vm NEW SYLLABUS Ny ‘DITION [i MATHEMATICS \/OXFORD Oxford University Press a department ofthe University of Ox Je furthers te University’s objective of excellence in research, scars, and edition by publishing worldwide, Oferta rpiatered trae mao ‘Oxford University Press in the UK an in certain other count Pablshed in Pakistan by Ameena Suid, Oxford Universy Press No, 38, Secor 15, Korang Industral Are, PO low 8214, Kara 74900,Pakiston (© stun LEE PUBLISHERS Pre LD ‘The moral rights of the authors have been averted Fst Eatin published in Singapore fo 1992 Sint Editon published in Singapore in 2008 ‘Third Editon fest published in Pakistan by Oxford University Press in 1994 ‘ourth Edition fc published in Pakistan by Oxford University Pres in 2000 Tith Edition fist published is Pakistan by Oxford Univeray Presa 2002 Sixth Eaton fist published in Pakistan by Oxford University Press n 2008 Seventh Bciion fist published in takistan by Oxford University Pea hn 2088 ‘This Socondary Mathemates Series, adapted from the Nw Silibus Natitis ere, published in ‘llabraton with Shing Le Publishers Me Li, Singnpore ‘or salen Facstan and Takistans schools inthe Middle East only Allright reserved No part ofthis publication may be reproduce. toned in 4 retrieval system, oF tuned, in any form or by any means, without th bot permission in writing of Oxford University Press ora} expres permitted ‘ye, by cence, oF ude terms agreed with the appropriate epresophie ‘nights organization. Enquiries concern reproduction ouside the cype of the ‘sbove should be sent ro the Rights Department, Oxford Universi Pres at the ees sone ‘You must not cculte this workin any other form, and yes ut ipo this stme condition en ay seer IsaN s7eaisss07i09 Printed on 70gsm wood fee paper ringed by VP Acknowledgements Dalton Consultant: Shazia Asi Phocogzaph: cover: ShutertockPREFACE New Syllabus Mathematics (NSM) is @ series of textbooks specially designed to provide valuable learning experiences to engage the hearts and ‘minds of students siting for the GCE 0 level examination in Mathomatics. Included in the textbooks are Investigation, Class Discussion, Thinking Time, Journal Wi ing, Performance Task and Problems in Real-World Contexts {0 support the teaching and learning of Mathematics. Every chapter begins with @ chapter opener which motivates students in learning the topic. Interosting stories about Mathematicians, reabite examples and applications are used to arouse students’ interest and curiosty so that they can appreciate the beauty of Mathematics in heir surroundings. ‘The use of ICT holps students to visualise and manipulate ‘mathematical objects more easly, thus making the leaming ‘of Mathematics more interactive, Ready-to-use interactive ICT tempiaies are available at htip://www.shinglee.com.sa/ ‘StudentRecources!CHAPTER OPENER Ech chapter bosne ath a chapter opener osrouse tudes nest and eros n lean te top LEARNING OBJECTIVES Loaming objectives hep students o be more avire of what thay are about to study so that they can mnt the RECAP Relevant prerequisis wi be revised the besiningel the chapter oat appropaehrctres otha tents can bul upon to prorknowedga, us casting ean ks other exiting echerna WORKED EXAMPLE ‘This shows students how fo apy they hava eat sale lala problems and howto present the working leafy. Asutableheacng ircuded in brsckts to dstingin between the ifn Worked Examples, PRACTISE NOW {At to on ofeach Worked Example, a slr question wi be provided Sor nmadite practice, Where ropa, this nls futhor questions a progression fel, SIMILAR QUESTIONS it sir quoston nthe Earciz en hee to help teachers chooks cussions a bis students can Jo EXERCISE SUMMARY ‘Ae ond ofeach chapter, a succinct summary of we hey Cones is provided to help stucents censoldata what ‘ey nave leant, REVIEW EXERCISE ‘Ts nctxcad athe end ofeach chap forthe canola a karing of corer. CHALLENGE YOURSELF Optional problems ae nace al th en sach chapter fo cage ae sei hghabilystacens to tele fut pote REVISION EXERCISE “This since ater vary fw hepiors to tp sents anos tn esng, oxtonpLearning experiences have been infused Into investigation, Class Discussion, Thinking Time, Journal Whiting and Performance Task. Investigation Slate testes done Important matreatiea concepts wee bey con coral Ie Comnoniege mest. ‘Question as prosdeder students to cus inclase witthateiheeacing tha lactato. “Te cuscions wast stents to lam na knootedge, tink nathsmataly, nd enharce {hs eaconing end oral cormureaton sil. Y “Thinking Time Journal Writing ey ‘Key questions are also included at 7] ‘Opportunities ars provided for students to appropriate junctures to check tt relict on thelr lring a to communicate ‘sodensnave orespedvarousconcopts mmathemstcally. It can clo be used a6 3 and fo create opportunities fr then to fonmatne abeersnent o provide ooack father develop te taning, student ompreve on he eam. iz Performance Task Nini projacte are dsignes to “develop resewch and presetaton sin tha sudo, “This contans imporiant ‘Thi guldas students ‘Trsnetudes ntomaton Infraon hat tera fo how to approach @ ‘mat may be of tres seo now pla, to stents pac OE cos — Aly: 2 rain ‘Tris contains puzzies, Ti guides srutzrisoabancests faspinating facts and sarehenthetrtere!for ‘aes Tab oR Interesting stories auabi bvorriaion oF bout Mathematies as tering onine gas femenpant for sets forte ncepandnt nd ntact nserng: > Two Variables 4.4 Linear inequaites in Two Variables 1.2 Application of Systems of Linear Inequalities in Two Variables in Resl-World Contexts, Summary Roviow Exercise 1 a Probability of Combined Events 3.4 Probabilty of Single Events 3.2 Simple Combined Events, Possibility Diagrams anc ‘Tree Diagrams 8.8 Addition Law of Prababilty and ‘Mutually Exclusive Events 3.4 Multiplication Law of Probatity and Independent Events Summary Roviow Exercise 3 AES Matrices 5.4 Introduction to Matrices 5.2 Addition and Subtraction of Matrices 5.3 Matrix Multiplication 84 Determinant of a Matrix 5.5 Inverse of a Matrix 5.6 Applications of Matrices, ‘Summary Review Exercise 5 Canes ew Srabus Nath oot 008 or 7 17 037 41 051 056 068 195 137 143, 18, 183 158 164 Ww 178 Further Sets o2t 2A Applications of Venn Diagrams 028 in Problem Sums 2.2 Formulasin Set Theory 029 ‘Summary 033 Review Exercise 2 083 cal Data Analysis o7s 4.1 Cumulative Frequency Table 075 and Cure 4.2 Median, Quarties, Percentiles, 085 Range and Interquartie Range 43 Box-and:-Whisker Flots 4100 44 Standard Deviation 411 Summary 129 Review Exercise 4 130 Further Geometrical 181 Transformations 6.1 Enlargement 183 62 Geometrical Transformation 194 and Matrices 63 Transformation Matix 200 for Enirgerrent 64 Inverse Transiormatons and 203 Combined Transformations Summary 212 Review Exercise 6 212 ae oxronp— Vectors 215 7A Vectors in Two Dimensions 217 72 Addition of Vectors 228 73. Vector Subtraction 235 74 Scelar Multiples of a Vector 248, 75 Expression of a Vector in Terms 250 (of Two Other Vectors 7.8 Positon Vectors 253 7.7 Applications of Vectors 257 Summary 267 Floview Exercise 7 268 ion: Numbers and 301 Algebra 9.4 Numbers and Percentages 803 92 Proportion, Ratio, Rate and 307 Speed 93 Algebraic Manipulation and at Formule 9.4 Equations and inequaltias 319 95 Functions and Graphs 326 96 Graphs n Practical Stuations 334 87 Sets 3a2 98 Matrices 348 Revision: Probability and 409 Statistics 41.4 Probability at 11.2 Statisos 41g — GATE Loci 273 8.1 Introduction to Loc 275 8.2 Locus Theorems 276 8.3 Intersection of Loci 282 84 Further Loc) 258 ‘Summary 297 Review Exercise 8 297 ee Revision: Geometry and 357 Measurement 40.1 Angjes, Tangles and Polygons 959 40.2 Congruence and Silty 365 40.3 Pythagoras’ Theorem and 370 Trigonometry 104 Mensuration 378 10.5 Geometrical Transiormation 387 and Symmetry 10.6 Coordinate Geometry 390 10.7 Vectors 395 10.8 Properties of Crcles 403 Problems in Real-World Contexts 438 Specimen Paper a4 Practise Now Answers 459 Answers 469 ~~ pontats Now Sylabostiatonatcs ws) QD) ee ee STLinear Inequalities in Two Variables ‘Mery ecrpanies are dovoed ouch syste ofnequaliies to ensure thal hey arching ‘he most prof. This canbe achieved by producing the ight corbnation os in erm ‘of quantity or spending te leas mount oF money nthe production otceran ams, Linear Programming is he mathematca process cf analysing asystom af rogues ta make the best decisions gin the constants ef th stvationChapter cu shouts beable 10 two vriables, equals nto variables temtinear equations ‘soke a system of incr inequalities in two veribl ove problems rwoling syetemsof near neu nwo variates,‘ecap (Properties of Inequalities) In Book 2 and Book 3, we ave ar some prope neque. {ean al or bear porte uno erm beth i frog ca avn orev the Inequality sign, i. iix™yanda>0,thonx+a™y+aandx—a>y—a This also tue for a negative mumber x= yand 6 <0, then e+ b> y+ band s—b> yb, We can multiply ar dvide both sides of an inequality by a positive number witcut having to reverse the inequality sign te. Carpal oenatiog atin | However, if we multiply or divide both sides of an inequality by a negavve number, we wil have 1 reverse the inequality sign, ie. iiss yand <0, thenee = dvand 5 = a For any threw numbers, a ife> yandy >=, then x> = This is known as the transitive property of inequalities ecap (Linear Equations in Two Variables) We have leant linear equations in two variables and how to draw graphs fof linear equations inthe form y= mx e, where cand y are the variables # Pa») In general, fora taight line passingthrough the point, cand with gracent ‘nthe equation is y= ms + Inthis section, we shal learn about linea inequalities in two variables, ‘M0,0) yt = oxrorD, ‘hapler? Liner inequalities in Two Variable =Investigation Linear Inequalities in Two Variables Case 1: On the fine 1. The graph of the linear equation + 2 Is shown in Fig. 11a). Some points are marke on the ine septa f Hf EH HEE Fig. 1.16) Find the values of + 2» by substituting the cooxdinates of each point on the hi Table 1.1. What do you notice about the values of s+ 2v2 Recoud the values in Tinear Inequaiies in Two Variables caver @(Case 2 Below the line 2. the graph of the linear equation + 2y 4 is shown in Fig, 1.108), Somme points are marked below the line, ras hon I oa Find the values of «+ 2» by substituting th Table 1.1. What da you notice about the values of «+25? Case 3: Above the line ae We: coordinates of each point below the fine, Recon the values in 3. The graph of the linear equation «++ 2y=4 is shown in Fig. 1.1(9, Some points are marked shove the line © timer oxFoRD,Find the values of «+ 2» by substituting the coordinates of each point above the Hie, Record the values i Table 1.1. What do you notice about the values of x +27? Case 1 ced Case 3 Coordinates | 4, | Coordinates | 4, | Coortinates | of point * | ofpoint i of point : Obsenvation Table 1.1 From the investigation, we observe the following (An Case 1, the values of + 2v are always equal 104; i) in Case 2, the values of + 2yare always less than 4; Gide Case 5, the values of + 2y are always grener than 4, ‘We are familie wth Case I asthe points on the line represent a linear equation in two variables + 2y = In Case 2, since the values of + 29 are always les than 4 for points below the line of near equation + 2y ‘ve can wate the inequalty 1+ 2» <4 10 represent the region bela straight tine graph In Case 3, since the values of x-+ 2y are always greater than 4 for points above the line of linear equation swe can write the inequality +2» > 4t represent the region above a straight line graph. wey ‘We can say tat the points in Fig 1.14b) satisfy dhe inequality + 2y <4 and the points in Fig. 1.11) satisfy the inequality +294. Treat heqaniesTwovaicns tape QD)Worked (Drawing Graphs of Linea Inequiti Example Show, unshadod, the rogion satisfied by the following P inequalities: S=Oy=Lreys5yued Solution: The graphs of += 0, y= ety= Sand ysic4 3are drawn. S oman regalia > ip, For. =0, we shade the region to the let ofthe yas, Fory = 1, we shade the region below the line y= is shaded. Forsv4.y'5, the region above v4 Fory <3, the eon above the ine y= 3 i shale. Since y <4 3, we se dated line fory=+3. wz Wy te usta ur check tr th und vp ‘Sct nan ng intherseigne 2, tei eats on 1ACuatone 1.8 ‘how, unshaded, the region satsied by the inequalities x 4 2y = 8 and sy ts © caso iinar eiaites two varies —Wade (Writing Linear Inequalities in two Variables tom Graphs Example. rite down the inequalities which define the unshacedt region. Solution: Equation of rod 4-0 = yodex yered ‘The unshaded region lies below J. Hence y= x +4 defines a part ofthe unshaded region. Equation of y-0_ 2-0 yedea ‘heurbaed ng inme Hey e-znra prof th unde gon sano ree. e-b en)‘Tho unshadled region lies below f, Hence, y= --+ 6 defines a par of the unshadled rion Equntion of el The unshaded region lies above J. Hence, y= 4.4 1 defines a par of the unshadled rion z «The unshaded! region is clfined by the four inequalities: 1 yeardye bea yen Write dawn the inequalities which define the unshaded region, Sere 1 Quen 2048 as6andy> Lee = OXFORDWorked Winding tve Greatest and Lease Values om Graphs of Eomamaglee sD | oy, urnasn, ee sete te Fools eval AEDY SO, vedo nytt 6 Hence, find the greatest and least values ofr 2 satisiying the region. Solution: Draw the lines y=4—sand y+ 30=6, ‘Shade the reyions not required by the inequalities: x2 0,y0,yc4—sandy4 306 @ Below the vaxis G Loft of the a Gid Above y=4—x Gi) Above y+ 3656 en ste oad by ssn he T ‘Salaaeeaonec enol fenton te sh‘ar + 2y must be satisfied by the unsaded region Ig, y=3, we obtain the greatest value of te +2y Greatest value of 38 +2¢=3(1)+2) = 1ix=0, »=0, we obiain the least value of 342. Least value of 38+ 2°= 30) +210) Ona beled dog keveunalahe in nel yeti =e AQ eas ye ys deand 20 <04 95 30. nce, find the greatest an! least values ofx + 2y satisying the region. cay i show unshadd heregonssatsiedbythefllawing, 2, each ofthe following cases, write down the Inequales inequalies which definethe ured region (r= 0,y>2 ‘ b) > yexed @rtye4 yard @s>0y>4y<6—x (em Odeeyeigyet O yexs3ne5ye-1 @ aiasier inserinessaioro In each of the following cases, write down the ‘inequalities which define the unshaded region. @ yLeave ushacles the region defined by the folowing qualities: 150,y20,3r4 4S 2and 249 <8, Find the greatest value of x + which the above inequalities. (On the same diagram, draw the graphs satsying the follssing inequlitis and outline the reglon representing them. SED y2 2,95 5andcey = 12 Find the greatest an! len values of PEP 2.0439 jnasses through at least one point in the area representing he above region. 6 Find the greatest and leas values of P, where Pro Rey, subject to the conelitions: = Ly2 Ladys Gand 2049< 10, Application of Systems of Linear Inequalities 1 2 in Two Variables in In this section, we wil learn how to apply systems of linear inequalities in two variables © solve mathematical and reali problem, Worked 4 | solving Reat-ite Problems invohing Systems of Linear Inepites in Twa Varlales) Example ‘farmer plans to divide his and ino ot mote than 36 posto plant ether a banana twee or coconut re on each po. He decides that he wl plat at least 20 banana es that there wal be t least ice as many banana tees as cocont ees, 6) Taking x10 represent the numberof banana tes and yo represen the numberof coconut tres, wite down three Inequalities, ether han x= O and y = 0, which Sali the above condions. (6) On a shoot of graph paper, show, undhadd, the region sally the inequalities ino (© Alot of and used to plant a banana tee hasan area of 16 and pt of nd ‘sed to planta coconut tee fas an area of 4 n- Use your graph fo estimate the maximum posible nd area that the farmer hae = oxrorn (hapter wea a oeSolution: @) The three inequalities fo v4. y= 36, > 20 and «> 3 (6) Draw the Hines 4.» =36, ¢= 20 and x =2y Saale the regions not ceqired by the inequalities: ySR-Hx2 20,9 (Above r+y=36 Ai) Left of -=20 (i Above (Gv Below the xan © Left ofthe pais >and y=0 (© Lette land area thatthe fumes has be Tine Bf saat the Als given by 16r-+ 4y and mus be satisfied by the unshaded region, Seniesa the omer pans 36 banana ees, 36nd y "0, he as the eee tna posible a ae emperors ‘Maximum possible value of A =e ‘maatmn pose and =1608) 440) mest 256m earnest oxen a 7 tune @{A shopkeeper stocks two brands of drinks called Coola and Shiok. He js ordering fresh supplies and finds that he has room for up to 1000 cans, He proposes to order atleast twice as many cans of Shiok as of Coola. He wishes to have at least 100 cans of Coola and not more than 800 cans of Shiok @) Takin ‘of cans af Shink that he orders, write down four inequalities involving * andior y, other than «= 0 and y > , which satisty the above conditions. (The point (,») represents «cans of Coola and » cans of Shiok ordered, Using 2 scale of 1 em to represent 10) cans on each axis, consttuet and indicate elearly, by shading the unwanted regions, the region in which (x,y) must He (0 The profit made by selling a can of Coola is 86 and that of a can of Shiok is 85, Use your graph to estimate the number of cans of each brand that the shopkeeper should order ta give the maximum prof. ser Quin 1-5 sto represent the number of eans of Coole and yto represent the number Kate plans to divide her ribbon into nat moce than 30 pleces, Each plece of ribbon is w be used 10 ‘wrap either a box of cookies ora packet of candies. ‘She wil wrap at least § boxes of cookies ad there will be atleast wice as many packets of candies asboxes of cookies. {a) Taking x w represent the number of boxes of cookies and y to represent the number of packets of candies that she wraps, write down thee inequalities ther than 1 > 0 and y > 0 ‘which satisfy the above conditions. () Cn a sheot of yraph paper, show, unshaded, the region satisfied by the inequalities in (a). (€1 Apiece of risbon used to wrap a box of cookies is 30 em long and a piece of ribbon used to \weap a packet of candies is 13 om long, Use your graph to estimate the maximum possible Terygth of ribbon that Kate has. 2. A che plans to divide his dough into not more than 40 postions. Each portion of dough is to be used to make either pizza or bread, He will male at least a dozen pizzas énd there will be at least twice as many pizzas a baves of bread (a) Taking sto represent he numberof pizzas and yy to represent the number of loaves of bread that he males, write down three inequalities, ‘ther than = O and y = 0, hich satisfy the hove coneitions (©) On a sheet of graph paper, show, unshaded the region satisfied by the inequalitios in (. (0 The dough used to make a pizza weighs 6 8 and the dough used to make a loaf of bread ‘weighs # g. Use yoor graph to estimate the ‘maximum possible weight of dough that the chef has oxrorp3. A supermarket manager stocks wa brands of Aetergent called Power Clean and Disappee His stock Is running low and finds that he has room: for up © 200 olles. He proposes to order atleast tnvice as many bottles of Power Clean as of Disappear. He wishes to have at least 30 bottles ‘of Disappear and sot more than 140 bottles of Power Clean. {@) Taking xo represen the number of bores of Power Clear any to represent the numberof bottles of Disappear that he orders, write down four inequalities involving x andlor y, other than «= 0 and y = 0, which satisfy the above coneltions. (0) The point is represents x botles of Power Clean and y bottles of Disappear ordered. 4 scale of 2m to represent 50 bottles ‘on each axis, construct and indicate clearly, by shading the unwanted regions, the region in which (91 ast ie (The proft of a botle of Power Clean is $10 and the profit of a bottle of Disappear is $8. Use your graph to estimate the number of loan! that the supermarket ‘order 10 give the maximum bottles of each ‘manager shoul roi 44. Two ypes of ship, Gigantic ane fombo, are available to move 300 men and 20 000 kg of equipment Fach Gigante ship can cary 40 men and 3000 ke ‘of equipment Each Jambo ship ean carty 0 men and 2000 ke of equipment. (G) fx Gigantic ships and» Jumbo ships are used, write down the inequalities, other than 4 Oand y = 0, which x and must satis (b) Thepointx» represent he numberof Gigantic ships. x, and the number of Jumbo ships, v Using a suitable scale on each axis, construct and indicate ceary, by shading the unwanted regjons, the region in which (must ie (Use your graph to estimate the least numer of ships that can move 300 men and 20 000 kg ofequipmment © 5. Adenler praduces to benel f ten, Fragrant and Instant, by mixing two varieties of te and wes of weg of woightofA 2 len ght oT Given that he produces x kilograms of Fragrant and kilograms of star, copy and complete the following table. In Fragrant blood, and in fasone Taal [Wepuord |weghars weahtng |p| a! me. | fC i {@) The dealer has at mos 3200 kg of variety A and atleast 3000 kz of variety B. Write down two inequalities involving x ancy which satisty these coneltione and show that they simplify to 2c 8000 and © + 3y = 15 DO, (by Hewishes to produceless Fragrant than instant and has suficientconlainers for only 2300 ky ff Fragrant and S000 kg of fastant. Write down three inequalties which satisfy these contin (61 The point (3) epresents kilograms Fagrant andy kilogram of lastant. Using a scale of 2 em to eepresent 1000 kg on each axis, Construct and indicate clearly, by shading the lunwanted regions, the region in which (x 9) mat lie (@) The dealer makes thesame profit per kilogram fon Fragrant as on Instant, Use your geaph to esimate the weight of each blend that he should produce 1o maximise the profit a)1. linear inequality nto variables can be lustated ona graph by drawing the linearequation in two variables ‘and shading the unnsanted region, 2, The region blow y= mur + represents the inequality ¥< m+ and the egion ove y= me € represents the inequality y> me 3. A system of linear inequalities in two variables can be solved by the grophical method, The solutions to the systom of linea inequalities are represented by dhe unshaded region, Review Exercise 1 1. Show, unshaded, the regions satisfied by the following inequalities: @ veo yer ) e>-Ly eee (© re20<2ysett (@) r>Lys2ysx-6 (©) r>0, 2042) =9,y>2 © yexehyn2ee3 20,921 soa oxFoRD,2 tneach ofthe following cases, write down the inequalities which define the unshaded region, @ co) exrorn© 7 3. Leave unshauled the region defined by the following inequalities: 820,92 0,9> 3y and y= 4-11 Find the grates value of 67 — which satisfies the above inequalities 44. Find the maximum value of +—y subject to the following inequalities: S4y 5 12,27 N46, y= x—2 and bey 10, 5. Nora, ho intended to keep chickens andl ducks on her fae andlor ducks she shoul keep, {Daniel suggested that she should keep more than 10 ducks. (i) Michael suggested thatthe number of chickens should be a eas 20 but not mere than 50, ‘iy Acsira sugested that the total numberof chickens and ducks should be less han 70, (iv) Shirley suggested thatthe numberof chickens should be greater than or equal tthe numberof ducks. {@) Taking x to be the number of chickens and y to be the number of ducks, write down the inequalities which represent these conditions. () The point(s represents x chickens and y ducks that Nora kept Using a scale of 2 em to represent 20 chickens on the axis and a scale of 2D is -l0 5 05 810 1S sess) = ——— D -is lo 5 03 810 15 Bere) tee, -is lo His given that § = (2-204 = 20), A= (42-20-<4<20), B= fei-1S- have savings accounts in both POStank and commercial banks i all the pupils have a leas one sivings account. oxFoRD8 In a group of 160 pupils, 46 pupils failed Mathematics, 52 pupils failed History: and 50 pupils falled Geography; 31 pupils failed ‘Mathematics and History, 38 pupil failed History and Geography, 36 failed Mathematics and Geogyaplyy andl 24 failed all thee subjects, Drawea Venn diagram to illustrate this information and find the number of pupils who failed atleast one subject. 9, 68 elderly men failed a medical test because of defoe's in at least one ofthese organs the heat, lungsand Kidneys 30 heart disease, 30 lung disease and 33 kidney seas 7 of them had both lung and Fheart ceases, 10 had lung and kidney disoases While 11 had kidney and hear diseases. Draw a enn diagram to illastrate this information, Find the numberof elderly men (ho suffered from all the thee diseases, hel only hang disease, 10. A number of peaple were asked whether they liked drinks of orange, lemon or grape flavour “The replies showed 85 liked orange (65 Tike grape 45 liked orange and lemon 40 ike! lemon and grape 0 ike lemon 15 liked lemon, orange and grape 30 iked orange 25 liked none of he thee and grape Find @_thetotal number of people interviewed, the number who liked exange alone, Gy the purmber who liked lemon alone, Gu) the purnber who liked grape alone. 11.80 boys took the GCE examination inthe three subject: Geography, English and Mathematics, and one of them failed all three subjects. Kas noted that 8 passed Engshonly and 10 passed Mathematics ‘only: 7 passed Mathematics and Geography but not English 40 passed English and Mathematics and 21 passed English and Geography. Altogether, 54 passed English {@) Drawa Vennagramto epresenthisinforation, (©) From the Venn diagram, find the number of pups who passed Geography only passed al tice subjects, 12, Wis given that = v:-20= v= 25), 2 Tetmberofclemeni ina et Inds xro!Suppose isthe event thata prime number fs chosen Since the prime numbers nS are2, 3,5, and 11, event 4 can be writen as: (3,5,7, “nd)= 5 Fig. 3.1 shows the representation of Sand in Ven diagram. We observe that tp Jn this ease, the event 4 isa proper subset ofS. The set, the complement of 1 the complement tho st the set i alo represented in Fig. 3.1, For this experiment "= (1,4, 6,8, 9, {Mest of sin 10,121. {steal ch *~» ‘tesonpesacesheatction “eta a, ra eb experiment the Fig. 3.1 ‘inp pace he rn ‘Therefore, we can obtain the probability of event A occuring, Le. PL, by cateulaing a = 40 = & forever and ws te tal numberof posible outcomes whore nis the numberof favourable outcomes {In gener, in a sample space with a finite umber of equally Hkely outcomes, the probability ofan event E occurring, Le. Eis a Pe as) From the shove experintnt, we alo observe tht we can eepresent Pot A) ~®, Pt. wich th probably of al outcomes excep hose Int cccuring, ie a rime numbers nt chosen} = PTY dronoen MERE wale co ae fs -1-Pa Thorac, in geal fran evi RE}= 1 ‘Thi or aad Fortwo events 4 and B, what do PLA U B} and PL 7.48 mean? Use Venn diagrams) toexplain your answers In Worked Example 1, we will vise probability concepts taught in Book 2.Woded (Probubity oF Single Event) The numbers 2, 3, 5 and 8 are writen on four cares Example and these are placed on a table. Two of these cards are selected at random to form a two-digit number. List the sample space ane! hence find the probability thatthe number formed is © on, A) divisbleby 7 eiprine {rt pine Solution: ws Let represent the sample space. ve i na {ett eth ret ha he mb omed isd Sep ee Leta the vet hat the an fed iste by 7. eee ace vet {ete he event hat he ner ome prime CS toes ke Then, = = {23,2528 3, 35,28 52, 5,58 82,3, 85) eee eae Sage as c= 13,53,83) ia eShop ieee 45)= 12,01 6,01) Band = 3 eens Specie = ml) mae ae ~»> Fir, we ca ao oan he 9 PICI=1-8O, ype toe = es exroRptwo-digit numbers formed using the (3) List tho sample space, (©) Find the probability that the wwo-git number formed isprime, contains the dig 2, iselsble by 4, (is) sdisible by 13, (0) isnot civsible by 13. 52, band, Repetition adits is allwed, ese TACs 1.90, Warkal (Prababilty ofa Single Event) “There are 3 blue balls and red ballin a bag, The balls Example are identical except for their colour. A ball is drawn at random ftom the bag, Find the probability that te ball down ue Solution: = eS esanlespe ee tela, gh he a Then $= (By By By Rh ad = By By tan nal rth nme sear eect oh Sy ‘otatan «Studer 7 ce “a tee =, ich ng, ‘A ltt is chosen at random from the word ‘CLEVER’ Find the probability that the Fetter chosen is ane, i) aC ora't, ak, (iv) consonant send CUVERY = (GEV Frese ea atti snd teat he Rie fre ae ane ofc tan ech oxsoRp =Simple Combined Events, Possibility Diagrams and Possibility Diagrams tn this ection, ve wl ea how © st he sanple space fan expernen Invingwo orne sje vollngew ee fears foesinpleconbinat evens ‘The possible outcomes for rolling afr die are 1,2, 3,4, § and 6, and we write the sample space as 1, 2,3, 4, 5, 6h How do we write the possible outcomes for rolling two fair dice? We can representa possible outcome by using an ordered pair, eg. (2, 3) means that the fist de shows a2" and the second die shows"; which i diferent from (0, 2), 0 what does G2) mean? How can we write the sample space for rolling two fair dice? {s (1,1), (1,2) (1,3), (6,60) clear enough? Listing out all the outcomes would be very tedious and we may miss out some outcomes. Therefore, there Is a need to use a diferent method to represent the sample space. Fig, 3.2 shows one way of drawing a posit diagram to represent the sample space for rolling two fae die. [A possibility diagram i used when each outcome of the sample space has two components. For example, in theabove case an outcome (represented by 2 red ‘dots determined bythe values displayed by the fist ancl second dice. From the above possiblity diagram, we observe thatthe foal number of possibile outcomes Is 6 6 36, We can aso calculate the probabiliy of certain events using a possiblity diagram, as shown in Worked Example 3. oxrorpWorked (Use of Possibility Diagram) Example ‘Tuo fair dice are rolled. What isthe probability that 4 both dice show the same number, the number shown on the fist dies greater than the number shown on the second die? Solution: g q é 4 1 Fist Die 6 eth dice stow these ner = & 1 6 4) number shown on sae is gremer than the number shown on second) wos a6 1. Aairteahesral ce sided die) anda air 6-siled die are olled simultaneously. “The numbers onthe tetrahedral die ae 1, 2,5 and 6 while the numbers on the sided dhe are 1, 2,3, 4, 5 and 6 {@) Display all the outcomes ofthe experiment using a possibility dage (©) Using the possibilty diagram ar etherwis, find the probability that bat dice show the same number, {fd the number shown an the tetrahedral ele is greater than the number shown on the 6c i, the numbers shown an both dice are prime numbers 2. Aa contains five cards and the cards are numbered 1, 2,3, 4 and 5. card is drawn at random ftom the bag and its number is noted. The card is then eplaced and aseconel ead is craw at random iran the bag. Using a possibility dlagramy find the probability that 4 the number shown an the second cards greater than the number shown on the fst card Aid) the sum othe two numbers shown is greater than 7 i) the product ofthe twa umbers shown is greater tha 10 ‘Theres anther way to caw a possibility gram to represent the sample space for rolling v0 fair dice, as shown in Workeel Example 4 > rkotaraleooemes ‘rte pst digi, cue te ter of CT sede mr of Zh Foie 34 Quetons 411 20 Chapter 3Worked Example Solution: Second Die Pisum isequal 108) = G Pisum seven) 1. The numbers on afar (Use oF Possibility Diagram) ‘Twa fie dice are rled. Find the probability thatthe sun ‘ofthe numbers shawn on the dice i © equal, even, First Die 2 % tetrahedral die are 1, 2,5 and 6 while the numbers on a fair 6sided die are 1, 2, 3,4, 5 and 6. The two dice ae rolled at the same time andthe scoees on both separately some of the lice are record The possibility cagrams below display values ofthe sum and product of the two scores. Teahedal dle Tetrahectal die (: cr *~» The sim fe mbes ‘enn cachet Inyo ow ev aga scan TiBittsowsl cca “ting therm et ‘om thee clam ie ie mae > Haoatotsnerticutnes thes nga ou he unt of Of sabe rarber a aes Ques 6,{a}. Copy and complete the possibility diagrams. (b) Using the possibility diagrams, find the probability thatthe suns of the even, Ai divisible by 3, perfect square, {iv less than 2 (2) Using the possibilty diagrams, find the probability shat the product ofthe @ ote, 4) lager thon 13, ida prime mumive, Ai ess than 3. 2. circular card is vided into 3 equal sectors with scores of 1,2 and 3. The card ‘has a pointer pivoted at its centre. The pointer is spun twice, Each time the pointer i spun, itis equally likely to stop at any of the sects. {a) With the help ofa possibilty agian, fad the probability that (each scoreisa't, ‘i (6) Ina game, a player spins the pointer twice, His fal score isthe larger of| the b8o individual scores i they ave eiflerent and their common value i they ae the same. The possibility dagyam below shows the player's final al least one ofthe scores sa“ © Copy and complete the possibilty diagram, Using the diagram, fin the probability that his ral scone i even {Gi Using the same diagram, find the probability that his final score i 2 prime number.‘Tree Diagrams “The sample space for tossing fair coin fs 1H, 1 “The sample space far tossing two fir eoins can be represented by a possiblity diagram as shown in Fig, 33, Second Coin How can we represent the sample space for tossing Fist Coin thre fair coins? 33 ‘Weusea diferent typeof diagram called tre diagram to represntthe sample space, as shown ia Fig, 3.4, The follssing eps shenv how the ee diagram is consinucted 1 When the int coins ose these ae to posible outcomes, hed) ini. Ctl s0 9 tat with pit ad daw fe ranches an J i ‘tat tien r py he il 2 The second coin is then tossed. Regardless ofthe outcome ofthe fis tos the second coin would ako yield either a FY ora T, thus we daw two tances afer the H and the T from the fist tos as shown below. There are total of?» 2= 4 branches, ie. there ae 4 possible outcomes at tis stage. i ee : nts fe los So le + This branch represents T ——theouteome HH aie SSO SSF — stra represents TH theoulcome THT. T Fig 24 3.4, we observe tha there are total of 22% 2=8 branches, Le. the toa! number of possible outeames i 8 In summary, 1 List of autcomes ina set 2 Possibility diagram or tee diagram a Tree dogamWorked. (Use of Tree Diagram) Three fi coins are ose, Find the probability that Example 4) there are two heads and cane tail, there sat least one tal. Solution: Fis coin Secon coin Third coin 4 ————— {ow heads and one = 3 esha non Prat least one ai) = 1 — Pino ta 1 etvce heads) wit 5 -t 5 1. Michael isa darts player. There isan equal probability that he will hit or miss the bull'eye. He aims forthe buil'seye ane! attempts 3 throws. Using a tree gram, find the probability that heise the bul’-eye once, (he bits the bullseye at least once. 2. Box A contains 4 pieces of paper numbered 1, 2, 3 and 4. Box B contains 2 pieces of paper numbered ¥ anid 2. One piece of paper removed a random irom each box. (a) Copy and complete the flowing te gram, Bor A Box ® Sum Product wz, 0 {sa 8 dope omae Ves agen a 4 (6) Find the probabiticy thas @ atleast one 1's obtained, iy thesumofthetonumbers 3, the product ofthe nwa numbers dy) thessum fsexqualto the product. iat least 4, ‘oxronpExercise 3A 1. A fur coin and a fair 6-sded die ate tossed and rolled, wospectvely. Using set notations, list the sample space of he experiment 2. A box contains 7 pens, 3 of which are faulty. ‘pen is drawn fram the box at random. Using set notations, st the sample space of this probability experiment and find the probability thatthe pen drawn is not faulty. Suppose that she fist pen dkown is not faulty and it js not replaced inthe box. A second pon Is now trowa from the box. Using set notations, find the probability that the second pen down is faulty. 3. Each leter of the werd ‘POSSIBILITY’ is writen ‘on identical ene. One ead is chosen at ander. Using set notations, find the prebabilty that the leer on the chosen eard is as, Ga Porant, i) a vowel, {iva consonant. 4. A box contains thee cards bearing the numbers 1, 2 and 3. A second box contains four cards bearing the numbers, 3,4andl5.A cards chosen atrandom fram each bos. {@) Display all the possible outcomes of the experiment using a possibility dinge, (©) With the help of the possibilty diagram, caleulate the probability that (©. the cards bear the same number, the numbers on the cards are diferm, Gid the larger Of the two numbers on the cards is Grapiers Six cards numbered 0, 1,2, 3,4 and 5 ae placed ina box and wellimived, A card is drawn at random from the box andthe number en the care is noted bofore itt replaced in the box, The cards in the box are thoroughly mixed again and a second eat i craven at rndom from the bos. The ‘sum ofthe nwo numbers ther obtained (@) Copy ane complete the possibility éiagram below, giving all theposible sums ofthe two numbers. Some of the possible sums ave shown, Fist rer 3 a on a : | 5 ) How many possible outcomes are there inthe ‘ample space o this experiment? ‘What isthe probability thatthe sum ofthe two numbers © willbe, Gil_will bea prime number, Gy wil not be a pri number, Gy) will be even, (9) will pot be even? Which sum is more likely to occur, the sum of Torthe sum af 8 © © = oxroxp6 is given that X= 1, 5, 6) and Y= (7,8, 9) An ‘element x is selected at random from 2° and an flement is selected at random from ¥. The possibilty clams below display. separately some of the values oft vane +]a[s |e =[a[s|o " a 2 "i [ "Tal [o o] [sl | 9 @) Copy ancl complete the possibilty diagrams. (©) Find the pecability thatthe sum + ys prime, i) greater than 12, (i) at most 14. (©) Find the prebability hat she preduct x is @ ote Gi eve, Gi at most a. 7. A fair coin & tossed three times. Display all the possible outcomes ofthe experiment using a tee sagan From your tree diagram, find the probabilty of ‘obvaining 4) three beads, atleast hwo heads Bag P contains a red, a blue antl a white marble while bag Q contains a blue and a red marble “The marbles are identical except for their colour A marble is picked at random from both bag P ‘and bag Q. List al the posible outcomes of the sample space. Find the probability thatthe two marbles selected (ofthe same colour, (Gi) of diferent colours ) exactly two heads, (i blue and re, A twouligh number i formed using the eligi 1,2 and 3. Repetition of igs is allowed G) List the ample space, (©) Find the probabiltythat the two-digit number formed is. divisible by 3, da perect square, {ai prime numbes 0) a composite number, pughtersin-aw af Ms Chan arehappily ing the artval oftheir bundles of joy within the year. List the sample space ofthe sexes ofthe three babies, given thatthe babies are equally Hkely tobe ether a boy > gil Hence, find the probaility that Ms Chan wil have (0 three grandsons, {two grandsons and one graneklaughter, Gi one grandson and two granddaughters. 11. In an experiment, 0 spinners are constructed with spinning poinvers as shown in diagrams helo. Bath pointers are spun. Each time the pointer is spun, its equally likely to stop at any First spinner Second spinner (@) Find the peobabiliy that the pointers will point at @mumberson the spinners whose sum is 6, (i) the some numbers on bath spinners, i) diferent numbers onthe spinners, (Gv) 0 diferent prime numbers (©) Whatistheprobabity that the number onthe fis spinner will be less than the number on the second spinner?12, Ina game, the player throw a fair coin and a fair ‘sided die simultaneously. Ifthe coin shows a hha, the players score isthe score on the de. I the coin shows a tail, then the player's scare is twice the score on the die. Some of the player's possible scores are shown inthe possiblity diagram below {a) Copy and complete the possibilty agra, 4b) Using the diagram, find the pecbabilty that the player's scone is @ ot, ) a prime number, (i) ess than or equal 08 (9) amuitiple of 3. 13, Two fair 6sided dice were down together and the sliference ofthe resuking numbers on their faces was calculate. Some ofthe diferonces ae shown inthe possibilty dagram below. First aie Second die @ Copy and complete the possibility diagram. (©) Using the diagram, find the probability thot the difference ofthe to numbers o1 G non-z0r0, Aid ox, Gv). prime number, (more than 2 raptors 14. Abageontains identical tallswhich are numbered 1, 2.4,5 and 7. Two balls are cawn at random, ‘one after another and without replacement, Find he probably that he numbers obtained on bot balls are prime, sum ofthe numbers obtained fod, product of the numbers abtained is greater than 20, lfference in the numbers obtained less than 7, (0) product of the numbexs obtained ie divisible bya, 15, The diagrams below show two circular ead, ‘each with a pointer pivot ats centre. The first ard is vied into equal Sectors with scores 1 2,4 and 5. The second! card is divided imo equal secs with scores, 1,3 and 5. Ina game, both pointers are spun. fach time the pointer is spun, is equally key to stop at any sector Find the probability thatthe {scores on both cards ae the same, Gi) scores on both cares are prime, Gy sum ofthe scoxes ica, Gv) sum of tho scores is evsibe by 5, (0) sum ofthe scares or less, {wi product ofthe scaresis not D, (wi procict ofthe scoresis greater se oxtoep16. A spinner with three equal sectors (shown bolo) andl a fair coin are use! in a game. The spinner is spun once and the coin is tossed ance, Fach time the pointer is spun, iis equally likely to stop ak any sector Calculate the probability of geting (@_redonthe spinner and tail on the coin, i)_blue ar yellow on the spinner and head on the cain 17. A bag contains 3 cards numbered 1, 3. and 5 AAsecond bag contains 3 cars numbered 1,2 and 7. One card is ckawn at random irom each bag, Clealate the probability that the two. sumbers ‘obtained (i) are batho, (i_are both prime havea sum greater than 4, liv) have a sum that i even, (9) have a product that bsp we a product that fgyeater than 20, have a product that divisible by 7 11 A fair die is made from a tetrabedion such that ‘acl of its four faces is printed wth one number. ‘The numbers are 1, 2,3 and 4 (a) When te celled, what isthe probability that o land th the face pried 4” down, 3) it wl and such thatthe sun ofthe thee Upper faces fan od number? (b) I the same dle is rolled and a fair coin is tossed atthe same time, Hist all the possible ‘outcomes using a tee oxrorp out Tn 19. A box contains 7 electrical components, The bos ‘was dropped! i transit ene Lof the companents became detective, but net visibly The components are taken eut irom the kos at random and tested tnt the defective component i obtained What is the probability that the defective ‘component isthe fist component tested? 20, Hotel ¥ is a two-storey hotel, with rooms tand ther respective rom numbers) arranged as shown in the diagzam below. Rooms are allocated at tandonn when guess ative and each guest i allocated ore room. Kae and Noa arrive at Hotel ¥ on a paricular day. Upon their aval, none ofthe roams in How ¥ are occupied, (@) With the help ofthe pasibiliy diagram, find the probability that Nora and Kate 4) stay next to each othe 4) stay on diferentsioreys, Ai) do not slay nestto each othes (©) Suppose the hotel accepts Kates request that she only wants tobe allocate rooms on the second flor, what wil be the probability that she will be saying nxt to Noral 21, hwo fae tetrahedeal dice anda fair o-sided die are solled simultaneously. The numbers on the tetraheckal dice are 1,2, Jand4whilethe numbers fn the sided die are 1,2, 3,4, 5 and What i the probability that the score on the S6sided dies greater than the su of scones ofthe ‘wo ttrahedral dew? tas @Addition Law of Probability and Mutually In this section, sw will lent the conditions for adding probabilities Investigation ‘Mutually Exclusive and Non-Mutually Exclusive Events ight cards numbered 1 t 8 are place in a box: ced is drawn at random {et be the event of drawing a card witha prime number. Let be the event of drawing a card with a mutiple of Let Ce the event of drawing a card with an ox number. 1. List the sample space, Se eee List the favourable outcomes for event 4 and find the probability hat will ‘cer, ie. Pid 13. List the favourable outcomes for event Band find the probability shat wil ‘occur, je. Pi 44. Is thote any overlap between the favourable ouromes for event 4 and the favourable cutcomes for event & Thats, are theve any outcomes that fou the ‘occurrence of both event 4. and event 82 These two evens are said 10 be ‘mutually exclusive 5. Liste favourable outcomes for event 4 or event B, an find the probability that the combined event or B, or U Bill occur, ie. PLA oF B) or PAL 8 6 1 PLAU B= Pa) + Pi in this case? Can you explain why? far 2: Non aul Exchsive Events 7 late tavure econ fr event C ad fn he pbsilty hat € wil eat 1e PO. thre ay evap Beveen te fnaurable cucaes fr event 4 ed he raanile Gece are tial in ed aac a la the ocienc lbh ret Aad evr Thee to evn re id be pomeutiby ercalve 4. tht avourleptcomes er event or event and nd hepa at hecobinaiewnterGetCcwileceieriaoetaco. ae 10. BrUUG =P) RO inthiscase Can you pln yt tenia 810 en oxFrom the investigation, we ean conclude that if two events 4 and # cannot occur at the same time (i.e. the events are mutually exclusive) then PIA oF B) or PUL B)= Ad + PO, ‘On the cher hand, if nyo evens. and C can aceur atthe same tne (Le the events are non-mutually exclusive), then Pd or C)or PA UC) PLA + IO, In genera the Addition Law of Probability states that if A and & are mutually exclusive evens, P(A or B) or Pot UB) = oad + PA. Worked (Probability involving Mutually Exclusive Evens) ‘A card isdn at random fiom a standavdl pack: of 82 Example playing cards. Find the prebabilty that the ear is @ anAceora King, (i) ahean or a diamond, Ay neither a King nor a Queen. Solution: € PiAce or King) = PAC + Ping ak 2°58 ap & “st 4) hear or diamond = hear) + Pciamond -8,B Ai) Ping or Queen) = PiKing) + Queen) wed an + Pineither King nor Queen) =| Pking oF Queen) z=» There ours a aa ange te ‘haan st age 3 achat a ea 2 Siac Qe aking incon he amon el er ae ‘beta, Queene genes Sepitwe ci Naren Aco Sine cont ae ly Bye ewe tte Adon Law of Paty Phateekgs Po Mg, > Aeration Doin ck‘Acard is craw a random froma soneand pack of 52 playing ead ee AB Quotes 135 Find the probability of drawing {i appicure cant oran Ace, fan Ace oa card bearing a number hil is iy a King ora Queen, (i) neither a Jack nor an Ace. sible by 3, Worked (Probability involving Manually Exclusive Event) Example ‘Tho probabilities of tree teams, LM and N winning a tion are 1, an ctv foosball competition are 1, f and respectively. Assumingonly one team canvvin,calclatethe probability that 4 either Lor AF wins, Gi) neither L noe N wins Solution: zw WPA oF At wins Sree any ne tam an in eet we de the we moet oe a Fert, “Tn in eke The probabilities of four teams, P, QR and S winning the National Fooiball Gow Quetin sf nd Championship awe 4, LF the championship, find the probability that either Por Q wins the championship, and 1 epee Aung only nena on wn Qor Ror S wins he championship,, Exercise 3B 1. Fleven cards pumbered 11, 12.13, Mion 21 are placed inahox. Acard temovedat random ror the box. Find the probability thatthe number on the ead is even, Gi) prime, Gi) wither even oF prime, G) divisible by 3, () neither even nor prime, 2. Albng contains Tre, 5 groen and 3 blue marbles ‘A marble is selected at random from the bag, Find the probability of selecting (area marble, i agreen marble, wither ated or a green marble, (Gs) either are nora green marble, The liters ofthe word ‘MUTUALLY’ and the word “EXCLUSIVE ate eritten on individual cards and the cards are put inta a box. A car is picked at random, What ic the probability of picking @ the leter Us, {iy the eter’, A the eter U' or {iv} aconsonan, (9) the leter"U' or @ consonant, (99) the eter "U" or €or Ue 4. The probly of fob tary wig any mach andthe prot of ag ay inchs 2 Wht isp at (@ the team wins oF loses a pantcular match, the team neither wins nor loses a match? TI 5. 6 ‘Acard is drawn at rand from a standard pack of $2 playing cards. Find the probability of drawing @ aKingor a lack, Ga Queen or a card beating a prime number, 2 card hearing a number that is dvisible by Borbys, Gu) neither 9 King nor a ack, When a golfer plays any hole, the probabilities that he will ake 4, 5 or 6 strokes are 2, 2 and 3 4 795 respectively. He never akes less thin 4 stokes, Calculate the probability that n playing a hoe, he will ake 4.05 strokes, ) 4, 5 orb strokes, i). mote than 6 stokes Ina basketball toumament, thee of the ‘anticipating teams are Alpha, Beta and Garvma, ‘The probabilities of each of these three teams ad aii 2. s° 1 5 respectively Fine the probability that @Ajpha or Gamma wl win the tournament, ) Alpha, Beta or Gamma will win the winning the tournament are tournament, id nether Alpha. nor Gamma will win the tournament, Gv) pone oF these three teams will win the ts ye only oe stent can wn he Sent Cre Yr vote pits Pa fu Fergad Ah wining the vara, and that respectively. What isthe probabil (© ne of them will win the award, Gi none of them wil win the award, (ay Priya and Rui Feng will not win the awarde ames @9. tna probability experiment, tee fal coins are tossed one after another (@) Display all the posible outcomes of the experiment using ate diagram. () For the experiment, the events 4, 8, Cand D ate defined as follows All hee coins show heads, B: At least wo coins shove tls. CC: xactly one coin shows ahead The sides appear alternately. For each par, identify ifthe following evens are maatally exclusive, 4B woo «iy 8, aac ©) BD 4, BC f Probal Multiplication Law bility and 10. In a game, Jun Wel attempts fo scare a penalty kick against a goalkeeper who will ny 10 save his shot There isan equal chance that he wil seare oF mis his penalty kick, Jur Wei as three chances toscore, and the game ers once Jun Wei sores a penalty hick (@)_ Draw a tree diagram to show all the possible outcomes. What is the total number of futcomest () vents and 2 are defined as follows: 4: exactly weapenaly kieksareattempted. ‘Bat most wo pesaltykeks areattempted. Are A and Bm Explain your answer ally exclusive events? In this section, we will lear another type of diagram to represeat the sample space, and the conditions for multiplying probabilities. ‘Choosing « Diagram to Represent the Sample Space Discuss in pits. ‘These are 3 blueballs and 2 eed balls in a hag. The balls are dential except for their colour al is dawn at random fom the bag and is replaced. A second balls then drawn at random frm the ba, 1. Try representing the sample space for this probability experiment using @) a possibilty diagram, and (0) ate cagram. 2.5 teasy or tedious to represent the sample space in each diagram? oxroen,From the class dscussion, we observe that tf stil possible draw a possibilty ‘agra as shen in Fig 3.50, But what happens ithere isa thie draw, ai there ‘are 8 blueballs and 2 ed balls? Then its not possible to draw a possibilty diagram forthe former cas, and it wil be very tedious to craw a 10-by-10 ree diagram for the later case, Similarly, itis very tedious to cow a tree diagram with 5 % § ~ 25 branches for the investigation ‘Therefore, there ia ned to simply the tree diagram to represent the sample space. Fig 3.50) shows the use of a simpifed tree diagram to represent the sample space for the above experiment, where B represents ‘biue™ and represents “ed, and the probability on each branch represents the probably for the accurtence oF the ‘outcome atthe en! of he branch, fim Second Bee Bratt bea 3 ey 3 ‘8: Blue 3 Rites z =) bop 5 —_ Fist Daw Py a) wm * Fig Fig, 3.6 shows how sue could use the possibility diagram in (2) and the tre diagram in (bo find P(BR, the probability that the first ball daven is blue and the second & bul drawn sed The answers & in both cases aR AAA. Eetaaa.- Ba. Ea. Fa ba aRE First Draw ao umber of probability of hawing be balls fist be Bal umber of probability of Nagy redballs Nay 4 Crown red ball pny = wan) = 2x2 Ser ft blueball fo \ total numberof 35 balls in each draw - Fig. 26 In other words, we can multiply along the connected branches ofa probability tree to find the above answer £ % ® % === asians awWorked Pi eeeecponr Tere are 7 geen marbles and 3 yell moles ina Example ta, Theale ential except fore clo,A sre enn atranon om hee nd eplace ‘Asecod mati i then dawn andr om the ag Fin he proba at 6 a rt marble dawn yet, Gi ae second male dav yell ivan that he fest mab dan ree, Gite fist arte dns geen ad the second marble dawn yellow 6) te second mal rm seo Solution: First Second Draw Draw Lg &Green in - : ¥: Yellow wo y |< ——{ Ts second marbles ¥, given that rst marble st marbleis) = 2 se © ot marbieisy) = 3 ceo) “Fetal numbor of ares bag for ik daw? GH Pisecone! marble is ¥, given that frst marble is C) = 2 ue()_ Number of yellow mrs in ag fr second aw he fa men wo Total number of matilesin Bagiorseconddiaw i) Uist marble is G and second marble is ¥) oF (GY) i) Plsecone! marbles ) = PIG POY) -(% 10 21 00 Chapters‘Nox contains § blue pens and 7 red pens. The pens are identical except fr their ccalour. per is selected at rndomn irom the bos and its coloutf noted. The penis replaced back ina the bos. A second pen is then selected at random from the bos. Find the probability that (0 the fst pen selected is ed, (the second pen selected is blue, given thatthe fist pen selected is blue, (Gp the fist pon selected i blue and the second pen selected is blue, Gv) the second pen selected is blue, (noble pen was selected, 4 Independent Events ‘wo evens ar indapendent evens ifthe chance of one of them occuring does, not aflect the chance of the aher event occuring, From Worked Example the serve tha second male, gn shat it marble k= 2, ad : io “These to prbables are equal regards of whether the fist marble dawn isggeen ryalow, because he fstab a eplacdin he bgelore dang the seco marble. nner word, he ist event of drawing a green ryllow marble docs na tet the second even of dang a yellow rable, We ay that th secon events independent ofthe Gist vet Pisecond marble is ¥, ven that fist marble i ¥ Let be the event thatthe first marble drawn i geen and 8 be the event that the second marble daw is yells From Worked Example 8G, we observe that Pit and B) = Zoe, where 3 ito io marbles isthe probaly hat he second mae yon gen ht yen Since islooqialto:3 fom wecan be Landa) =P) inthiscae ‘In general, the Multiplication Law of Probability tates that if and Bare independent events, PLA and Bor Pa 7B) = PL PB. exroRn enieCOMti 1 t =~» Apt ens reat the ‘Siamese ee. comers @Worked (rahi nig depen ve E Tae re 25 boy an 5 gin clas, 12 othe boys iple el ofthe ge wear spectacles A cls monitor ad thse onl ar Seloced a cry fom hs 23 bos Sn the 3 is specie What isthe roby tat toth elan en ant meine Wer cect? Solution: monitor woars spectacles)» ! Pimonitess wears spectacles) (monitor ane moritress wear spectacles) 1. Workers fom a company work in ether the ‘Administrative! Department or the Serius DA “Teehnical’ Department, Thereare 16 men aid 12 women inthe company. men land 4 women are feom the “Technical” Depariment, A chaitman and > chairwoman are selected at random irom the 18 men and the 12 women respectively Find the probabily that (i) both the chairman and chairwoman are fom the Technical’ Department, the chairman is from the Administrative’ Department and the chairwoman is from the “Technical” Department 2, Michael has two laptops, Laptop X and Laptop ¥. In any one yeas, the probability of Laptop X breaking down & 0.1 and the probability of Laptop ¥ breaking down is 0.35. In any one year, what the probability that 4th laptops beak down, Ai Laptop X breaks down but Laptop ¥ does ot, Ai) exactly one ofthe laptops breaks down? E 7 = oxronp raptors‘#} Dependent Events v Investigation ‘Dependent Events These are 7 yee marbles and 3 yellow marbles ina bag. The marbles are denial excupt for their colour Two marbles are drawn a random from the bag, (.e, without any replacement. 1. Copy and complete te probabilities on the probability ee in Fly. 3.7, First Second Draw, Baw v ats} = ( eWee Fig. 37 2. Find the probabitity hat 4) theseconit marble haw s yellow, given that the fst marble drawn is green, Ai) the secon marble drawn is yellow, giver thatthe fist marble davyns yellow. 3. Ave the probabilities in Question 24) and (i) equal? Does the probability of sdeawing a yellow marble in the second deaw depend an the outcome inthe fist daw? Esplin Find the probability thatthe second marble drawn is yellow. this probability ‘equal tthe probabiliies in Question 24) and Gi? 5. Let be the event tha the frst male draven i green and & be the event thatthe second marble drawn is yellow. (0 {event B independent or dependent on event A? Ex {os the Multiplication Law of Probability, PA and 8) = PLA) PIB) apply in this caver IXFORDFrom the investigation, we observe that the Muliplication Law of Probability, Pld and 2) = PU = PB, does wot apply fA andl Bare dependent events. Naseer, wen we ae ining he probity fo an Bn Ques 5 in theta, weil mp Se protablies aos connected ances lerandan= mcr» Zod 2 connected branches toi te second probably onthe bach sro he pil kde esr vee where 3 2 Ptn. We can stil multiply across two Worked 1 0 | trettty iooving Dependent ve of 3 tudes in a clas, 2 tay Geography and Example "Bea soy Nor sth sp ro stunt ae pleted a andom om theca Fn the proba tat 6 theft sudent sues History and the second ident dies Geography, weston sues sory wb te oer student studs Gograply, Solution: G: Geography Ho Hlisory Porc ~ wre te et sun's Si ue inte ela ne Pik ear sfe s Tides fe tostes ‘Spinone ae ‘oepcement se!(Mr Lim, a Science teaches, needs two students to assist him with a Science fee 1C Question 5.7 ermonstation, Twa students are picked at random from his clas of 16 boys" tnd 12 girs, Using ate diagram dn! the probability that (@ the fest suet isa oy and the second student i a gr, Aone student sa boy while the other student ia gh (Gy at least one ofthe students ia gil. 2. Abiag contains 8 red balls, 7 blue balls and 1 shite ball. Two balls are drawn from the bag at random, one after aneshes, without replacement. Fd the probability that the frst balls ed and the second bal is blue, ) one balls red while the other bal is bie, i) the two balls ae ofthe same colour Performance Task ‘The mathematical constant pais used to find the circumference or the area of 2 acl. A.commonly used value of pi 3.142. Since i an iratonal nur, has an infinte, non eepeabng numberof decimal dips, Les value is 3.481 39, We can appraximate the value of by simulation modelling which involes the use ‘of computer program wo generate a scenario based ona set of rules inorder to study the outcomes ofthe interactions ofthe variables in the model Forthis question, wewill use spreadsheet to generate random points that all inside 4 square of length 2 units as shown in Fig. 3.8 Fina ‘We are interested to find out the numberof points that fall inside the uit circle ite. a circle of rads | unit. This wil help us o estimate the area ofthe unit cil. ao | exrorn(2) Whats the area oF He unit cece Set up the following in a spreadsheet as shown in Fig. 39. The formula in each of the calls in Columns A and B, fon A2 to AST anal form BD to BSL i =2*RANDA-1 Flor the given formula inthe cell A to generate a random number. Click on te small lack square in the lowerrghtcoaner ofthe cell A2, hold and drag it dvs to the cell ASI. this will generate 30 random numbers, rom the cell A210 AST. Repeat this process for Column B. Hence, we will generate 50 points with coordinates x}, which fll within a square of length 2 unis, > PRATT a - 2| Ts y Po msde Taal Area [2 oir acuse “S" "3r'so 26 [5 oie oot b 4 over ore 4 S causes agen 0 © 7001 oosseas 1 7 aserrez -azezse 0 % -ccoeer osooree 1 8 oz osu 4 jo ores ate fi san 02003 1 Fig39 ‘The foxmula forthe cell C2 tn Column € is “IE(A22¥2°216=1,1.0). Tic means tha x54 = Le if the point falls within the unit circle, she cell will take the ‘value of 1. Otherwise, the cell will ke the value of. Simiarly, we click and hold the smal black square in the fowerrght comer of the cell C2, and dat down to the cell C51 ‘he formela in D2 is “COUNTIFC.C Colum C with the value of 1 (©) What does the vale in D2 tell you about the points? The formola in E2 is “COUNTIF(C:C.>-0") This will count all the points inside the square. 171, This ill count the number of cells in ‘The cell F2 gives an estimate of the area ofthe unit circle, or an estimate af the value ofa, (0. What formula should you use in F22 Select the cell rom A2 to BSI. Inset a scatter plot with markers only. it should Took lke the diagram in a), but with fewer points and without the circleRecord the value in F2. For most spreadsheets, you can press the 'F9' button to re-gonerate another 50 random points. Record the new value in F2, and take the _verage of the two values to fad the mean area of the unit cece based on 100 random points Continue this process until you get L000 random points. (@) What isthe mean area of he unit cic base on 1000 random poins sitclose ‘enough to the value of x , Exercise 3c 2. Ang contains 6rd bs ae yellow balls ball fe chosen at random nel then put back into 1. fthanhastwobags each containing Slack marbles the bag The proces seri out twice. and 4 red marbles, He ake one marble at random ferret, {@) Copy and complete he tee diagram shown {@) Copy and complete the tree diagram shown, isle pi fina Se a Fistbog Secon bog 0) ' black 0) epee blak Sd ( ol (©) Fin! the probability. wa © word balls, {i one ball ofeach colour, yellow hall on he second daw. () Find the probability that Ethan draws a black marble from the fst bog, 1 red marble fram the second! bag, given thathe draws. lack marble from the fist bag black marble rom the fist ag and a ed ble fom the second bg, ) a red marble from the second bag, oxrorn3. The diagram below shows two discs, each with four equal sectors. Each dsc has a polnter which, ‘when spun, is equally koly ro come tees fa any Df the four equal sectors, Ina game, the player spins each pointer once. His score isthe sum of the numbers shown Ly the pointes Fis dise Second ese (@) Copy and complete te ree diagram shown, sum ‘Second dice Fist ise {) With the help of the diagram, calculate the probability that (@ the fst number obsained is less than oF equal io the second number obsained, A the second number obtained is 2010. (0. ihe players score fs between 10 and 50 but excluding 10 and 50, he receives $2. fis score is more than 40, he receives $5. Otherwise, he receives nothing. What isthe probabil that he receives 0 8, ss, i 82 oF $5, ynothing? 4. Fthan takes either Bus A oF Bus & to schoo! every dy. Bus 4 andl 6 either arrive punctualy ‘Flare. The probabilities of Bus 4 ard B arriving zai % and 2, cespectively. Fined the punetually are probability that © both buses are pncual, (i) Bus Ais ate while Bus Bis punctual, Ay exactly one oF the buses i ate 5. Ina group of 8 boys, 3 are lelthanded, The remaining 5 boys are rghtchanded, Ha buy is chosen at random fron the group, state the prcbabilty thatthe boy hose is left-handed {@) A second bay is then chosen a rancom from the remaining 7 boys. What isthe probability thatthe second boy chosen isalso left-handed, given that the fst bay chosen Is lenanded? On another eccasion, 2 boys are chosen at random fiom the same group of Soy, (8) Copy and complete the tree diagram shown below. Fst boy second boy ah 0 — (©) From the ree clagam in), find th probability that (© the fist boy chosen is right-handed! ane the secon! boy chosen is leithandes, both boys chose? are left-handed, the second boy chosen is leithanded. 1: Lefthanded AR: Right-handed! «i‘Aclasshas gis al 15 boys. Two epreseratives are to be selected a random from the clas. Find ‘the probability that © the frst representative isa ) the second ropresenative isa gil, given that the fs representative isa boy, the rst representative sa boy andthe second representative isa gd, iv) aboy anda gi are selected as represematves Abba contains 6 green and 4 blue cards (a) Acatdisdrawn ateondom.Findthe probability that itis green (‘The card drawn Is toured! to the bag and fier mining the cards thoroughly, Shiley takes two cards al random from the bag, fone afer another Using a tee diagram, Calculate the probability that Shidey” has taken out © wo geencards, i) one card ofeach colour, at evs one blue cava Bag A contains 20 porioes, 4 of which ae rotten, Bag. 8 contains 12 potatoes, 3 of which are rotten. J Wei selects one potato at random ftom each bag. (2) Complete the toe dingram below to show the possible outcomes af jun Weis selections. Baga bag 8 ere () orien 0 es a (hy an Wei wants to ind out the probability ‘ofseecting two rte potatoes. He multiplies the probabilities along. the °RR’ branch highlighted in red) and he says that he is ‘using the ‘Mulipliaton Law of Probability’ Do you agro with wat Jun Wei says? Explain your answer clearly. A red die has the number 1 on ane face, the rum 2 on wo faces aad the number 3 on three faces. Two green dice each have the number 6 09 ‘ane face and the number on five faces. The thee Hice are riled together (@) Copy and complete the tree diagram shown, below by writing fe probabilities on the “branches Fst Second Red die Greenie Green die eal ee wes, PB. oxtoRp states that if and B are independentReview. Exercise ‘Aman throws a die anda coin, Find the probability that he wil got (i) the number “followed by a head, Lid aneven ime followed! by ta Two balanced dice are thrown together, Find the probability that they will how fi) the same number {i two even numbers, two odd numbers, Gv) one odd and one ever numb i dises, numbered from 1 to $0, are placed in a howl. One disc is picked at random, Find the probability thatthe number on the else fs greater than 28, Jncludes the digit Aids prime, Gu) is divisible by 4 Assuming that the birthdays of people are equally likely to occur in any month, find the probability that © 0 poeple solectd at andom ave born inthe same month, three people selected at random are not born in the same month, Gy four people selected at random are born inthe same month, nay dy heb at Hahn as herbs Find de py da (she weather hn patel dy sho wll mits er bs on tw pater Sonar ce (G9 Sl mss fe os nef 0 (hh cach see parca ‘The probabilities of Rui Fong, Michael and Khainl winning the gold-medal for the 100-metre Liat freestyle swimming competition ar 4, 4 and t, respectively Find the probability that {one of them wins the gol medal, c old medal, {iy Rul Ferg fais to winthe gold media ne of ther wins the Shc eles, with che numbers 1 0 6 wien on each bf them, are placed ina bag, Twa dies ate dawn at random from the bag and placed side by side ‘oforma two-digit number By drawingapossibility diagram, find the probability that tae number foemed is ] ivsibleby 2, (id civisble by 5, i liv) a perfec square 2 prime number, exFoRD10. mm he letters ofthe word "FOLLOW" ate written on six individual catds, The carcs are place! face down on the table and their positions are rearranged randomly. The cards are turned over tne at a tine. For each of the fllowing cases, find the probability that @ the fst wo cards turned over will exch have: the letter ‘0 weiter on thee, the second card turned over will have the letor'Fsriten on it Git) the word ‘FOLLOW’ is obtained, in that ord ‘A box contains x white chocolates and y dark ‘chocolates. Khairul selecis a chocolate from the box, followed by Priya who also selects ‘4 chocolate. Find, in terms of x and 3, the probability that (9 Kyrairl selets a dark chocolate, (i) Khair selects a white chocolate while Priya selects a dark chocolate, (iv the chocolates selected by them are of sliferent types, I ay the poi ht tl anon any porters tly lon 2 1 ie 2 whem it ins and 4 when it dacs not sain. 5 “5 What i the probability chat there wil bea talc jam in the cry on a particular day? Ina class of 30 tutes, 20 are boys and 10 are rls, OF the 10 gl, 6 travel to school by bus and A travel by ar G@) If two sudents are selected at random, calculate the probability that @ one isa gil and one isa boy, 0 gis are selected, () If ova oF the 1D gies ave selected at random, caleulate the probability that both rave to school by bus, ‘oth travel to schoo! by diferent means ‘of ransporation, (iy at east one wel to school by bus oxFoRn 2 13. 4, {A weather forecast sation describes the weather for the day as either fine or wet, I the weather is fine today, the probability tha twill be fine the ext day is OS. I the wether is wet today, the probability tht it willbe wot the nextday is 06. Giver that Monday is wet find the probability that 4) the next two days wil also be wet 4) Tuesday will be wet and Wednesday will be fine, {Gi thexe willbe one fineday and one wer day for the next two days; Gu) two ofthe next thee days will be wet A bow! of sweets contains 2 fruit gums, 3 minis nd 5 tolees. Thee sweets ae 10 be chosen at dor, without replacement, ftom the bowl Calculate the probability fat, © the fist wo sweets chosen will be dferen, the three wees chosen will he the same, ofthe three sweets Crosen, the fst wo wil be the same and the third will bea toffee Tee siaplanes are scheduled to land at either Terminal 1 ar Terminal 2 of the aigport. The probabilities of each airplane landing at Terminal 1 3, 2 and 3 especie Fnd th probbiy @ allthree aaplanes tare at Terminal 2 ‘exactly to sinplanes ane at Terminal, Ai) exactly one airplane lands at Terminal 1.15, A-bag contains 5 ved, 7 yellow and! 1 white disc. ¢b) Ina game, Raj, Ru Feng andl Farhan fire one Two discs are taken out in suecesson whut shot each at the target, in that over. Once the replacement, By drawing a tee diagram or ‘age hit, dhe gare endl and the winner is thensse, ind the probability of geting the one whe hits the target fist Find the © to red discs, probability that (a wad and a yellow disc in that order, (the game ends ster two shots, ‘0 white discs (i) the game ends fer three shots, iv) nwo discs of cifeent colours, Gi) the game end y the third sho. 16, Three national servicemen Raj, Rui Feng and Farhan took part in a tile shooting competition, The probabilities that Raj, Rui Feng and Farhan willeach hitthe targetare 2, 3and 4, respectively (a) Twecoitem reaneshoteachsiraitaneosy tthe age Find the poablty that 6 aire men ithe ts i al eee vis th ag Gi ex wo Ht he get, Gat ea one man is thea. 6 = een = ame@ Challenge Yourself [Ethan rolls two identical far si-sded dice ut eoes not know the esl, He was told that one f the scores. Given ths information, whats the probability that both of the scores ate 9S? ‘Mint: Analyse the possible outcomes using a possibility diagram. During a game show, the host picks you to take part in a contest and you are ven the following scenario There are tee closed doors and you at incited to pick nw of thom, Thre isa brand new car behind one of the doors, and a goat behine! each ofthe ather wo ‘doors The host knows what & behind the doors Suppose that you pick Door 1 andthe host opens Daor 3 because he knows that the ear isnot behind it as shown below BOE You are then given the option to switch 10 Door 2, Should you switch doors to Increase your probability of winning the cart Hint: This is counterintlve. Search on the Inne for an explanation to this famous probability puzzle and compare it with your own reasoning (4) There ave 367 students in the school hall. What i the probability that at least wa ofthe stents have thir birthday falling on the same lay ofthe year fi they donot have ta be bor in the same yoart ©) “There axe 40 studs inthe lasstom, What i the probably Ut atleast {so ofthe students have ther binhelay falling on the seme day ofthe year? Is the probability vey hight (©) What isthe least number of students in a classoom for the probability that at last s90 of them have their bidhday falling onthe same day’ ofthe yene to be grenter than 03% oxrorp “traestate th feetures teri a esteisepe mec, quartles and perceties: ees iealelae te queries fer a set of ascrete data, Interpret arc annie box-anc-tisker ps, calculate te standard deation, se te mes and standard devon 1 compare to sos of ca,Cumulative Frequency Table In this setion, we will learn how to presenta set of data by constructing a table of cumulative frequencies, Constructing a Table of Cumulative Frequencies Discuss in pls Table 4.1) shows the fequency table for the numberof hours spent sufig the Internet by 40 students on a particular day while Table 4.10b) shows the cowesponding table of cumulative frequencies (or cumulative tequency table). To findthe cumulative feequency fora particula hour & weust ad up the requencies which ate fess than or equal 10; Le. =k For example, the cumulative requency for hous, ie. 14 i834 8 ‘Number of Hours Spent Surfing the Internet by 40 Students oni? 3 152 3 Dera 5 4 325-8 ders 16 are8 2 kere a @ o Table 4.1 1. Using the information from Table 4.12), copy andl complete Table 4100) 2. Using your answers in Table 4.1(b), find the number of students who sur the Internet foe 1) 6 hours or tess, {more than 8 hours, {ly move than 4 hours but not more than 19 hours, 3. Whatdoesthe last entry under ‘Cumulative Frequency’ of Fable 4.148) present? Explain your answer. 0 ie SameFrom the clas discussion, we have learnt that the cumulative frequency for a particular value ean be obtained by acing up the frequencies whieh are less than ‘orequal to that value, In other words, the cumulative frequency sa ‘running total frequencies. The cumulative frequency table allows us to gather Information such 28 the number of sludents whose score Is below a passing mark or the number of ‘imal species shorter than or equal 1 a certain len, 2s shown below. “Tholengths of vinsecsof cenain species were measured, tthe nearest mllimete, ene 4 Queso 12 “Tho frequency dstibution is given in the able below. 1 3054238 3 35840 « ware 4s 2 4=x=50 0 S0=4e55 6 S5<5= 60 2 {) Using the table given, construct a cumulative frequency table, () Using the cumulative frequency table which you have consiructed, fad the ‘numberof insets which are @ SOmmox less lengh, i) more than 45 mm in length, ‘move than 35 mm but less than or equal to $0 mm in Heng, § Cumulative Frequency Curve Ith secon we wil learn how to caw arent cumulative equeny In Worked Example 1, we will make use of the cumulative Fequencies from “able 4.1¢b) to learn how to craw a cumulative fraquency curve.sing andl Inoretation of Cumulative Frequency Worked a Example The table below shows the cumulaive frequencies for the numberof hours (spent by 40 students suring the internet, on a particular day. Nomberof) y<2]r<4| reo | res | r< 1 a frs6 | res | rc formers | | | a6 | 0 Z 2 (a) Using a see of 1 em to represent | hour on the horizontal axis and | em to represent 5 students on the vertical axis, daw a cumulative frequency curve for the data giver inthe tale (0) Using the cumulative frequency curve, estimate A the rumber of students who sur the Internet for Sours or fess, the percentage of stadens who surf the Intemet for more than 63 hours, the value of, such that 80% ofthe students surf the Intel fr ¢ hours or les. Cumulative Frequency Curve {or the Number of Hours Spent Surfing the Internet fo plot cane Feeney Stop Labatevesny i “Cust Ferny S92 Labs beter, Sep: at he pins 9 ph pase 3, EN 3 an fan ‘ | sep se pint psa | ‘renter | ste Cumulative Frequency teas zp PL tracing indicates that ‘Number of hours () et fre fo (stor eat sas (8) (From the curve, the numberof students who surf the Intemet fr $ hours or less 14 © imum aoe os - oxzoRDFT a re mrt 6a ort, ~~, rie Istvan ari or ee far fn Tre puomnageeens se monet tan as eam en an jents means 84.40 ~ 32, je. 32 students surf the Internet i 80% ofthe student a0 = 32,32 tents sur the ntemot for hours or les, From the curve, The table below shows the amount of milk in ltes) produced by each ofthe 20. “eho sA Quin 35,9 cows ofa dairy farm, on a particular day. “Armount of ik ites) | Number of cows exes 7 4ex56 1 axes 1" Sexe 20 Was=i2 0 Revel 5 @) Copy and complete the fllowing cumulative dsrbution table fo the data given, ‘Amount of milk ites) | Number of cows xed 1 r= is x8 sel xEI2 vel (©) Using a scale of 1 em to represent | lite on the horizontal axis and 1 em to represent 5 cows on the vertical axl, craw a cumulative frequency curve for the daa given. (©) Using the curv int), estimate the ruber of cows that produce less than or equal 0 9.4 ites of mil, (i) the faction ofthe 70 cows that produce more than 7.4 lies of milk, (iy the value of x, 170% ofthe cows produce more than x lies of milk In Worked Example 1, the upperend points of the cumulative frequency classes are given as ‘ess than or equal to, Le. &. The cumulative fequencies can also bbe computed by having the upperend points as ‘ess thar, ic. 1 < & In Worked Example 2, a ess than’ cumulative frequency curve i used. oxronpWorked Example Cumulative Frequency aang? {aoteperation sethan” Cumulative Frequency Curve) The ‘essthan’ cumulative frequency curve shows the lisribution of the masses (of 120 apples, Curative Frequency Curve _ a el et] | tre | | & |-20. 2 «| a | j aaa ea beh ab ie NG i Esme from the curve the number of apples having masses les than 98 the fraction of the total number of apples having masses 117 gor more, the value of £, given that 20% of the apples have masses g 0° more, ‘Cumulative Frequency Curve forthe Masses of Apples a(© From the curve itis estimated that 48 apples have masses fess than 98 p {From the cure, 104 apples have masses ess than 117 10 apples have masses 117 gor more. 16. 120-0 z The required ration is Gip 20% 0 120 24 apples have masses & g oF more, i, 120-24 = 96 apples have masses fess than ke. From the curve, 96 apples have masses fess than 114 arene ‘The Vitamin C content of 200 oranges i¢ messured. The cumulative frequency ‘eure below shows the Vitamin C convent x mg, and the number of oranges having ‘Vitamin € content ess than x mg. ‘Cumulative Frequency Curve for the Vitamin € Content of Oranges ait 200 + | Bsc Eas. aa ‘5 400 s é 5 Lo f f abet if 7 we "| ‘Amount of Vitamin C (x mg) Use the curve to estimate {@ the numberof oranges having Vitamin C content les than 32 mg, @) the faction ofthe total numberof oranges having Vitamin C content of 26 mg i) the value ofp, given that 40% ofthe oranges have Vilamin C conten ofp mg *~» fone Ree nn eco 48 uations 67, 10 ayes Chaptar é; Exercise 4A 120 students took a Mathematics examination and! 2, 230 students took pat ina. physical fess thelr results are shown inthe table below. test and were required to do. pullups, The rnuriber of pull-ups done by the students is show in the frequency tile below. d b | a | dopa ‘Marks fa) timate from the prot © thermecion mar Gi) the upper quate ip the inerquartile ange Gu) the number of participants who scored more than or equal to 26 marks but ls than 30 mas, Given that 37.5% ofthe students passed uz, use the graph t ind the passing mark, yaph shows the cumulative frequency curves 1 daily travelling expenses of 800 students in schools A and 8 Cumulative Frequency Curves the Daly Travelling Expenses of Students t oe wae Travelling Expenses (cents) {@)_ Use the raph toestinntethemedian travelling ‘expenses af the tulent from Schoo! Gi) School 8 (©) Find the interquartile range ofthe travelling lexpenses ofthe stents from Schoo! a, Schoo! & © 80° percentile of the traveling ofthe students from School 8. (2) Stato, witha reason, whether the stulents fom School A or Schoo! # spenel more on daily veavelling expences oxrorp9. Allhe students fom two classes, and 3, took the same Mathematics Olympiad examination pape. ‘The cumulative frequency curves below show the scores forthe two classes, Cumulative Frequency Curves forthe Mathematics Olympiad Scores of Students 10, The cumulative frequency curves show the lstribution of marks sened by S00 eadets in 3 physical fitness test from each of the two military schools, and 8. Cumulative Frequency Curves Tor Marks Seon by Cadets iat 20. Clate B/ 40. f Cumulative Freque y 8 [ Scores 4) Estimate the lower quale, median, and Upper quale in Clas {i How many students are there in Class (i) Find the interquartile range of Clas 8. {iv Estimate the percentage ofthe students from Class 8 who received a gold award, given that the qualiying mark fora gol award is more than 38 (9 Do you agree with the statement that ‘Class A ‘generally performed bettor and thoi results are more consistent? Justify your answer. (@) For School 4 estimate fem the graph, 4 the median mart, i) the 10% percentie, (Git) the interquartiterange, (i) the number of cadets who scored less than 43 marks, (the passing mak given that 60% of the cadets passed the physical fines test. (0) tis phen thata distinction grade is equivalent 1070 marks and above Find the percentage of cadets who score ditinctionsin each school ©) ‘Cadets irom Schoo! 8 performed better in _general, than School A. Do you agree? Give ‘wo reasons to support your answerCity x Gy 12. The waiting times (i outes) of 60 clients at 4 bank, on a particular day were measured. The ‘cumulative frequency curve shows the wating times (7, ard the number of clemts with wating ‘ines more than # mints Cumulative Freeuency Curve for the Waiting Times af Cen in a Bank 80 65 21 81 16 23-37-50 53.100 10379 99-121 200, 308 114 171 198 235, (2) For te PSI data given for City find © therange Gi themeetan, id ierquarile range, 4) For the PSI data given for © therange the meetan, Gi the inerquarite ange. {€) Which city's data show a greater spread? (2) Compare and comment on the air quality sport ‘of the 0 cies. Give twa sons 1058 your answer, haner& L / Cumulative Frequency {@) (Estimate the lower quartile, median and upper quartile ofthe waiting times in the bank 4) Fie the interquiilee we (0) Find the percentage of clients who waited for ‘ot mote than 15 mines at she bank (©) For the same 60 clients, a second cumulative frequency curves ploted to show the waiting times (9, andthe aumber of clients with ‘vain times less than equal to ¢ minutes. What docs the itercction of the mo cumulative curves present? Explain. your answer cle oxronpIn this section, we wil learn how to caw and! inexpres a box-and-whisher plot, ‘which is anexher way o show the dstrbution ofa set of data, ‘Let us look at Worked Example 4 on page B3 ag from the cumulative frequency curve for te speeds of 100 metor vehicles. tn the ecample, “the maximum speed is 60k, the minimum speed is 10 kh, + the median speed is 49 kh, + the Lower quarile(Q, is 42 km/h ane + the upper quartile) ie $7 kr \We can present this infarmation on @ box-andavhisker plot. To begin, we daw a horizontal number line using a suitable sale. The number ine must be lang enough to contain all the data points. On top of the number line, the patios ofthe MIN Lovinimum speed), the MAX imaximum speed) and the quantiles are indicated, as shown in Fig 46. in Q, Median @, Max | 1 ok | HHH dt 0 0 Speed (kimi) Fig 46 ‘As shown ia Fig. 4.7, a rectangular box is drawn above the number ine, with the left side atthe lower quartile and the right side atthe upper quail. vertical line Jsthen drawn inside the box to inccate the median. This rectangular box represents the box a 3 box-ancavhisker pt Above the number line, the MIN and the MAX are marked. Twa line segments are then drawn to connect the MIN and MAX tothe sides ofthe box. These to line Ssegrrens represent the whiskers of a box-and-whisker pl, as fo 2% 3 4 so a om MD Speed (kav) =~» abe i tb dow ‘owwrmandicg A Ar ed rhe punTherefore, the final igure in Fig, 4.7 is called a box and.hisker plot From the boxand-hisker plet, Range = MAX — MIN, and Interquartile Range = Q,-Q, =40-10 = 70 kab, 15 kmh, AA box-andvhisker plot isa way of summarising ase of data 1¥ we are interested in only the five values (Le. mia, max, Q, Q, and Q), then we lise the hox-ancashisker pt. But if we need to find! the cumalaive frequencies oF Percents, then we use the cumulative frequency curve \When comparing two seis of ta, it is easier to use the box-andahisker plot than the cumulative fequency curve because we will usually compare only the medians and the interquartile anges. Worked (Drawing a tox-and-Whisker Plot Example Draw a box-and-whisker plot forte given set of data 10,4,3,16,14,15,4, 7,11 5,17, 14 Solution: ranging the given data n ascending rc foverhalt upper halt Peasy Bu wit For the given data,» Median = +1 Q,= 422-45 Whenthe numberof data nthe lower al seven 0, ithe erage of the two idle vals) _ Maus 14 (When the number of data in she upper ull 6 even, Q, the veiage ofthe swo mille values) ‘Te bor-andavhisker plot is drain below, oy SSSRnSSRESE SSSR pay 3 7 45 0s 1 Ee ee 46 8 © 2 Ww Ws 0 tiict imamer pl forthe piven set of data. rie 4 Qt 10) 20, 14,33, 9, 7, 13,29, 9, 16 Vertical Box-and-Whisker Plots Box-andwhisker plots can also be chawa vertically Table 4.2 shows the summary statistics for hwo sets of dat, Aan 8. 2 seta | see 0 10 0 | ne 36 | 80 so | 90 70 Table 4.2 Fig, 4.8 shows the box-and-whisker plot, which is drawn vertically fo the data in Set A, ‘Saat Fig. 48 1. On the square grid and scale glen in Fig. 4.8, daw a vertical boxandvhisher plot forthe data in Set 22. What do the heights of the rectangular boxes represent? Compare the heights of the avo ectangular boxes cortesponding to the data in Set A and Set 8 3. From the height ofthe rectangular boxes, what can we infer about the spread of the data in Set A andl Ser 5?From the class discussion, we have learnt that boxand-shisker plots ean also be raw vertically. Box-and-visker plots give usa visualisation of he spread of a set, Df data and also facilitate comparisons beaveen two or more ses of data Worked lierpeting 2 Box-and-Whisker Plt) : ‘A cass of students took an English proficiency test. The Example resis are epresested by bowandavhisker plot, 38 shown below. @ State the median mars Fin the ange othe marks ofthe clas, Gib Fin! the interquartile range ofthe mark. Solution: =. Lens EB (0) From the box-ane whisker plot, the median score 60 mats. Gi. Range = MAX MIN = 100-20 40 Interquacile range (@) For Schoo! 4 find the range the median, Gi the interquartile range. (©) For Schoo! B, find @ therange, Gi the mecian, i the interquartile range. (©) ‘Studer rom School B are generally heavier than student from School A Do you agree ‘oxrorp The boxandavhisker plots show dhe marks obtained by some stents in the History and Geography examinations The maxim mat for ‘oath examinations is 100 Geography History » © @ Forthe Geography examination, find the range Ai the median, (Gy the interquartilerange For the History examination, find @ the ange, Ai) the median, (Gi) the inexquastilorange [Nora said hat the Geography examination iseasier than the Hisory examination. Do you agree with Nora? Give two reasons for your Which examination has a wider spread of mvs? Give a reason for your answer9 64 adults wore asked to indicate the weekly number of hours they spent watching television. The cumulative frequency curve below shows the informatien cbvained, Cumulative Frequency Curve for the Weekly Number of Hours ] Adults Spent on Watching Television Feestgn | Jae jv | tear tet i » Be sk eo A TE eden” PP Eo} ‘ (2) For Prestige Country Clb, find 330 © the median age, 2/20 the nterquailerange, oh, faa: (0) For Luxury Coumiry Cub, find f medion age, a oe @ theiveruailerange, | ae (0) For the bocandsaiser plot for Linury a Country Club, the let whisker is much longer (0) Usethe gph to existe than the right whisker Explain what this @ themedian, mean. @ the interqurierange, ‘Which county club shows a greater spend of Gp the number of adults who spent moe = = thn 25" hours per week watching teevsion, (© Comment bviety om the dsbation of ages beiween the mem Prestige Count The boxand.whisker plot below shows the Club and Luxury County Club, number of hours that 2 group of 64 teenagers See eagle. 11. The following diagrams stow the box-and-whisker - 4 plot fortwo ses data, Xan. ~ Paetseetieeteeee fin eebie eettetehe | DD | Number of Hours ©) Find | @ themed, { 6 the erquarite ange | (©) Twonagers spent more time watching a 5 television in general Do you agroe? Give a reason to support your answer, (@) For each set of data, ne (@) Compare and comment on the spread of the @ themedian, ‘ime spent watching television of these two (the range, s10ups of people ‘he interquartile ange os gxroen(6) Which set of data has a more balanced 12, The box-andwhisker diggrams for three sts of spread? data, X, Yand Z, are shovn below. (6) Which set of data has a greater spread? (@) Which st of data has lower median? {€) Which one of the cumulative curves (A, 0 or © shee bclw best represents the set XP Cumulative Frequency Curves for Data tn Set X seins Fe Fequeneydsburons frie tee eof cat, i 2] sarhentietneediacesto pce | f Nisa ly ara i fl i g Es HE BED 2 (0 The htyans below (P,Q and show A. the fegeney touts for the thee xs cumulative frequency curves for data in Set X a Band Cin port Kuch each ofthe twce cues 10 ther reper Histograms oy you anes, : i i E Frequency Frequency = Frequency R Frequency me c (2) Describe a context foreach ofthe histograms P.QandWe will lean a nev satisical measure, standard deviation, 0 describe the clsebution ofa set of data Investigation ‘Are Averages Adequate for Comparing Distributions? Fig. 4.94) and) show the dot diagrams for hoe sets of data, Set and Set, bath with size n= 6, mode = 3, metian = 3 and mean = 3, Aithourh the three averages (move, median and mean) ae all ecpal to 3 for Set A an Set 8, the two distributions ae diferent eae cy Fig. 49 1. Draw another wo dot diagrams with dstbuvions such that =6, andl with the ‘made, median and mean all equal to 3 22. Are the three averages imode, median and mean) adequate for comparing S90 ‘ts of data! Explain, From the above investigation, we have leamt that hwo sets af lata can have the same: averages (mode, median ard mean, but the distributions can sil be diferent. ‘Theteore, there isa nee! for another method 1o measure the spread ofthe data or clstibaion, In Scetion 4.2, we have learnt how to find the interquartile range fr both discrete ‘and continuous data, The interquartile range is a measure of the spread ofthe dala shout the median. It tells us about the ange ofthe midale 506 of the dstibution. It {soften used when the median isthe appropriate measure of the average ofthe dta, ance have Tearat in Book 2 when we should use the median. oxrorp‘As mentioned in Section 4.2, we wil lea in this section 2 news measure of spread ‘whieh describes how the data are spread about the mean and which also takes into account all the values of the data st, I is often sed whem the mean isthe “appropriate measure of the average ofthe data ln Book 2, we have eae a formula fr cate Le, ar where is the requency of each data vale x ig the mean, Fafa set of daa, f= Lor each data vale x them 2s, where n= 3 is the sizeof the data Investigation ‘Obtaining a Formula fora New Measure of Spread “Table 4.3 shows the temperatutes, in degiee Celsius (C1 of two cities, City A andl ity 8 na particular day taker at hour intervals as 2 ou 5 26 = 2 a 6 au a | 2 2 Table 4.3 Part 1: Mean Temperatures {Find the mean temperature of City and of CyB. 2._-Ave the mean temperatures ofboth cites equal? 3. By looking at Table 4.3 closely, what can you say about the spread of the temperatures of City 4 as compared to the spread ofthe temperatures of City B In elation tothe respective mean temperatures? oxsoRp cope @DPart 2: Spread ofthe Temperatures 4. In order to find a better measure ofthe spread of the temperatures, copy and complete Table 4.4 for City A. The frst ow has been done for you 25 | 35-28 3 3 » som | Sun Table 4 5. Fig. 4.10 shows the graphs of the temperatures of both cites, Compare the fraphs and decide which set of data more spread out Temper of Cy Terpersure city g f : t ae 5 & ae i E | 4 i a poten peanettet — p- sp vod - + bie 4 is ‘abe foo] | fegbafi tn 1400 400 hoa Time f= ® Fg. 410 {6 Instead of graph, we need to obtain 2 formula for measuring spread. Consider the value of Ste-). You have obtained this value for City Ain Table 4.4. Use a similar method to obtain the value of ix) for Chy & Compare the values obtained for City A and City. Is this a good measure of spread? Why? 7. Now consider 3x7). Find the value of Six-z for City A and City & and ‘compare these values. Do you think itis a good measure of spread? WhyéWhat happens to Sie the temperatures are taken at 2-hour intervals instead of 4shour intervals, Le. what happens t0 Six—1 we have 12 data values instead of 6 data valuest Does this mean thatthe spread will increase shen there are move data valuest Aaand City 8. Do you think its a good 9. Find the value of 2° for ci nessure of pra Why? 10. The unt for temperature 1s °C However, the uit or 2 PF because seine are a) Hie we raed oe inne a EE to make the unit consistent Find the value of spread about the mean 11, Calculate the standard deviation 24" tor city 8. 12, Compare the standard deviation foe both cites. Which standard deviation i larger? What does it mean when the standard deviation i ager? ‘scalledhe standard deviation. measures how thetemperatures are Fiom the above investigation, we have learnt how the formula for the standard ‘deviation comes about: Standard Deviation = [2 oxrorn &~» Sermstaketsrnyhnbieel fie okey 132 bth eigen tle be ted de 6 ine the ere of sede. the ‘em se dvs OAD) i LESH, bu sts he oe hat he sant iipetoed utter Taicical aa tiyss Chopra QD+#3 Alternative Formula for Standard Deviation eRe e ‘Tere i an altemative formula for standae deviation ‘epstenshinge coms ‘dope ose Sd bin the "stn fmt orm, Le. Worked (Finding the Standard Deviation Using the Altemative Formula) Example The data for the temperature of Cy is shown belo Find the stand de ion using the alternative forma ‘0000 2 ‘0400 2 ‘0800 26 1200 3 1600 3 2000 » &~» Nosed exile th Ee on ui Bases Mean M6 © 28 sen deisin= [EEF O am ———_—_——‘The table below shows the number of grammatical erors made hy Shirley in eight Ss 4D Quaton Habe English essays submited this semester. Find the standard deviation ofthe number of ‘errors made. Show your working clearly. Use of Calculator to find Standard Deviation for Ungrouped Data In Worked! Example 9, we can also make use of the statsieal functions of| scientific calculators to find the tarvard deviation divectly. The data presented in Worked Example 9 isan example of ungrouped data, ‘We we the sme data points (emperatune of City Aas in Worked Example 9, a te Be hat nal pur Siete Before we start, we must always remem In he calculator memory. To do so, pres Follow the sep been to obtain the standard deviation tes ~w, 2. LElstan thischanges the cater otis! me ean eee 2. Divan) = 4. Enter the data one at a time Le seo} p=] ec ao an he ake ‘grape tas p supaLz]ier 2. [alan a a [Boon thescien pls so & EE] the screen dips be we of he sac donThe ages of 7 people ae 16, 21, 22,18, calculator, find the standard deviation of the # Standard Deviation for Grouped Data For grouped data, te formula for ing standard deviation esentaly he Sy oo Pee, is easier to use for the Standard Deviation = bya ov Similarly, the second formula, Le. computation ofthe standard deviation. where the mean, © Worked 1 0 (Finding the Standard Deviation for Grouped Data) 100 Secondary Four student, each from School A and Example Schoo 8, were asked or the amount of ime they spent ‘watching television each week. The results are given in the table below, z A ‘Number Wo

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