Conditional probability
The probability of an event when you already know that another event has happened. How to find it from two-way tables, Venn diagrams and tree diagrams by working only inside the group you are told about.
What the syllabus says
E8.4 (Extended)
- Calculate conditional probability using Venn diagrams, tree diagrams and tables.
Notes and examples
- Knowledge of notation, , and formulas relating to conditional probability is not required.
Quoted from the Cambridge IGCSE Mathematics 0580 syllabus for 2025 to 2027.
What conditional probability means Extended
A conditional probability is the probability of an event given that something else is already known to have happened.
Compare these two questions about a class:
- "A student is chosen at random. What is the probability that the student wears glasses?"
- "A student is chosen at random. Given that the student is a girl, what is the probability that she wears glasses?"
In the second, you are told the student is a girl, so the boys can be ignored completely. The question has become: what fraction of the girls wear glasses?
That is the whole idea. The given information shrinks the group you choose from. The bottom of the fraction is no longer everybody; it is only the members of the group you have been told about.
Questions use words such as "given that", "if", or "a student who ... is chosen". You do not need any special notation or formula for this topic: understanding which group you are now choosing from is enough.
Conditional probability from a table Extended
A two-way table sorts the same people in two ways at once, with totals for every row and column. To find a conditional probability:
- Find the row or column for the given group, and read its total. That is the bottom of the fraction.
- In that same row or column, read the number who also have the property asked about. That is the top.
- Divide.
The most common mistake is to divide by the grand total, as if nothing had been given. The second most common is to divide by the wrong row or column: "given that the student is in Year 10" means divide by the Year 10 total, not by the football total.
Worked example 1 Extended
The table shows the main sport of 80 students. A student is chosen at random. (a) Given that the student is in Year 11, find the probability that their main sport is netball. (b) Given that the student's main sport is football, find the probability that the student is in Year 10.
| Football | Netball | Swimming | Total | |
|---|---|---|---|---|
| Year 10 | 18 | 12 | 10 | 40 |
| Year 11 | 15 | 20 | 5 | 40 |
| Total | 33 | 32 | 15 | 80 |
(a) The student is in Year 11, so choose only from the Year 11 row: 40 students.
20 of them play netball. Probability .
(b) The main sport is football, so choose only from the football column: 33 students.
18 of them are in Year 10. Probability .
Compare with the probability that a student chosen from everyone is in Year 10 and plays football: . The given information changes the answer.
Answer: (a) (b)
Check yourself Extended
Use the table in Worked example 1. Given that a student's main sport is swimming, find the probability that the student is in Year 11.
Answer it in the portal, where your answer is checked as you type →
Conditional probability from a Venn diagram Extended
On a Venn diagram the given group is usually a circle, or the part outside a circle.
- "Given that the person is in ": the bottom is the total of circle (both of its regions).
- "Given that the person is not in ": the bottom is everything outside , including the region outside both circles.
- "Given that the person is in at least one set": the bottom is everything inside the circles.
Then the top is the part of that group that has the property asked about.
The method is identical when the regions hold probabilities instead of numbers. Probabilities are just the numbers divided by the total, so the ratio is the same: divide the probability of the part you want by the probability of the whole given group. For example, if and the overlap is , then given , the probability of is .
Worked example 2 Extended
The Venn diagram shows how many of 40 students drink tea () and coffee (). A student is chosen at random. (a) Given that the student drinks coffee, find the probability that they also drink tea. (b) Given that the student does not drink coffee, find the probability that they drink tea.
(a) The given group is circle : students.
Of these, 6 also drink tea. Probability .
(b) The given group is everyone outside : students.
Of these, 14 drink tea. Probability .
Answer: (a) (b)
Worked example 3 Extended
The Venn diagram shows the probabilities of events and . Find the probability that happens, given that happens.
Given , work inside circle : its probability is .
The part of where also happens is the overlap, .
Probability .
Answer:
Conditional probability on a tree diagram Extended
On a tree diagram for events that depend on each other, the second set of branches already shows conditional probabilities. In a bag of 3 red and 5 white counters taken without replacement, the branch "red" after a first red counter is : that is the probability the second counter is red given that the first was red.
Harder questions turn this round and give you the result, asking about what came first: "given that the second counter is red, find the probability that the first was red." Use the same idea as before, with probabilities:
- Find the probability of the given result by adding every path that leads to it. This is the given group.
- Find the probability of the path or paths that also have the property asked about.
- Divide the second by the first.
Why this works. Imagine the experiment done many times. The given result happens on a certain fraction of occasions; you only look at those. Among them, the fraction that also had the first property is the ratio of the two probabilities, exactly as dividing two counts in a table.
Worked example 4 Extended
A bag contains 3 red and 5 white counters. Two counters are taken at random without replacement. (a) Given that the first counter is white, write down the probability that the second is red. (b) Find the probability that the second counter is red. (c) Given that the second counter is red, find the probability that the first counter was red.
(a) Read it from the branch after white: .
(b) Red, red: . White, red: .
Second red: .
(c) The given group is "second red", probability . The part of it where the first was also red is .
Probability .
Answer: (a) (b) (c)
Worked example 5 Extended
A test for a fault in a machine part is not perfect. 10% of parts have the fault. If a part has the fault, the test shows "faulty" with probability 0.9. If a part does not have the fault, the test shows "faulty" with probability 0.05. A part shows "faulty". Find the probability that it really has the fault.
Has the fault and shows faulty: .
No fault but shows faulty: .
Shows faulty (the given group): .
Probability it really has the fault .
So one in three parts that the test calls faulty is actually fine, even though the test looks accurate. This is why the given group matters.
Answer:
Check yourself Extended
Use the tree diagram in Worked example 4. Given that the two counters are different colours, find the probability that the first counter was red.
Answer it in the portal, where your answer is checked as you type →
Key points
"Given that" tells you which group you are choosing from. Ignore everything outside it.
Table: divide by the total of the given row or column, not the grand total.
Venn diagram: the given group is a circle, the outside of a circle, or the inside of both circles; divide by its total.
With probabilities instead of numbers, divide the probability of the part you want by the probability of the given group.
Tree diagram: the second branches are already conditional probabilities.
Given the result, asking about the first stage: add the paths for the given result, then divide the matching path by that total.
Where marks are lost
Dividing by the grand total, as if nothing had been given.
Dividing by the wrong group: "given that the student swims" divides by the swimmers, not by Year 11.
In a Venn diagram, forgetting the region outside both circles when the given group is "not in ".
Giving the probability of the whole path (such as ) when the question asks for a probability given the result.
Reading a branch probability as the answer when the question is given the result of the second stage.
Rounding the top and bottom before dividing. Keep fractions, or full calculator values, until the end.
Related IGCSE Mathematics 0580 lessons
An original lesson written to the Cambridge IGCSE Mathematics 0580 syllabus (2025 to 2027). The worked examples and questions are our own, not Cambridge questions. Back to every IGCSE Mathematics 0580 lesson.