1

NATIONAL SENIOR CERTIFICATE

GRADE 12

MATHEMATICS
MATHEMATICS

REVISION GUIDE
REVISION GUIDE

PROBABILITY

– Mathematics
MSIMSI and Physical Sciences Intervention Strategy
– Mathematics and Physical Sciences Intervention Strategy
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Contents Page

1 Introduction 3
2 Areas of Concern 3
3 Processes that adversely affect school results 4
4 Recommendations for best practices 5
5 Subject Improvement Plan 6–9
6 Revision Procedure 10
7 Monitored Extra Classes 10 – 11
8 Challenges 11
9 Key Diagnostic Recommendations 12
10 Conclusion 12
11 Probability Notes 13 – 16
12 Part 1: Venn Diagrams 17 – 22
13 Part 2: Mutually Exclusive & Independent Events 23 – 25
14 Part 3: Tree Diagrams 26 – 29
15 Part 4: Two – Way Contingency Tables 30 – 34
16 Part 5: Counting Principles 35 – 51

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1. Introduction

Mathematics and Physical Sciences are the most feared subjects by both learners and
teachers. Hence, these two subjects are the most failed subjects across all districts in
the Province. The districts most affected by high failure rates is OR Tambo Inland and
Coastal. These two districts have the most significant number of learners in the
province as well as in the two subjects. This poses serious challenges concerning
curriculum delivery and management as well as difficulties in getting learners pass
Maths and Science. Low pass rates in the district result in subsequent low passes in
the province. To improve the provincial pass rate, there is a need to improve results in
high enrolment schools. OR Tambo Inland and OR Tambo Coastal fall in his
category.

In this document, we will look at specialized intervention this strategy meant to

ensure that MSI’s can make an impact and produce better and improved results at
district level, and largely at provincial level.

2. Areas of Concern
General Findings and Areas of Concern:

The following areas of concern were identified in past diagnostic reports and they
were, once again, highlighted as concerns in subsequent NSC examinations:

 Certain subjects have been registering a decline in learner performance, and it

is a cause for concern that in many schools, learners had a mediocre
understanding of the subject matter and this translated into poor quality
responses and misconceptions.
 In line with policy requirements, all question papers would cover the full range
of cognitive levels and always. Once again, it becomes evident that candidates
will perform well in questions that require lower order thinking skills. Many
learners in past papers performed poorly in questions that demanded
analytical, evaluative and problem-solving skills. In view of this, teachers are
encouraged to expose learners to a wide array of exercises that also include
questions that assess higher order thinking skills.
 It would also be observed that in subjects that require the use of mathematical
and calculation skills, candidates are severely disadvantaged by the lack of
these cardinal skills.
 Poor language and poor reading skills have been flagged as stumbling
blocks in learner performance. It was noted that learners did not understand
the meaning of a range of cognitive verbs used in questions.
 Furthermore, in most subjects, there was a lack of understanding and an
ability to apply subject terminology. In light of this observation, integrated
language teaching across the curriculum must be reinforced in all schools.

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3. Processes that adversely affect School Results

Processes that affect schools' results have been noted to be:

 Recurring or unstopping absenteeism of both learners, educators and senior
personnel from their schools. An element of laxity in schools is evident more
especially those schools which have bad performances for the last two to five
consecutive years.
 There is a culture of being laid back, carefree and laziness in school visitations with
view to Monitoring and Evaluating of schools' progress (Quality Assurance) in
terms of teachers' and learners' progress in teaching and learning respectively to
check for early warning signs of underperformance for support.
 Teaching, Assessing, Diagnosis, Revision, Consolidation and Reinforcement
(TADR) is not evident in schools these days.
 Very limited or no timetabled extra tuition in terms of: Morning, Normal tuition,
Afternoon, Evening and Weekend tuition in schools these days.
 Less of no frequent school visitations in schools from the district offices these days.
It is so bad for outer lying schools. You will always hear terms like; bad roads etc.
 Very little Teaching, Assessing, Diagnosis, Revision, Consolidation and
Reinforcement (TADR) processes in schools these days.
 Little or no Timetabled extra tuition in terms of: Mornings, Normal tuition,
Afternoons, Evenings and Weekends in the schools' teaching and learning plan.
 Little or no dedication or School Based Assessment (SBA) tasks.
 No resources viz; learning gadgets like: calculators, maths sets etc.
 Late deployment of specialised intervention strategies on schools, more especially
for mathematics and sciences and underperforming schools.
 Schools with large numbers of learners will take down aggregates by large margins.
 Less or no Career Guidance, Motivational talks and Role Modelling or Career Expo
processes and activities in schools.
 Teachers, although they have experience and teaching methodology, seriously lack
depth of content and hence skills in contextual concept formulation and
formularisation.
 Lack of seriousness on the part of School Based Assessment (SBA) tasks.

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4. Recommendations for best practice

 Recurring or unstopping absenteeism of both learners and educators and senior

personnel from their schools. This would really need the intervention of parents on
the part of learners and District offices on the part of teachers. May be progressive
unions might be involved in stopping this tragedy. An element of laxity in schools
is evident more especially those schools which have bad performances for the last
two consecutive years.
 Frequent school visitations with view to Monitoring and Evaluating of schools'
progress (Quality Assurance) in terms of teachers' and learners' progress in teaching
and learning respectively to check for early warning signs of underperformance for
support.
 Teaching, Assessing, Diagnosis, Revision, Consolidation and Reinforcement
(TADR) need to be the tagline and slogan of schools these days.
 Timetabled extra tuition in terms of: Morning, Normal tuition, Afternoon,
Evening and
 Weekend tuition need to be in the Schools' Teaching And Learning Plan.
 Dedication is needed for School Based Assessment (SBA) tasks by all involved.
 Ownership of learning gadgets like calculators, maths sets etc. need to be enforced
in schools with the involvement of parents.
 Parent frequent meetings on the statuses quo, must be held by schools, for any early
warning signs on the part of learners' performances and progress.
 Early deployment of specialised intervention strategies on schools, more especially
for mathematics and sciences and underperforming schools.
 From lessons learnt, any interventions need to start early in the year and as far down
as grade 10 level.
 Special attention needs to be given to schools with large numbers of learners. Those
are the schools which take down aggregates by large margins.
 Career guidance, Motivational talks and Role Modelling processes and activities
need to be stepped up with the assistance of the Provincial department of Education
and be part and parcel of the schools' activities.
 Teachers, although they have experience and teaching methodology, seriously lack
depth of content and hence skills in contextual concept formulation and
formularisation. Thorough content orientated Teacher Development Strategies need
to be put in place and planned for the beginning of each term.

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5. Subject Improvement Plan

1. THE OVERALL IMPROVEMENT STRATEGY HENCEFORTH (for all groupings)

STAGE 1: GENERIC APPLICABLE TO GRADE 12

THE STEPWISE BASELINE EXERCISE AS A THERAPEUTIC INTERVENTION SYSETM
Step 1 Ask for Previous years’ results
 Ask for School Schedules ; to see Normal Passes , Repeater , and
Progressed learners
 Establish : Nos Wrote , Nos and Names Passed , Nos and Names
Repeating , Nos and Names of Progressed and Totals

Step 2 Ask for Mathematics Scripts from Previous Major Assessments, End of
Previous Years’ Scripts, End of the Previous Terms’ Assessment
Achievements, and any Other Major Previous Terms’ Achievements’
Records
 For each of marked assessment scripts ; Batch Up and then Sort Marks
with their % ages from Top to Bottom
 Establish The Three ( 3 ) Achievement- Based Groupings : as follows

Category 1: Least Achievers (0 – 29%)

Category 2: Moderate Achievers (30 – 49%)
Category 3: Adequate and above Achievers (50% and above)

Step 3 The Linking – Up Process

 Reconcile the two steps 1 & 2 above: That is; Link up Passes, Repeaters
and Progressed learners’ data established in Step 1 with the Occupants’
Data of the Three Categories established in Step 2.
 Consolidate your Three Achievement Based Groupings

Step 4 Question by Question Analysis

 Undertake Question by Question Analysis of All Maths Scripts
collected in the above steps and then create Question by Question trends
 Establish Trends on Topics , Areas and Concepts’ Basics and
Foundations that need more attention so as to strengthen
Consolidation and Reinforcement Priorities

Step 5 Your Own Baseline Assessment Exercise

 Repeat all the above steps but now using your own Baseline Assessment
Instrument based on what learners are supposed to be knowing and how
far the teachers are supposed to have taught and how far teaching and
learning has gone , at that point in time, based on The Generally
Accepted Work Schedules

Step 6 Finalise your Three Achievement - Based Groupings and Record the
respective Learners for the Application of The Improvement Strategy right
away.
The Improvement Strategy for the Three Learner Achievement Based Groupings :
( See Stage 2 Table below ) Learner Achievement Groupings

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STAGE 2: IMPROVEMENT STRATEGIES FOR THREE LEARNER ACHIEVEMENT – BASED GROUPINGS / CATEGORIES FOR ALL GRADES

CATEGORY /
1 2 3
GROUPING
Achievement Level 0 – 29 % 30 – 49 % 50 % <
DESCRIPTION LEAST ACHIEVERS MODERATE ACHIEVERS ADEQUATE ( AND ABOVE ) ACHIEVERS
RISK COORDINATE HIGH RISK GROUP MODERATE RISK MANAGEABLE / AFFORDABLE (TO LEAST )
RISK
VULNERABILITY THE MOST VULNERABLE VULNERABLE LEAST VULNERABLE
FACTOR SEMI SELF SUFFICIENT
Attention Needs Grouping
Generic : For All Grades
EXPLANATION
1. Progressed learners tend to fall in this 1. The likelihood is high that repeaters 1. Although in this group the likelihood is for
group. will be found in this group learners who passed , most of them have just jumped
the red passing line in their previous grade , thus
2. They never passed their previous grade , 2. They do not know in which side of yielding weak passes
but still have to pass their present grade class achievement levels they are
2. If the improvement strategy has also not been
3. They are actually doing two grades in 3. Learners have been taught the same applied systematically , they are sure to become new
one year things by the same people, the same way, repeaters , and hence they fall in the same middle
for a long time. group of boredom
4. If a meticulously prepared improvement
strategy is not applied , they are sure to also 4. They are the bored and frustrated
become repeaters , and hence they lend up group
in the middle group of boredom and 5. They are bored of the during the day
frustration main stream school teaching

6. If nothing else happens , they leave

normal classes and drop out

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STAGE 2 INTERVENTION STRATEGIES FOR THREE LEARNER ACHIEVEMENT GROUPINGS/CATEGORIES FOR GRADE 12

Category/Groupin Category 1 Category 2 Category 3

g Least Achievers Moderate Achievers Adequate and Above Achievers

Achievement Level 0 – 29 % 30 – 49 % 50 % <

Intervention Grade 12
Most / Extra attention Moderate attention Enrichment Work
Extra time Enough time To do Additional Work on their own Adequate needs
Most needs Enough needs to carry on with their school work
Most intense Supervision , Monitoring & Evaluation Enough Supervision to carry on Adequate Supervision enough to carry on with
additional work
The Maths Department’s The Maths Department’s The Maths Department’s
Three – Stage Revision Strategy (Remediation, Three – Stage Revision Strategy Three – Stage Revision Strategy
Consolidation with Reinforcement) frequently
Improvement Strategy
A comprehensive background assessment will A comprehensive background A comprehensive background knowledge will be
be done using the Grade 11 November knowledge will be done using the Grade done using the November examinations of each
examination of each year. At this stage, it will 11 November examinations of each year. year. At this category learners do not lack the
be clear that learners' performance indicates At this stage , learners would possibly basics, however a Question by question analysis
lack of basic concepts foundation hence a not be lacking basics, however a tool will inform us in which concepts do learners
particular strategy will be followed as indicated Question need consolidation & enrichment. As a result, an
in specific categories. by question analysis tool will inform us appropriate strategy will be used to address the
in which concepts do learners need problem.
Educators will also do a baseline assessment. reinforcement. As a result, an
appropriate strategy will be used to Also, Learners in this category based on baseline
Learners within this category strongly lack address the problem. assessment just clearly require consolidation and
foundation on the concepts. With the advice enrichment on particular concepts. These
from Maths Subject Head, Educator will then Tutors will also do a baseline assessment concepts will be identified after tutors do
assist these learners build foundation on Learners within this category lack some question by question analysis. Lots of past
concepts that will carry more weight in the final foundation on the examination question papers will be done by
examination. Learners still in this category will learners during extra time / classes. More
be singled out and tutors will assist them in revision with the tutors assisted by Experts will

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revision focussing mainly on concepts that Concepts. With the advice from Maths be conducted during the Spring School and 4th
learners understand most. Subject Head, Educators will then assist Term and.
these learners.

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6. Revision Procedure

Stage 1
Educators will show the learners how to answer two or more previous years ‘examination
questions on a particular concept in session covered.

Stage 2
Educators will then give learners two or more carefully selected questions from past
examination papers and / or exemplars on the same concept and monitors them as they
discuss and attempt to answer them in their groups.

NB: It is important that Educators allow learners to use all available resources during this
second stage to tackle the questions. Lead learners must make sure that each learner in the
group writes on their workbooks after discussing the solution strategies

Stage 3
Educators will again give the learners two or more questions and allow them to write the
answers under examination controlled conditions. Immediately after assessment,
Educators then conduct a Question-by-Question Analysis and provide Remedial Action
thereof.

7. Monitored Extra Classes

MSI [NPO]’s expert tutors based at the schools have been conducting extra classes in
the morning, afternoon and weekends. This arrangement was made at school level
based on timetables of the schools. MSI [NPO] provided additional support or extra
classes to prepare learners in all types of examinations including internal exams, June,
and Final exams. The implementation guidelines in terms of the in-depth tutoring exam
preparations will be based on upon formal sessions which took place immediately after
tutors were deployed to their respective schools. A group of experts will be engaged
with the learners in each school to in-order to identify the most problem areas
identified by the learners upon writing MSI [NPO] diagnostic examinations.

[See Attachments: Attendance: Registers:

1. Morning Classes Attendances
2. During the day Attendances
3. Afternoon Attendances
4. Evening Attendances
5. Week-end Attendances

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Monitored Extra Classes (Mornings, Afternoons, Evenings, and Weekends)

1 Morning Contact
Grade12 Attendances Gr11 Attendances Gr 10 Attendances
Sessions
2 During the day ATP
Grade12 Attendances Gr11 Attendances Gr 10 Attendances
Teaching & Learning
3 Afternoon Contact
Grade12 Attendances Gr11 Attendances Gr 10 Attendances
Sessions
4 Evening contact
Grade12 Attendances Gr11 Attendances Gr 10 Attendances
Sessions
5 Week-end contact
Grade12 Attendances Gr11 Attendances Gr 10 Attendances
Sessions

8. Challenges
During the period of intervention, several challenges emerged, and these include, but not limited to:

 COVID-19 pandemic has impacted negatively on teaching and learning,

 The fear of COVID-19 is still lingering in the minds of both teachers and learners,
 On Sunday 27 June 2021, the President announced the country’s entry into Level 4 which
carries stricter measures directed to national and provincial population freedoms of mobility and
self-protection Systems. Closing of schools for Winter vacation have been brought forward to
Wed 30 June 2021 to re-open on Mon 19 July 2021 as Level 4 has pushed these holidays
forward a bit.
 The National Minister of Basic Education also announced the possibility extending the re-
opening to even later if it’s not safe for the school kids to return by then,
 The Annual Teaching Plan (ATP) and Extended Hours’ Tuition (EHTT) times will
always be of essence right through the year, hence
 Plans are in place where, amongst other methodologies, the following interventions will be
conducted:
 Online Teaching & Learning: WhatsApp, etc.
 Pseudo-Blended Teaching and Learning Service delivery
 Virtual Week end interventions,
 Virtual Public holidays’ interventions,
 Virtual Exam Preparation Interventions, more especially for MSI’s large schools,
 Caps Maths & Science packages for intended:

 One-On-One Lessons, Home-schooling, Special Extra

Tuition, Fast Tracking and Further Academic Intentions

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9. Key Diagnostic Recommendations

9.1 Previous Diagnostic Reports
Previous diagnostic reports are pertinent to gain a holistic grasp of learners’
performance and to identify weaknesses in the teaching and learning of the ten key
subjects.

9.2 Past Question Papers

Past question papers should be used as a teaching and learning tool but teachers need
to guard against teaching to the paper. A question paper serves as one of the resources
for revision purposes. It must be stressed that the CAPS and the examination
guidelines for each subject must be followed to ensure that all topics are covered

9.3 Language in teaching

 Language across the curriculum is a pivotal part of the learning experience.
 Teachers across all subjects are encouraged to work collaboratively ,
 To integrate a school-based language strategy that aims to improve learner
performance.
 In an effort to build learners’ language proficiency and their confidence
 In decoding both the Language of Learning and Teaching (LoLT) and
 The language of assessment,
 Teachers are encouraged to add their own language aspects, as these apply
within the context of their schools or classrooms.
 In view of this, the DBE introduced a manual on the Teaching of English Across
the Curriculum as a means of strengthening LoLT from Grade 1 to Grade 12.
Teachers are encouraged to integrate the ideas contained in the Further
Education and Training (FET) manual into their teaching by referring to the
provided list of language aspects that are used mainly in the subject.

In summary, the following points serve as a guide to teachers:

 Focus on aspects of language competence and examination technique.
 Language and comprehension skills must be developed in each classroom, across
subjects.
 Subject terminology and definitions that the learners must clearly understand.
 Learners need to have a solid understanding of action verbs that are used in the
phrasing of questions and their specific meanings in the context

9.4. Integrated intervention strategies

Real gaps in teaching and learning must be addressed by integrated intervention
strategies. Among these could include:
 Regular revision of challenging topics is paramount;
 Study groups could be formed and learners who have firmly grasped topics can
support those who have a poor grasp of topics;
 Teachers from different schools in a given circuit district could work closely
together to support; one another in mediating challenging topics to learners.

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CONCEPT HOW TO LEARN IT? RELEVANT FORMULAE AND

KEYWORDS
Mutually exclusive events Identify common items within the events. 𝑃(𝐴 𝑜𝑟 𝐵) = 𝑃(𝐴) + 𝑃(𝐵)

Cannot occur at the same time (𝑃(𝐴 𝑎𝑛𝑑 𝐵) = 0

Know definition of mutually exclusive events using a Mutually exclusive (𝑃(𝐴 𝑎𝑛𝑑 𝐵) = 0
formula.
“AND” is the key to the concept
Practice those examples that has keywords discussed Check your answers after doing the calculations
above.
Addition rule Elements of the addition rule are always the sample 𝑃(𝐴 𝑜𝑟 𝐵) = 𝑃(𝐴) + 𝑃(𝐵) − 𝑃(𝐴 𝑎𝑛𝑑 𝐵)
space.
Know the identity Not mutually exclusive (𝑃(𝐴 𝑎𝑛𝑑 𝐵) ≠ 0
Write down the formula and substitute correctly. Check your answers after doing the calculations

Try using your own numbers for practicing correct

substitution.
Complementary events Add and get one 𝑃(𝐴) + 𝑃(𝐵) = 1

𝑃(𝐴) + 𝑃(𝑛𝑜𝑡 𝐴) = 1

𝑃(𝐴) = 𝑃(𝑛𝑜𝑡 𝐵)

𝑃(𝐵) = 𝑃(𝑛𝑜𝑡 𝐴)
Know the identity “NOT” is the key to the concept
Use the Venn diagrams and Tree diagrams to master Practice the exam-type questions.
Complimentary events.
Dependent and independent Dependent: Sample space get reduced. Independent events
events

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Independent: Sample space stay the same. 𝑃(𝐴 𝑎𝑛𝑑 𝐵) = 𝑃(𝐴) × 𝑃(𝐵)
Product rule Independent

Correct substitution

Replacing and not replacing

Use the tree diagram.
The product rule Keyword “and” means multiplication. 𝑃(𝐴 𝑎𝑛𝑑 𝐵) = 𝑃(𝐴) × 𝑃(𝐵)
Correct substitution Independent

“AND” is the key to the concept

Practice using past papers and make sure that you see
the keyword “AND” and substitute correctly.
Venn diagrams Representing listed information in a diagram. No formula
Start with numbers that affect all three events. Venn diagram

Subtract the way out to those numbers that affect

only two events.

Consider each event in full.

Add to get the total of each circle.

Add everything to get the sample space.

Make sure you read the question and identify the
number of events.

Draw your circles in a rectangular block to

accommodate your Sample space.

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Tree diagrams Understand that events must be presented in the form

of branches.
Identify how many events do you have. With replacement

Check what can happen i.e. probability. Without replacement

Make sure that your total outcomes are correct.

When you add down the total outcomes, your answer

must always give you one.

When you go across the branches, you multiply the

outcomes.
Contingency tables Frequencies of events represented on the table No formula unless you are proving mutually
“AND” means intersection “OR” means union. exclusive and independent events.
Totals (balancing the tables) Two things happening at the same time.

Independent Contingency table

Make sure that your totals down and across always
balances.
Factorial notation and counting Pattern in reverse order for consecutive numbers. 𝑛!
principles
Must be natural numbers. 𝑚×𝑛

Arrangements and combinations.

Know the formula: Arrangement

𝑛! In how many ways

(𝑛 − 𝑟)!
Put together
Application of the formula is very important.

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Learn how to substitute the values correctly.

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Part 1: Venn Diagrams

QUESTION 1
Research was conducted about driving under the influence of alcohol. Information
obtained from traffic authorities in 54 countries on the methods that are used to
measure alcohol levels in a person, are summarised below:
 4 countries use all three methods (A, B and C).
 12 countries use the alcohol content of breath (A) and blood-alcohol
concentration (B).
 9 countries use blood- alcohol concentration (B) and certificates issued
by doctors (C).
 8 countries use the alcohol content of breath (A) and certificates issued
by doctors (C).
 21 countries use the alcohol content of breath (A).
 32 countries use blood-alcohol concentration (B).
 20 countries use certificates issued by doctors (C).
 6 countries use none of these methods.
Below is a partially completed Venn diagram representing the above information.

1.1 Use the given information and the Venn diagram to determine the values (4)
of 𝑑, 𝑒, 𝑓 and 𝑔.
1.2 For a random selected country, calculate:
1.2.1 P(A and B and C) (1)

1.2.2 P(A or B or C) (1)

1.2.3 P(only C) (1)

1.2.4 P(that a countries uses exactly two methods) (1)

[8]

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QUESTION 2
At a school for boys there are 240 learners in Grade 12. The following information
was gathered about participation in school sport.
 122 boys play rugby (R)
 58 boys play basketball (B)
 96 boys play cricket (C)
 16 boys play all three sports
 22 boys play rugby and basketball
 26 boys play cricket and basketball
 26 boys do not play any of these sports
Let the number of learners who play rugby and cricket only be 𝑥.

2.1 Draw a Venn diagram to represent the above information. (4)

2.2 Determine the number of boys who play rugby and cricket. (3)

2.3 Determine the probability that a learner in Grade 12 selected at random:

2.3.1 only plays basketball. (2)

2.3.2 does not play cricket. (2)

2.3.3 participates in at least two of these sports. (2)

[13]
QUESTION 3
Complaints about a restaurant fell into three main categories: the menu (M), the food
(F) and the services (S). in total 173 complaints were received in a certain month. The
complaints were as follows:
 110 complained about the menu.
 55 complained about the food.
 67 complained about the service.
 20 complained about the menu and the food, but not the service.
 11 complained about the menu and the service, but not the food.
 16 complained about the food and the service, but not the menu.
 The number who complained about all three is unknown.
3.1 Draw a Venn diagram to illustrate the above information. (6)

3.2 Determine the number of people who complained about all three (3)
categories

3.3 Determine the probability that a complaint selected at random from those (3)
received, complained about AT LEAST TWO of the categories.
[12]

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QUESTION 4
A school organised a camp for their 103 Grade 12 learners. The learners were asked to
indicate their food preferences for the camp. They had to choose from chicken,
vegetables and fish. The following information was collected:
 2 learners do not eat chicken, fish nor vegetables
 5 learners eat only vegetables
 2 learners only eat chicken
 21 learners do not eat fish
 3 learners eat only fish
 66 learners eat chicken and fish
 75 learners eat vegetables and fish
Let the number of learners who eat chicken, vegetables and fish be 𝑥.

4.1 Draw an appropriate Venn diagram to represent the information. (7)

4.2 Calculate 𝑥. (2)

4.3 Calculate the probability that a learner, chosen at random:

4.3.1 eats only chicken and fish, and no vegetables. (2)

4.3.2 eats any TWO of the given food choices: chicken, vegetables and (2)
fish

[13]
QUESTION 5
In a survey, a group of 100 Grade 11 learners were asked if they listen to Rock or
Classic music.
 48 listened to Rock music
 52 listened to Classical music
 10 listened to neither

5.1 Draw a Venn diagram to represent the above information and determine (4)
the number of learners that listen to Rock and Classical music.

5.2 Determine the probability of selecting a learner that listens to Classical (2)
music.

5.3 Determine the probability of selecting a learner that listens to Rock or (2)
Classic music.

[8]

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QUESTION 6
A survey is conducted among 174 students. The results are shown below.
 37 study Life Sciences
 60 study Physical Sciences
 111 study Mathematics
 29 study Life Sciences and Mathematics
 50 study Mathematics and Physical Sciences
 13 study Physical Sciences Life Sciences
 45 do not study any of Life Sciences, Mathematics nor Physical Sciences.
 𝑥 students study Life Sciences, Mathematics and Physical Sciences.
6.1 Draw a Venn diagram to represent the information above. (6)

6.2 Show that 𝑥 = 13 (3)

6.3 If a student was selected at random, calculate the probability that he

studies the following:

6.3.1 Mathematics and Physical Sciences, but not Life Sciences. (2)

6.3.2 Only one of Mathematics, Physical Science or Life Sciences. (2)

[13]
QUESTION 7
A survey was conducted among 100 Grade 12 learners about their use of Instagram,
Twitter (T) and WhatsApp (W) on their cell phones. The survey revealed the
following:
 8 use all three
 12 use Instagram and Twitter
 5 use Twitter and WhatsApp, but not Instagram
 𝑥 use Instagram and WhatsApp, but not Twitter
 61 use Instagram
 19 use Twitter
 73 use WhatsApp
 14 use none of these applications
7.1 Draw a Venn diagram to illustrate the information above (4)

7.2 Calculate the value of 𝑥. (2)

7.3 Calculate the probability that a learner, chosen randomly, uses only ONE (2)
of these applications.

[8]

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QUESTION 8
In a recent survey, 125 people were asked if they went on a holiday in the summer,
winter or spring in the past year. The results of the survey are shown below.
Draw a Venn diagram and use it to answer the questions that follow.

 39 went on holiday in summer

 43 went on holiday in spring
 65 went on holiday in winter
 105 went on holiday in one of the seasons
 5 went on holiday in all 3 seasons
 17 went on summer and winter holidays
 23 went on holiday in winter and spring
 𝑥 went on holiday in summer and spring, but not in winter

8.1 Determine the probability that a person selected went on holiday in one (8)
of the seasons.

8.2 Determine the probability that a person selected went on holiday in (2)
summer or winter, but not in spring.

8.3 Determine the probability that a person selected went on holiday in (2)
winter and summer

8.4 Determine the probability that a person selected went on holiday in (3)
spring and winter, but not in summer.

[15]

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QUESTION 9
A study was performed on 800 patients over a 2-year period to determine the number
Of patients have side effects from three different drugs. All patients were given drugs
A, B and C throughout the study at separate times to ensure that there was no
interaction between the drugs. Draw a Venn diagram to represent the information
below and use it to answer the questions which follow;
 400 reported side effects from drug A
 180 reported side effects drugs B and C
 350 reported side effects from drug B
 680 side effects from at least 1 one of the drugs
 400 reported side effects from drug C
 70 reported side effects from all 3 drugs
 210 reported side effects from drugs A and C
 𝑥 reported side effects from drugs A and C but not C

9.1 Determine the probability that a person had no side effects. (1)

9.2 Determine the probability that a person in the trial had side effects. (1)

9.3 Determine the probability that a person had side effects from drug A. (3)

9.4 Determine the probability that a person had side effects from drug B or (4)
C.

[9]
QUESTION 10
At a school, 500 learners were asked how they travel to school. The options were by
car, bus or taxi.
 280 travel by bus
 100 travel by car and bus
 205 travel by car
 45 travel by car and taxi
 185 travel by taxi
 80 travel by taxi and bus
 35 don’t travel by car, bus nor taxi
 𝑥 travel by taxi, bus and taxi

10.1 Draw a Venn diagram to represent the above information and determine
the number of learners that use all 3 modes of transport.

10.2 Determine the probability that a learner travels by car only.

10.3 Determine the probability that a learner travels by car and bus.

10.4 Determine the probability that a learner does not travel by car.

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Part 2: Mutually Exclusive & Independent Events

QUESTION 1
Events A and B are independent. P(A) = 0,4 and P(B) = 0,25.

1.1 Represent the given information on a Venn diagram. Indicate on the (3)
Venn diagram the probabilities associated with each region.

1.2 Determine P(𝐀 or NOT 𝐁). (2)

[5]
QUESTION 2
Given: P(A) = 0,45; P(B) = 𝑦 and P(A or B) = 0,74

2.1 Determine the value(s) of 𝑦 if A and B are mutually exclusive. [3]

QUESTION 3
For two events, A and B, it is given that: P(A) = 0,2, P(B) = 0,63 and
P(A and B) = 0,126

3.1 Are the events, A and B independent? Justify your answer with [3]
appropriate calculations.

QUESTION 4
A and B are mutually exclusive events. If it is given that the P(A) = 0,35 and
P(B) = 0,52, determine:

4.1 P(A′ ) (2)

4.2 P(A and B) (3)

4.3 P(A or B) (4)

[9]
QUESTION 5
3 1
If P(A) = 8 and P(A) = 4, calculate P(A or B) if:

5.1 A and B are mutually exclusive events. (3)

5.2 A and B are mutually independent events. (4)

[7]

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QUESTION 7
Given: P(A) = 0,7, P(B′) = 0,6 and P(A and B) = 0,3

7.1 Draw a Venn diagram to illustrate the probabilities. (5)

7.2 Calculate P(A or B) (3)

7.3 Calculate P(A′ and B) (2)

[10]
QUESTION 8
Two events, A and B are such that: P(A) = 0,3, P(A or B) = 0,58 and
P(not B) = 0,58.

8.1 Determine P(A or B). (3)

8.2 Are events A and B independent? Motivate with calculations. (3)

[6]
QUESTION 9
Given that A and B are independent events.

9.1 Determine the values of 𝑥 and 𝑦 if: [4]

P(B only) = 0,3, P(A and B) = 0,2, P(A only) = 𝑥 and

P(not A or B) = 𝑦

QUESTION 10
Given: P(A) = 0,45, P(B) = 𝑦 and P(A or B) = 0,74

10.1 Determine the value(s) of if A and B are mutually exclusive. [3]

QUESTION 11
If it is given that:

P(A) = 0,34, P(B) = 0,26 and P(A or B) = 0,55

Determine:

11.1 P(A and B) (3)

11.2 Are the events A and B mutually exclusive? Explain. (2)

[5]

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QUESTION 12
Events A and B are independent:

P(A) = 0,4 and P(B) = 0,25

12.1 Represent the given information on a Venn diagram. Indicate on the (3)
Venn diagram the probabilities associated with each region.

12.2 Determine P(A or Not B) (2)

[5]

QUESTION 13
If it is given that P(A) = 0,35; P(B) = 0,8 and P(A and B) = 0,25. Use a Venn
diagram and a formula to determine the following:

13.1 P(A or B) (2)

13.2 P(A′ and B) (2)

13.3 P(A′ or B) (2)

13.4 P(A and B)′ (2)

13.5 P(A or B)′ (2)

[10]

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Part 3: Tree Diagrams

QUESTION 1
The probability that it will rain on a given day is 63%. A child has a 12% chanced of
falling in dry weather and is three times as likely to fall in wet weather.

1.1 Draw a tree diagram to represent all outcomes of the above information. (6)

1.2 What is the probability that a child will not fall on any given day (3)

1.3 What is the probability that child will fall in dry weather? (2)

[11]
QUESTION 2
A box contains 8 red marbles and 10 blue marbles. Two marbles are selected
randomly, one after the other, without replacement.

2.1 Draw a tree diagram to represent all outcomes of the above information. (4)

2.2 Determine the probability that both marbles are red. (2)

2.3 Determine the probability that at least one marble is blue (1)

2.4 Determine the probability that a red and a blue marble were selected in (2)
that order.

[9]
QUESTION 3
In all South African schools, EVERY learner must choose to do either Mathematics or
Mathematical Literacy. At a certain South African school, it is known that 60% of the
learners are girls. The probability that a randomly chosen girl at a school does
Mathematical Literacy is 55%. The probability that a randomly chosen boy at a school
does Mathematical Literacy is 65%.

3.1 Determine the probability that a learner selected at random from this [6]
school does Mathematics.

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QUESTION 4
There are 20 boys and 15 girls in a class. The teacher chooses individual learners at
random to deliver a speech.

4.1 Calculate the probability that the first learner chosen is a boy. (1)

4.2 Draw a tree diagram to represent the situation if the teacher chooses three (9)
learners, one after the other. Indicate on your diagram ALL possible
outcomes.

4.3 Calculate the probability that a boy, then a girl and then another boy is (3)
chosen in that order.

4.4 Calculate the probability that all three learners chosen are girls. (2)

4.5 Calculate the probability that at least one of the learners chosen is a boy. (3)

[18]
QUESTION 5
A bag contains 6 red balls, 8 green balls and unknown number of yellow balls. The
probability of randomly choosing a green ball from the bag is 25%.

5.1 Show that there are 32 balls in the bag. (5)

5.2 A ball is drawn from the bag, the colour is recorded and is not returned to (6)
the bag. Thereafter another ball is drawn from the bag, the colour is
recorded and it is also not returned to the bag.

Draw a tree diagram to represent ALL the possible ways in which the
two balls could have been drawn from the bag. Show the probabilities
associated with EACH branch as well as the outcomes.

5.3 Calculate the probability that 2 balls drawn from the bag will have the (3)
same colour.
[14]
QUESTION 6
Alfred and Barry have an equal chance of winning a point in a game.

6.1 Draw a tree diagram to represent the situation after a total of 3 points (5)
have been contested. Indicate on your diagram the probabilities and all
the outcomes associated with each branch.

6.2 Calculate the probability that Barry would have won all 3 points. (2)

6.3 Calculate the probability that Alfred would have won 2 points and Barry (2)
would have won 1 point of the 3 points contested.
[9]

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QUESTION 7
There are 𝑡 orange balls and 2 yellow balls in a bag. Craig randomly selects one ball
from the bag, records his choice and returns the ball to the bag. He then randomly
selects a second ball from the bag, records his choice and returns it to bag. It is known
that the probability that Craig will select two balls of the same colour from the bag is
52%.

Calculate how many orange balls are in the bag. [6]

QUESTION 9
A bag contains 12 blue balls, 10 red balls and 18 green balls. 2 balls are chosen at
random without replacement.

Determine the probability:

9.1 If the two balls chosen at random are green (3)

9.2 If the two balls chosen at random are blue and red. (3)

[6]
QUESTION 10
The success rate of the Fana soccer team depends on a number of factors. The fitness
of the players is one of the factors that influence the outcome of a match.
 The probability that all the players are fit for the next match is 70%.
 If all the players are fit to play the next match, the probability of winning the
next match is 85%.
 If there are players that are not fit to play the next match, the probability of
winning the match is 55%.

Based on the fitness alone, calculate the probability that the Fana soccer team [5]
will win the next match.

QUESTION 11
There are six green pencils and five purple pencils on a table. James removes a pencil
from the table and doesn’t replace it. He then removes another pencil.

Draw a tree diagram.

Determine the probability that:

11.1 Both pencils removed are purple.

11.2 Both pencils removed are green.

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11.3 A green and a purple pencil is removed.

11.4 At least one green pencil is removed.

[]
QUESTION 12
A bag contains 3 white marbles, 4 blue marbles. Two marbles are taken out of the bag
simultaneously. Draw a tree diagram and then calculate the probability that:

12.1 Both marbles are white. (3)

12.2 Both marbles are of the same colour. (3)

12.3 Both marbles differ in colour. (4)

[10]

QUESTION 13
Sean’s lunch box contains four sandwiches and three bananas. He chooses an item of
food and eats it. He then chooses another item at random and eats it. He then chooses a
third item and eats it.

13.1 Draw a tree diagram (5)

13.2 Find the probability that he will first choose a banana, then a sandwich (3)
and then another sandwich.

13.3 Find the probability that he will choose three bananas. (2)

13.4 Find the probability that he will have chosen two bananas after his first (2)
choice.
[12]

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Part 4: Two – Way Contingency Tables

MUTUALLY EXCLUSIVE events A and B: P(A and B) ≠ P(A) × P(B)

INDEPENDENT events A and B: P(A and B) = P(A) × P(B)

QUESTION 1
Each of the 200 employees of a company wrote a competency test. The results are
indicated in the table below:

Pass Fail Total

Males 46 32 78
Females 72 50 122
Total 118 82 200
1.1 Are the events PASS and FAIL mutually exclusive? Explain your (2)
answer.

1.2 Is passing the competency test independent of gender? Substantiate your (4)
answer with the necessary calculations.

[6]
QUESTION 2
One hundred and seventy-five movie critics were invited to preview a new movie.
After seeing the movie, a survey was conducted and the results were recorded in a
two-way contingency table.

Age < 𝟒𝟎 Age ≥ 𝟒𝟎 Totals

Like the movie 65 37 102
Did not like the 𝑏 31 𝑎
movie
Totals 𝑐 𝑑 175

2.1 Calculate the values of 𝑎, 𝑏, 𝑐 and 𝑑, and in the contingency table. (4)

2.2 A movie critic is selected at random. What is the probability that the (2)
critic was less than 40 years old and did not like the movie?

2.3 Are the events, age of the critic and preference for the movie, (4)
independent?

Support your answer with the appropriate calculations.

[10]

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QUESTION 3
A survey concerning their holiday preferences was done with 180 staff members. The
options they could choose from were to:
 Go to the coast  Visit a game park  Stay at home
The results were recorded in the table below:

Coast Game Park Home Total

Male 46 24 13 83
Female 52 38 7 97
Total 98 62 20 180

3.1 Determine the probability that a randomly selected staff member:

3.1.1 Is a male (1)

3.1.2 Does not prefer visiting a game park. (2)

3.2 Are the events being a male and staying at home independent events. (4)
Motivate your answer with relevant calculations.
[7]

QUESTION 4
Each passenger on a certain Banana Airways flight choose exactly one beverage from
tea, coffee or fruit juice. The results are shown in the table below;

MALE FEMALE TOTAL

TEA 20 40 60
Coffee 𝑏 𝑐 80
Fruit juice 𝑑 𝑒 20
TOTAL 60 100 𝑎

4.1 Write down the value of 𝑎. (1)

4.2 What is the probability that a randomly selected passenger is male? (2)

4.3 Given that the event of a passenger choosing coffee is independent of (4)
being a male, calculate the value of 𝑏.
[7]

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QUESTION 5
In a survey, 800 Grade 11 and 12 learners were polled to see which brands of soft
drinks they prefer. The results are tabulated in the contingency table below. Fill in the
missing values in the table and answer the questions that follow:

Grade 11 Grade 12 Total

Likes brand A 200 364
Likes brand B 196
Total 440

5.1 Determine the probability of selecting a Grade 12 learner. (1)

5.2 Determine the probability of selecting a learner that likes brand A. (1)

5.3 Determine the probability of selecting a learner in Grade 12 that likes (2)
brand A.

5.4 Is a learner’s preference for brand independent of Grade? Show all (4)
relevant calculations.

[8]
QUESTION 6
In order to determine if side effects on drug A are related to gender, a study was
conducted. The results are tabulated in the in the contingency table below. Complete
and use it to answer the question below.

Male Female Total

Had side effects 1 500 3 000
Had no side effects 1 000
Total 5 000

6.1 Determine the probability that a person chosen at random will not have (2)
side effects and be a male.

6.2 Determine the probability that a person that had side effects will be a (3)
female.

6.3 Show that being a female and not having side effects are independent (4)
events.
[9]

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QUESTION 7
An airplane company transports passengers to a holiday resort daily. Upon boarding
this flight beverages are given. Each passenger chooses exactly one beverage from the
list.

Male Female Total

Tea 35 45 80
Coffee 𝑥 𝑦 90
Fruit juice 𝑧 𝑤 30
Total 80 120 𝑝

7.1 Write down the value of 𝑝. (1)

7.2 Calculate the probability that random selected passenger is a female. (2)

7.3 If choosing fruit juice is independent of being a male, calculate the value (6)
of 𝑧.

[9]
QUESTION 8
Learners at a hostel may choose a meal and a drink for lunch. Their selections on a
certtain day were recorded and shown in the partially completed table below.

Male Female Total

Had side effects 1 500 3 000
Had no side effects 1 000
Total 5 000

The probability of a learner choosing fruit juice and a sandwich on that day was 0,48.

8.1 Calculate the number of learners who choose fruit juice and sandwich on (1)
that day

8.2 Is the choice of fruit juice independent of the choice of a sandwich for (4)
lunch on that day? Show ALL calculations to motivate your answer.

[5]

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QUESTION 9
Study the table below and answer the questions that follow.

Like Sport Do not like sport Total

Male (M) 80 𝑏 𝑐
Female (F) 𝑎 90 𝑑
Total 200 150 350

9.1 Write down the values of 𝑎, 𝑏, 𝑐 and 𝑑. (4)

9.2 Is the event liking a sport independent of gender? Show all calculations. (4)

[8]

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Part 5: Counting Principles

COUNTING PRINCIPLES:
A rule or a method used to calculate the total number of ways in which two or more
items are arranged in a row.

How to arrange items in a row?

An item in a row is placed on either the left side or the right side of the other item.

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FACTORIAL NOTATION:

Using the DASH-METHOD to arrange items in a row:

1. One item: 1 = 1 = 1!

2. Two items: 2 × 1 = 2 = 2!

3. Three items: 3 × 2 × 1 = 6 = 3!

4. Four items: 4 × 3 × 2 × 1 = 24 = 4!

𝒏! = 𝒏 × (𝒏 − 𝟏) × (𝒏 − 𝟐) × (𝒏 − 𝟑) × …× 𝟏

This is called the “factorial notation”

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FIXED POSITIONS AND GROUPING OF ITEMS:

Example 1:

A Banana Airways aeroplane has 6 seats in each row.

1.1 How many possible arrangements are there for 6 people to sit in a row of 6
seats?

1.2 Xoliswa, Anele and 4 other passengers sit in a certain row on a Banana Airways
flight.
In how many different ways can these 6 passengers be seated if Xoliswa and Anele
must sit next to each other?

Xoliswa and Anele are Multiply by the number

treated as a single of arrangements of
person, then it makes 5 Xoliswa and Anele as
pas sengers to be they sit next to each
seated. other.

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1.3 Mary and 5 other passengers are to be seated in a certain row. If seats are
allocated at random, what is the probability that Mary will sit at the end of the
row?

𝟏𝟐𝟎
𝐏=
𝟕𝟐𝟎

𝟏
𝐏=
𝟔
This seat is fixed, only Mary will
“1”
occupy this seat. We therefore put
because we know exactly who will
occupy this seat.

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Example 2

There are 7 different shirts and 4 different pairs of trousers in a cupboard. The
clothes have to be hung on the rail.
2.1 In how many different ways can the clothes be arranged on the rail?

2.2 In how many different ways can the clothes be arranged if all the shirts are
to be hung next to each another and the pairs of trousers are to be hung next
to each another on the rail?

2.3 In how many ways can 0- a pair of trousers hangs at the beginning of the rail
and a shirt will hang at the end of the rail?

2.4 What is the probability that a pair of trousers will hang at the beginning of
the rail and a shirt will hang at the end of the rail?

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FORMATION OF CODES AND PASSOWRDS:

Example 3:

The digits 0, 1, 2, 3, 4, 5, 6 and 7 are used to make 4 digit codes.

3.1 How many unique codes are possible if the digits can be repeated?

3.2 How many unique codes are possible if the digits cannot be repeated?

3.3 In the case where digits may be repeated, how many codes are numbers that
are greater than 2 000 and even?

Example 4

Four - digit codes (not beginning with 0), are to be constructed from the set of
digits: {1, 2, 3, 4, 5, 6, 7, 8, 0}
4.1 How many four - digit codes can be constructed, if repetition of digits is
allowed?

4.2 How many four - digit codes can be constructed, if repetition of digits is not
allowed?

4.3 Calculate the probability of randomly constructing a four – digit code which
is divisible by 5 if repetition of digits is allowed.

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IDENTICAL ITEMS IN A ROW:

Example 5

Consider the word WINNERS.

5.1 How many word arrangements can be made with this word if the repeated
letters are treated as different letters?

5.2 How many word arrangements can be made with this word if the repeated
letters are treated as identical?

5.3 How many word arrangements can be made with this word if the word starts
and ends with the same letter?

5.4 How many word arrangements can be made with this word if the word starts
with W and ends with the S?

Example 6
Consider the word ADVERTISEMENT.

6.1 How many word arrangements can be made with this word if the repeated
letters are treated as different letters?

6.2 How many word arrangements can be made with this word if the repeated
letters are treated as identical?

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6.3 How many word arrangements can be made with this word if the word starts
and ends with the same letter?
If it starts with “E”:

If it starts with “T”:

6.4 What is the probability that the word starts and ends with the same letter?

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QUESTION 1
A Banana Airways aeroplane has 6 seats in each row.

1.1 How many possible arrangements are there for 6 people to sit in a row of (2)
6 seats?

1.2 Xoliswa, Anele and 4 other passengers sit in a certain row on a Banana (2)
Airways flight. In how many different ways can these 6 passengers be
seated if Xoliswa and Anele must sit next to each other?

1.3 Mary and 5 other passengers are to be seated in a certain row. If seats are (4)
allocated at random, what is the probability that Mary will sit at the end
of the row?
[8]

QUESTION 2
Four - digit codes (not beginning with 0), are to be constructed from the set of digits:
{1, 2, 3, 4, 5, 6, 7, 8, 0}

2.1 How many four - digit codes can be constructed, if repetition of digits is (2)
allowed?

2.2 How many four - digit codes can be constructed, if repetition of digits is (2)
not allowed?

2.3 Calculate the probability of randomly constructing a four – digit code (3)
which is divisible by 5 if repetition of digits is allowed.

[7]

QUESTION 3
The digits 1 to 7 are used to create a four-digit code to enter a locked room.

How many different codes are possible if the digits may not be repeated and the [5]
code must be an even number bigger that 5 000?

QUESTION 4
A group of 3 South Africans, 2 Australians and 2 Englishmen are staying at the same
hotel while on holiday. Each person has his/her own room and the rooms are next to
each other in a straight corridor.

If the rooms are allocated at random, determine the probability that the 2 [4]
Australians will have adjacent rooms and the 2 Englishmen will also have
adjacent rooms.

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QUESTION 5
A company uses a coding system to identify its clients. Each code is made up of two
letters and a sequence of digits, for example AD108 or RR45789.

The letters are chosen from A; D; R; S and U. Letters may be repeated in the code.
The digits 0 to 9 are used, but NO digit may be repeated in the code.

5.1 How many different clients can be identified with a coding system that is (3)
made up of TWO letters and TWO digits?

5.2 Determine the least number of digits that is required for a company to (3)
uniquely identify 700 000 clients using their coding system.

[6]

QUESTION 6
Consider the letters of the word “DEPENDENT”. Determine, using all letters:

6.1 The number of unique arrangements of the letters that can be formed? (3)

6.2 The number of unique arrangements of letters that can be formed in (3)
QUESTION 6.1 starting with the letter “N”?

6.3 The number of unique arrangements of letters that can be formed in (3)
QUESTION 6.1 starting and ending with the letter “N”?

[9]
QUESTION 7
Given the digits: 1; 2; 3; 4; 5; 6; ;7; 8 and 9

Calculate how many unique 5 – digit codes can be formed using the digits above, if:

7.1 The digits may be repeated. (2)

7.2 The digits may not be repeated. (2)

7.3 How many unique 3-digit codes can be formed using the above digits, if: (3)

 Digits may be repeated

 The code is greater than 400 but less than 600
 The code is divisible by 5
[7]

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QUESTION 8
The digits 1; 2; 3; 4; 5; 6; 7; 8 and 9 are used to form 3-digit codes e.g. 567, 2018, etc.
Determine the number of different codes that can be formed:

8.1 If repetition is allowed. (2)

8.2 Such that the code is greater than 500 and repetition is NOT allowed. (2)

8.3 Such that the middle digit is 5 and repetition is allowed. (2)

[6]
QUESTION 9
Two learners from each grade at a high school (grades 8, 9, 10, 11, and 12) are elected
to form a sports committee.

9.1 In how many different ways, can the chairperson and the deputy (2)
chairperson of sports committee be elected if there is no restriction on
who may be elected?

9.2 A photographer wants to take a photograph of the sports committee. In

how many different ways can the members be arranged in a straight line
if:

9.2.1 Any member may stand in any position? (1)

9.2.2 Members from the same grade must stand next to each other and (3)
the Grade 12 members must be in the centre?

[6]
QUESTION 10
Given the digits: 3 ; 4 ; 5 ; 6 ; 7 ; 8 and 9

10.1 Calculate how many unique 5 – digit codes can be formed using the
digits above, if:

10.1.1 The digits may be repeated. (2)

10.1.2 The digits may not be repeated. (2)

10.2 How many unique 3-digit codes can be formed using the above digits, if: (3)
 Digits may be repeated
 The code is greater than 400 but less than 600

The code is divisible by 5

[7]

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QUESTION 11
The digits 1 ; 2 ; 3 ; 4 ; 5 ; 6 ; 7 ; 8 and 9 are used to form 3-digit codes e.g. 567, 218,
etc. Determine the number of different codes that can be formed:

11.1 If repetition is allowed. (2)

11.2 Such that the code is greater than 500 and repetition is NOT allowed. (2)

11.3 Such that the middle digit is 5 and repetition is allowed. (2)

[6]
QUESTION 12
Consider the word WINNERS.

12.1 How many word arrangements can be made with this word if the ()
repeated letters are treated as different letters?

12.2 How many word arrangements can be made with this word if the ()
repeated letters are treated as identical?

12.3 How many word arrangements can be made with this word if the word ()
starts and ends with the same letter?

12.4 How many word arrangements can be made with this word if the word ()
starts with W and ends with the S?

[]
QUESTION 13
Consider the word WINNING.

13.1 How many word arrangements can be made with this word if the (2)
repeated letters are treated as different letters?

13.2 How many word arrangements can be made with this word if the (3)
repeated letters are treated as identical?

13.3 How many word arrangements can be made with this word if the word (3)
starts and ends with the same letter?

13.4 How many word arrangements can be made with this word if the word (3)
starts with W and ends with the G?

13.5 How many word arrangements can be made with this word if the word (3)
starts with the letter I?

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QUESTION 14
Consider the word TECHNOLOGY.

14.1 How many word arrangements can be made with this word if the (2)
repeated letters are treated as different letters?

14.2 How many word arrangements can be made with this word if the (2)
repeated letters are treated as identical?

14.3 How many word arrangements can be made with this word if the word (2)
starts and ends with the same letter?

14.4 How many word arrangements can be made with this word if the word (2)
starts with the letter O?

14.5 How many word arrangements can be made with this word if the word (2)
ends with the letter N?

[10]
QUESTION 15
Three Mathematics books and five Science books are to be arranged on a shelf.

15.1 In how many ways can these books be arranged if they are treated as (4)
separate books?

15.2 In how many ways can these books be arranged if they are treated as (3)
identical books?

[7]
QUESTION 16

Consider the letters of the word KNIGHT. If the letters are arranged in any order
without repetition to form different words, what is the probability that the word
formed will:

16.1 start with K and end with T? (3)

16.2 start with the letter N? (2)

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QUESTION 17

Consider the letters of the word CLIPBOARD. If the letters are arranged in any order
without repetition to form different words, what is the probability that the word
formed will:

17.1 start with C and end with D? (3)

17.2 start with the letter O? (3)

[6]

QUESTION 18

A password is formed using three letters of the alphabet, excluding the letters A, E, I,
O and U and using any three digits, excluding 0. The numbers and letters can be
repeated. Calculate the probability that a password, chosen at random:

18.1 starts with the letter B and ends with the number 4. (4)

18.2 has exactly one B. (3)

18.3 has at least one 4. (4)

[11]

QUESTION 19

Determine the probability of getting a ten-digit cell-phone number if the first [4]
digit is even, none of the first three must be 0 and none of the digits may be
repeated.

QUESTION 20

Consider the letters of the word WINNERS. The repeated letters are identical. If the
letters are arranged in any order without repetition to form different words, what is the
probability that the word formed will:

20.1 start with W and end with S? (3)

20.2 start with the letter N? (3)

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QUESTION 21

Consider the letters of the word WINNING. The repeated letters are identical. If the
letters are arranged in any order without repetition to form different words, what is the
probability that the word formed will:

21.1 start with W and end with G? (3)

21.2 start with the letter N? (3)

[6]

QUESTION 22

Consider the letters of the word MATHEMATICIAN. The repeated letters are
identical. If the letters are arranged in any order without repetition to form different
words, what is the probability that the word formed will:

22.1 start and end with the same letter? (4)

22.2 end with the letter N? (3)

[7]

QUESTION 23

Four Mathematics books, three History books, three Science books and two Biology
books are arranged randomly on a shelf. What is the probability that:

23.1 all books of the same subject land up next to each other? (3)

23.2 just the History books will be together? (4)

[7]

QUESTION 24

Seven boys and six girls are to be seated randomly in a row. What is the probability
that:

24.1 the row has a boy at each end? (4)

24.2 the row has boys and girls sitting in alternate positions? (3)

24.3 two particular girls land up sitting next to each other? (4)

24.4 all the girls sit next to each other? (3)

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QUESTION 25
There are 7 different shirts and 4 different pairs of trousers in a cupboard.
The clothes have to be hung on the rail.

25.1 In how many different ways can the clothes be arranged on the rail? (2)

25.2 In how many different ways can the clothes be arranged if all the shirts (3)
are to be hung next to each another and the pairs of trousers are to be
hung next to each another on the rail?

25.3 In how many ways can a pair of trousers hang at the beginning of the rail (2)
and a shirt will hang at the end of the rail?

25.4 What is the probability that a pair of trousers will hang at the beginning (3)
of the rail and a shirt will hang at the end of the rail?

25.5 A chosen shirt and trouser must be hung together. In how many different (3)
ways can this be done?

[13]
QUESTION 26
The digits 0, 1, 2, 3, 4, 5, 6 and 7 are used to make 4 digit codes.

26.1 How many unique codes are possible if the digits can be repeated? (2)

26.2 How many unique codes are possible if the digits cannot be repeated? (2)

26.3 In the case where digits may be repeated, how many codes are numbers (4)
that are greater than 2 000 and even?

26.4 In the case where digits may not be repeated, how many codes are (3)
numbers that are greater than 2 000 and divisible by 4?

[11]
QUESTION 27
Consider the word ADVERTISEMENT.

27.1 How many word arrangements can be made with this word if the (2)
repeated letters are treated as different letters?

27.2 How many word arrangements can be made with this word if the (3)
repeated letters are treated as identical?

27.3 How many word arrangements can be made with this word if the word (3)
starts and ends with the same letter?
What is the probability that the word starts and ends with the same letter? (2)

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27.4 How many word arrangements can be made with this word if the word (2)
starts with the letter M?

27.5 What is the probability that the word ends with the letter M? (3)

[15]
QUESTION 28
Consider the word CERTAINLY.

28.1 How many nine-letter word arrangements can be made if the letters may (2)
be repeated?

28.2 How many nine-letter word arrangements can be made if the letters may (2)
not be repeated?

28.3 How many four-letter word arrangements can be made if the letters may (2)
be repeated?

28.3 How many four-letter word arrangements can be made if the letters may (2)
not be repeated?

28.4 How many word arrangements can be made with this word if the word (2)
starts with C and ends with Y?

28.5 What is the probability that the word starts with C and ends with Y? (2)

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MSI – Mathematics and Physical Sciences Intervention Strategy