Tree Diagrams, Venn Diagrams, Set Notation & Conditional Probability
Probability measures the likelihood of an event occurring on a scale from 0 (impossible) to 1 (certain), where the probabilities of all mutually exclusive exhaustive outcomes sum to 1. Multi-stage events are modelled using probability tree diagrams by multiplying along branches for 'and' ($P(A \text{ and } B) = P(A) \times P(B)$) and adding between mutually exclusive branch outcomes for 'OR', while overlapping categories are organised using Venn diagrams and set notation ($A \cap B$, $A \cup B$, $A'$). On the Higher Tier, examiners heavily test conditional probability ('without replacement' where the denominator decreases by 1 on the second pick) and Grade 9 algebraic tree diagrams that form quadratic equations.
- The and Rule (Multiply) & OR Rule (Add)
- 1. For two independent events A and B, the probability of both happening is $P(A \text{ and } B) = P(A) \times P(B)$ (multiply along the branches of a tree diagram). 2. For two mutually exclusive events (events that cannot happen at the same time), the probability of A OR B happening is $P(A \text{ or } B) = P(A) + P(B)$ (add the end results of different branch paths).
- Tree diagrams without replacement (conditional)
- When two items are chosen at random from a group of $N$ items without replacement, the probabilities on the second set of branches depend on what happened first. Always check that every pair (or trio) of branches starting from the same node adds up to 1, and that the denominator on the second pick is $(N - 1)$.
- Venn Diagrams & Set Notation ($\xi, A \cap B, A \cup B, A'$)
- Always fill in a Venn diagram starting from the very centre intersection ($A \cap B$) and work outwards, subtracting the overlap from the total of each circle so you never double-count $\xi$ is the universal set (every element inside the rectangle); $A \cap B$ is 'A and B'; $A \cup B$ is 'A or B or both'; $A'$ is 'not A'; $(A \cup B)'$ is the region outside both circles.
Quadratic Parabola Plotter, Roots, Turning Point & Quadratic Formula
Adjust coefficients a, b, and c in y = ax² + bx + c to see how the parabola, roots (x-intercepts), and turning point move on the graph.
y = x² - 2x - 3
(-2)² − 4(1)(-3) = 16 → 2 real roots (crosses x-axis twice)x = 1.00b in brackets when squaring: (-2)² = 4 (always positive!). Typing -2² into a calculator without brackets gives -4 and loses the accuracy mark.Key Concepts & Exam Definitions (6)
- The and Rule (Multiply) & OR Rule (Add)
- 1. For two independent events A and B, the probability of both happening is $P(A \text{ and } B) = P(A) \times P(B)$ (multiply along the branches of a tree diagram). 2. For two mutually exclusive events (events that cannot happen at the same time), the probability of A OR B happening is $P(A \text{ or } B) = P(A) + P(B)$ (add the end results of different branch paths).
- Tree diagrams without replacement (conditional)
- When two items are chosen at random from a group of $N$ items without replacement, the probabilities on the second set of branches depend on what happened first. Always check that every pair (or trio) of branches starting from the same node adds up to 1, and that the denominator on the second pick is $(N - 1)$.
- Venn Diagrams & Set Notation ($\xi, A \cap B, A \cup B, A'$)
- Always fill in a Venn diagram starting from the very centre intersection ($A \cap B$) and work outwards, subtracting the overlap from the total of each circle so you never double-count $\xi$ is the universal set (every element inside the rectangle); $A \cap B$ is 'A and B'; $A \cup B$ is 'A or B or both'; $A'$ is 'not A'; $(A \cup B)'$ is the region outside both circles.
- Conditional Probability from Venn Diagrams ($P(A | B)$)
- The probability of event A occurring given that event B has already occurred is written $P(A | B)$ ('probability of A given B'). Formula: $P(A | B) = \frac{\text{Number in }(A \cap B)}{\text{Total number in } B}$. Only divide by the total inside circle B, not the universal total.
- Algebraic Probability without Replacement (Higher Tier)
- In Grade 9 questions, there are $n$ items in a bag (e.g., 6 red counters and $x$ blue counters, or $n$ sweets in total of which 4 are orange). Write the branch probabilities as algebraic fractions: on the first pick the denominator is $n$, and on the second pick without replacement the denominator is $(n - 1)$! Multiply the algebraic fractions, set equal to the given probability, cross-multiply to remove fractions, and solve the resulting quadratic equation.
- Expected Frequency (Relative Frequency)
- If the probability of an event occurring in a single trial is $p$ and the experiment is repeated $N$ times, the expected number of times the event will occur is: $\text{Expected Frequency} = N \times p$. Increasing the number of trials $N$ makes the experimental relative frequency closer to the true theoretical probability.
Quick-Fire Flashcards (6)
Click any card to check the answer, then mark it as Known to track your progress.
In a probability tree diagram, when do you multiply probabilities and when do you add them?
A bag contains 5 red and 3 green counters. Two counters are taken at random without replacement. What is the probability that both counters are the same colour?
In a class of 30 students, 18 play football (F), 14 play tennis (T), and 5 play neither. How many students play both football and tennis (F ∩ T)?
Using the class above (18 play F, 14 play T, 7 play both), a student is chosen at random from those who play tennis. What is the probability they also play football?
The probability that a train is late on any day is 0.2. What is the probability that the train is late on at least one of the next 3 days?
A bag has n sweets in total, of which 6 are lemon. Two sweets are taken without replacement. Write an algebraic expression for the probability that both sweets are lemon.
Exam-Style Questions & Mark Schemes (4)
Write or think through your answer first, then click Check Mark Scheme to see the exact points examiners award marks for.
- Q1
A box contains 4 Milk chocolates, 5 Dark chocolates, and 3 White chocolates. Sarah takes two chocolates at random from the box and eats them (without replacement). Calculate the probability that the two chocolates Sarah eats are of different types. [4 marks]
Click “Check Mark Scheme” to compare your answer, 1. Total number of chocolates initially = 4 + 5 + 3 = 12 (so the first denominator is 12 and the second denominator without replacement is 11) [1 mark]. 2. Use the complement shortcut: P(Two different types) = 1 - P(Both the same type) = 1 - [P(MM) + P(DD) + P(WW)] [1 mark]. 3. Calculate P(Same type): P(MM) = (4/12) x (3/11) = 12/132; P(DD) = (5/12) x (4/11) = 20/132; P(WW) = (3/12) x (2/11) = 6/132 -> Total P(Same) = (12 + 20 + 6) / 132 = 38 / 132 [1 mark]. 4. Subtract from 1: P(Different types) = 1 - (38 / 132) = 94 / 132 (or 47 / 66) [1 mark].
- Q2
There are n counters in a bag. 5 of the counters are red and the rest are blue. Two counters are taken at random from the bag without replacement. The probability that both counters are red is 5/33. Show that n² - n - 132 = 0, and hence find the total number of counters in the bag initially. (Higher Tier) [5 marks]
Click “Check Mark Scheme” to compare your answer, 1. Write down the probability of picking a red counter on the 1st pick (5 / n) and a red counter on the 2nd pick without replacement (4 / (n - 1)) [1 mark]. 2. Multiply the two probabilities and set equal to 5/33: (5 / n) x (4 / (n - 1)) = 5 / 33 -> 20 / (n(n - 1)) = 5 / 33 [1 mark]. 3. Cross-multiply to remove fractions: 20 x 33 = 5n(n - 1) -> 660 = 5n² - 5n [1 mark]. 4. Divide every term by 5 and rearrange to equal zero: 132 = n² - n -> n² - n - 132 = 0 (as required) [1 mark]. 5. Factorise and solve for positive n: (n - 12)(n + 11) = 0 -> since the number of counters n must be positive, n = 12 counters [1 mark].
- Q3
In a group of 80 sixth-form students, 42 study Biology (B), 36 study Chemistry (C), and 19 study neither Biology nor Chemistry. (a) Work out the number of students in the set B ∩ C. (b) One of the students who studies Biology is chosen at random. Write down the probability that this student does not study Chemistry (i.e., is in B ∩ C'). [4 marks]
Click “Check Mark Scheme” to compare your answer, 1. (a) Subtract the 19 students who study neither from 80 to find n(B ∪ C): 80 - 19 = 61 students study Biology, Chemistry, or both [1 mark]. 2. Find the intersection n(B ∩ C) by subtracting 61 from the sum of the two circles: n(B ∩ C) = (42 + 36) - 61 = 78 - 61 = 17 students [1 mark]. 3. (b) Find the number of students who study Biology only (B ∩ C'): 42 - 17 = 25 students [1 mark]. 4. Since the student is chosen from those who study Biology (total 42), the conditional probability is 25 / 42 [1 mark].
- Q4
Bag A contains 3 red balls and 7 yellow balls. Bag B contains 6 red balls and 4 yellow balls. A ball is taken at random from Bag A and placed into Bag B. A ball is then taken at random from Bag B. Calculate the probability that the ball taken from Bag B is red. (Higher Tier) [4 marks]
Click “Check Mark Scheme” to compare your answer, 1. Consider Case 1 (Red moved from A to B): P(Red from A) = 3/10; Bag B now has 7 red and 4 yellow balls (total 11), so P(Red from B | Red from A) = 7/11 -> P(Red, Red) = (3/10) x (7/11) = 21/110 [1 mark]. 2. Consider Case 2 (Yellow moved from A to B): P(Yellow from A) = 7/10; Bag B now has 6 red and 5 yellow balls (total 11), so P(Red from B | Yellow from A) = 6/11 [1 mark]. 3. Multiply for Case 2: P(Yellow, Red) = (7/10) x (6/11) = 42/110 [1 mark]. 4. Add the two mutually exclusive cases together: P(Red from B) = 21/110 + 42/110 = 63/110 [1 mark].
Common Exam Questions (4)
What is the difference between 'with replacement' (independent) and 'without replacement' (conditional/dependent) on a tree diagram?
1. With replacement (the counter is put back in the bag): the two picks are independent, so the probabilities on the second set of branches stay the exact same as the first branches. 2. Without replacement (the first item is kept out or eaten): the total number of items in the bag (the denominator) decreases by 1 on the second branches, and the numerator of whichever colour was picked first also decreases by 1!
How do you calculate the probability of 'at least one' success on a tree diagram?
Use the '1 minus None' shortcut. The opposite (complement) of 'at least one' is 'none at all' (zero successes). Instead of multiplying and adding three different branch paths, simply multiply along the single branch for 'Fail and Fail' and subtract from 1: $P(\text{at least one}) = 1 - P(\text{none})$.
What do the set notation symbols A ∩ B, A ∪ B, and A' mean on a Venn diagram?
1. $A \cap B$ (Intersection, looks like an 'n' for 'aNd'): the middle overlapping lens where elements are in both A and B. 2. $A \cup B$ (Union, looks like a cup holding everything together): all elements in A OR B OR both (everything inside either circle). 3. $A'$ (Complement): everything outside circle A ('not in A').
How do you answer a 'Given that.' conditional probability question from a Venn diagram or two-way table?
Whatever comes immediately after the words 'Given that.' (or 'Given that the student studies French.') becomes your new denominator. Restrict your focus solely to the circle/row mentioned after 'Given that': put the total number in that restricted group on the bottom of your fraction, and put the intersection (those in that group who also have the desired property) on the top.
Need more questions on Tree Diagrams, Venn Diagrams, Set Notation & Conditional Probability, or want to organise your own notes?
Type a specific exam question you are stuck on, pick one of the prompts below, or paste your class notes to build a custom set of flashcards and practice questions on this page.
Related study guides
Probability & Statistics Basics
Probability and statistics provide methods for collecting, summarising, and interpreting data alongside calculating the likelihood of events. Key GCSE topics include averages from frequency tables, cumulative frequency and box plots, histograms, Venn diagrams, and probability tree diagrams for independent and conditional events.
Quadratic Equations & The Quadratic Formula
A quadratic expression takes the form ax² + bx + c (where a ≠ 0) and plots as a symmetrical parabola. In GCSE Maths, you solve quadratic equations by factorising into two brackets, using the quadratic formula, or completing the square to find the roots, y-intercept, and turning point.
Simplifying Algebraic Fractions, Solving Equations & Rigorous Algebraic Proof
At the top end of the GCSE Maths Higher Tier (Grades 7 to 9), algebraic fractions and formal algebraic proof test complete fluency in factorising quadratics, expanding brackets, and manipulating identities. Simplifying an algebraic fraction always starts by factorising the numerator and denominator completely (often using the difference of two squares $a^2 - b^2 = (a - b)(a + b)$) so whole common brackets can be cancelled. In formal algebraic proof, testing a few numerical examples earns zero marks; instead, you must represent integers algebraically ($2n$ for an even number, $2n + 1$ for an odd number, or $n, n + 1, n + 2$ for consecutive integers), expand and simplify, and factorise out the required integer multiple.