Probability
Finding probabilities by counting equally likely outcomes, using permutations and combinations, adding and multiplying probabilities with tree diagrams, testing events for exclusivity and independence, and calculating conditional probabilities.
What the syllabus says
5.3 (Paper 5)
- evaluate probabilities in simple cases by means of enumeration of equiprobable elementary events, or by calculation using permutations or combinations
- use addition and multiplication of probabilities, as appropriate, in simple cases
- understand the meaning of exclusive and independent events, including determination of whether events and are independent by comparing the values of and
- calculate and use conditional probabilities in simple cases.
Notes and examples
- e.g. the total score when two fair dice are thrown.
- e.g. drawing balls at random from a bag containing balls of different colours.
- Explicit use of the general formula is not required.
- e.g. situations that can be represented by a sample space of equiprobable elementary events, or a tree diagram. The use of may be required in simple cases.
Quoted from the Cambridge International AS and A Level Mathematics 9709 syllabus (2026-2027 and 2028-2030 editions, which share this content).
Equally likely outcomes
When every outcome of an experiment is equally likely, the probability of an event is
The set of all possible outcomes is the sample space. For small experiments, list it in a table. The syllabus example is the total score when two fair dice are thrown: a grid has 36 equally likely cells, one for each ordered pair of scores. A total of 9 comes from , so .
Notice that and are different outcomes. Treating "a 4 and a 5" as one outcome makes the outcomes unequally likely, and the counting goes wrong.
For larger experiments, count with permutations or combinations instead of listing. If 3 bulbs are chosen at random from 12, of which 4 are faulty, every selection of 3 is equally likely. There are selections, and of them contain no faulty bulb, so . The numerator and the denominator must count the same kind of thing: both selections, or both arrangements.
Give probabilities as exact fractions or as decimals correct to 3 significant figures.
Adding and multiplying probabilities
Adding. Two events are mutually exclusive if they cannot both happen. For mutually exclusive events,
This is why you add the probabilities of separate paths on a tree diagram: two different paths can never both happen.
Multiplying. Along a path on a tree, you multiply:
If happens a fraction of the time, and on those occasions then follows a fraction of the time, both happen a fraction equal to the product.
The complement. . For "at least one", it is usually quickest to find .
You do not need the general formula explicitly; questions can always be done by splitting into exclusive cases, or with a Venn diagram, a table or a tree. It is still correct to use it.
Tree diagrams
A tree diagram shows a sequence of events. Each set of branches from one point covers all the possibilities, so their probabilities add up to 1. To find the probability of a combined outcome, multiply along the path; to combine several paths, add them.
The second set of branches depends on what happened first when objects are taken without replacement. The syllabus example is drawing balls at random from a bag containing balls of different colours. If a bag has 3 red and 5 blue counters and two are taken without replacement, after a red counter the bag holds 2 red and 5 blue, so the second-stage probabilities are and ; after a blue counter they are and . With replacement, the second stage would be the same as the first.
In longer problems you do not have to draw the whole tree. Write down only the paths you need, but say which outcomes they are, for example .
Each pair of branches adds up to 1. The probability of red then blue is .
Worked example 1
A bag contains 3 red and 5 blue counters. Two counters are taken at random without replacement. Find the probability that (a) both counters are blue, (b) the two counters are different colours, (c) the second counter is red.
(a) .
(b) Different colours means red then blue or blue then red, which are mutually exclusive: .
(c) .
The answer to (c) equals the probability that the first counter is red. Before anything is seen, every counter is equally likely to be the second one taken, so this is not a coincidence.
Answer: (a) (b) (c)
Check yourself
Two fair six-sided dice are thrown. Find the probability that the total score is 8.
Answer it in the portal, where your answer is checked as you type →
Exclusive and independent events
Events and are mutually exclusive (or exclusive) if they cannot happen together: . Throwing a die once, "score 1" and "score 6" are exclusive.
Events and are independent if the occurrence of one does not change the probability of the other. The test the syllabus uses is
and are independent if and only if
To determine independence, work out the two sides separately and compare them, and write a conclusion: " and . These are not equal, so and are not independent."
Do not confuse the two ideas. Exclusive events with non-zero probabilities are never independent: if happens, certainly cannot, so knowing changes the chance of to zero. Independence is about the numbers, not about whether the events "seem related". When a die is thrown, "even" and "a multiple of 3" are independent (), although both are about the same throw.
Worked example 2
A fair die is thrown once. is the event "the score is greater than 3" and is the event "the score is even". Determine whether and are (a) independent, (b) mutually exclusive.
(scores 4, 5, 6) and (scores 2, 4, 6).
is scores 4 and 6, so .
(a) , so and are not independent.
(b) : both can happen (a score of 4), so they are not mutually exclusive.
Answer: Neither independent nor mutually exclusive
Conditional probability
The probability of given that has happened is written . Knowing that happened shrinks the sample space to alone, and the part of that is still possible is . So
With equally likely outcomes this is simply counting inside : if 8 of the 20 chess players in a club also do drama, .
On a tree diagram the second-stage branches are already conditional probabilities. The formula is needed when the question asks the "reverse" way round: given what happened second, what is the probability of what happened first? Then
- the numerator is the probability of the one path where both happen;
- the denominator is the total probability of the given event, which is usually the sum of two or more paths.
If and are independent, : knowing tells you nothing about .
Worked example 3
On any day, the probability that it rains is 0.3. When it rains, the probability that Leo's bus is late is 0.4. When it does not rain, the probability that his bus is late is 0.15.
(a) Find the probability that Leo's bus is late on a particular day. (b) Given that his bus is late, find the probability that it rained. (c) Find the probability that, on two independent days, his bus is late on exactly one of them.
(a) .
(b) (3 s.f.).
This is larger than 0.3: a late bus is evidence that it rained.
(c) Late then not late, or not late then late: (3 s.f.).
Answer: (a) 0.225 (b) 0.533 (c) 0.349
Check yourself
Events and have and . Find .
Answer it in the portal, where your answer is checked as you type →
Worked example 4
Events and are independent, with and . Find and .
If and are independent, so are 'not ' and 'not '. So .
, so .
For independent events . Check: .
Answer: ,
Check yourself
A fair die is thrown. is the event 'the score is odd' and is the event 'the score is less than 3'. Find .
Answer it in the portal, where your answer is checked as you type →
Key points
Equally likely outcomes: . List a sample space or count with permutations or combinations.
Multiply along the branches of a tree; add separate paths. Each set of branches sums to 1.
Without replacement, the second-stage probabilities depend on the first outcome.
Mutually exclusive: . Independent: . Compare the two values and state a conclusion.
; the denominator is usually a sum of paths.
For 'at least one', use .
Where marks are lost
Treating and as one outcome when two dice are thrown.
Using first-stage probabilities on the second stage when objects are not replaced.
Missing a path: 'one of each colour' is red then blue AND blue then red.
Using for without being told the events are independent.
Claiming independence without comparing with numerically, or without a conclusion.
Dividing by the wrong probability in : the given event goes in the denominator.
Rounding intermediate probabilities to 3 s.f. before dividing, which can change the third figure of the answer.
Related AS & A Level Mathematics 9709 lessons
An original lesson written to the Cambridge International AS & A Level Mathematics 9709 syllabus (2026 to 2027 and 2028 to 2030). The worked examples and questions are our own, not Cambridge questions. Back to every AS & A Level Mathematics 9709 lesson.