1,2,3,4,5,6}
Event = {1,2,3,4,5,6}
Hence:
Impossible Events
Example
Find the probability of throwing an 8 on a normal die.
Here there are no possible outcomes in the event.
i.e. Sample space = {1,2,3,4,5,6}
Event = {}, i.e. the empty set.
Hence:
If the event is neither impossible nor certain, then clearly its probability is between 0
and 1.

Complementary Events
Two events are complementary if they cannot occur at the same time and they make up
the whole sample space.
Example
When a coin is tossed, the sample space is {H, T} and the events H = „obtain a head‟
and T = „obtain a tail‟ are complementary. If we calculate the probabilities we find that:
Therefore:
Example
A die is rolled. Let A be the event „a number less than 3 is obtained‟ and let B be the
event „a number of 3 or more is obtained‟.
Therefore:
We have illustrated following law.
Example

A marble is drawn at random from a bag containing 3 red, 2 blue, 5 green and 1 yellow
marble. What is the probability that it is not green?
Solution
There are two ways of doing this problem.
Method A:
We can work out the probability that the marble is green:
Since a marble is either green or not green, the probability that it is not green,
Method B:
Alternatively, we can find the probability that the marble is red, blue or yellow which is:
Exercise 3
Three tulip bulbs are planted in a window box. Find the probability that at least one will
flower if the probability that all will fail to flower is .
Sometimes calculations are made easier by using complementary events.

Post-assessment
Let‟s assess what you have learned about this lesson. Select on the letter that you think
best answers the question/statement. Please answer all items. Take note of the items
that you were not able to correctly answer and look back for the right answer in the
previous lesson.
1. What is the probability of getting a head when you tossed a coin once?
a. 0.5
b. 1
c. 0
d. cannot be determined
2. What is the probability of getting a tail when you tossed a die once?
a. 0.5
b. 1
c. 0
3. What is the probability of getting an even number when you tossed a die once?
a. 0.5
b. 1
c. 0
4. The _____ of A and B is the set of elements which belong to A or to B (or both) and
can be written as A ∪ B.
a. union
b. intersection
c. complement
d. empty set

5. The _____ of A and B is the set of elements which belong to both A and B, and can
be written as A ∩ B.
a. union
b. intersection
c. complement
d. empty set
6. The _____ of A, frequently denoted by A‟, is the set of all elements which do not
belong to A. In making this definition we assume that all elements we are thinking about
belong to some larger set U, which we call the universal set.
a. union
b. intersection
c. complement
d. empty set
7. The _____, written ∅ or {}, means the set with no elements in it.
a. union
b. intersection
c. complement
d. empty set
8. A set C is a _____ of A if all the elements in C are also in A.

a. subset
b. superset
c. underset
d. empty set
9. Certain events have a probability of ___.

a. 0.5
b. 1

c. 0
10. Impossible Events have a probability of ___.

a. 0.5
b. 1
c. 0
11. Two coins are tossed, find the probability that two heads are obtained.
a. 0.25
b. 0.5
c. 0.75
d. 1
12. Which of these numbers cannot be a probability?

a. 2
b. 0.5
c. 1/5
d. 20%
13. A die is rolled and a coin is tossed, find the probability that the die shows an odd
number and the coin shows a head.
a. 0.25
b. 0.5
c. 0.75
d. 1
14. A card is drawn at random from a deck of cards. Find the probability of getting the 3
of diamond.
a. 1/52

b. 13/52
c. 3/52
d. 1/2
15. A card is drawn at random from a deck of cards. Find the probability of getting a
queen.
a. 1/13
b. 1/52
c. 3/52
d. 1/26
16. A jar contains 3 red marbles, 7 green marbles and 10 white marbles. If a marble is
drawn from the jar at random, what is the probability that this marble is white?
a. 3/20
b. 7/20
c. 1/2
d. 1/4
drawn from the jar at random, what is the probability that this marble is red?
a. 3/20
b. 7/20
c. 1/2
d. 1/4
drawn from the jar at random, what is the probability that this marble is green?
a. 3/20
b. 7/20
c. 1/2
d. 1/4

19. A card is drawn at random from a deck of cards. Find the probability of getting an
ace and a number from 2 to 10.
a. 40/52
b. 10/52
c. 20/52
d. 30/52
20. A die is rolled, find the probability that the number obtained is greater than 4.
a. 1/4
b. 1/3
c. 1/2
d. 1

Prepared by: Reviewed by: Recommended by: Approved by:
JOHN VINCENT L. ALMARIO B. GARCIA, KEN GIE ANTHONY ALMARIO B. GARCIA,

SANTOS, CE, MP PH. D. CRUEL, CPA, MBA PH. D.
Program Chair, General Chair, Curriculum and Dean, College
Subject Instructor
Education Instruction Department
Date: Date: Date: Date:

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LEARNING MODULE

This document is password-protected to prevent unauthorized processing such as

Holy Cross College Sta. Rosa, N.E., Inc. 3101

MAT-GEC: Mathematics in the Modern World

Some people view mathematics as a set of formulas to be applied to a list of problems

Holy Cross College Sta. Rosa, N.E., Inc. 3101

In this module, you will take the following lessons:

Lesson 10 - Fundamental Concept of Probability

In these lessons, you will do the following:

Holy Cross College Sta. Rosa, N.E., Inc. 3101

Outcome 10 tosses 20 tosses 50 tosses

Outcome 10 tosses RF 20 tosses RF 50 tosses RF

To get 10 tosses RF for tails.

Holy Cross College Sta. Rosa, N.E., Inc. 3101

LESSON 10.1 - Fundamental Concept of Probability

A set is a collection of objects.

We could also write A ={even numbers less than 9}.

A set C is a subset of A if all the elements in C are also in A.

U = {all positive numbers ≤ 10}

Sets A, B and U may be represented in a Venn Diagram as follows:

Holy Cross College Sta. Rosa, N.E., Inc. 3101

C is a subset of A as every element in C = {6, 8} is also in A = {2, 4, 6, 8}.

Finite Equiprobable Spaces

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getting a 6, so the probability of getting a 6 when you roll a die is .

We say that the probability of an event A occurring is

Holy Cross College Sta. Rosa, N.E., Inc. 3101

Find P(A), P(B).

since there are 13 hearts in the pack.

since there are 4 aces in the pack.

Holy Cross College Sta. Rosa, N.E., Inc. 3101

Since there are 4 outcomes in the sample space.

Notice that HT and TH must be regarded as different outcomes.

Holy Cross College Sta. Rosa, N.E., Inc. 3101

Holy Cross College Sta. Rosa, N.E., Inc. 3101

We have illustrated following law.

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flower if the probability that all will fail to flower is .

Sometimes calculations are made easier by using complementary events.

Holy Cross College Sta. Rosa, N.E., Inc. 3101

Holy Cross College Sta. Rosa, N.E., Inc. 3101

8. A set C is a _____ of A if all the elements in C are also in A.

9. Certain events have a probability of ___.

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10. Impossible Events have a probability of ___.

12. Which of these numbers cannot be a probability?

Holy Cross College Sta. Rosa, N.E., Inc. 3101

Holy Cross College Sta. Rosa, N.E., Inc. 3101

Holy Cross College Sta. Rosa, N.E., Inc. 3101

JOHN VINCENT L. ALMARIO B. GARCIA, KEN GIE ANTHONY ALMARIO B. GARCIA,

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