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Introduction to Probability: Free Response

5 questions in parts, 63 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. A vending machine and three purchases . Foundational, 12 points. Question 1 of 5.

    A vending machine dispenses one of 1010 different snack flavors, chosen uniformly at random and independently of every earlier purchase (the machine restocks completely after each sale, so all ten flavors are always available). A student buys a snack from the machine three separate times in one day.

    1. Part A.

      Find the number of equally likely outcomes for the three purchases combined, treating the result as an ordered list of three flavors. Then find the number of those outcomes in which none of the three purchases is chocolate. Say what promise about the machine makes the outcomes in your first count equally likely.

      Solve and show your work Write each step out, and end with the value and its units. 5 points

    2. Part B.

      Using the complement rule and your two counts from part A, find the probability that at least one of the three purchases is chocolate. Give it as a fraction in lowest terms and as a decimal rounded to three places.

      Carry your own answer forward Use your own two counts from part A. What is graded here is the complement rule and the arithmetic that turns those counts into a probability, not whether your counts match anyone else's.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      Counting "at least one chocolate purchase" directly means adding the counts for exactly one chocolate purchase, exactly two, and exactly three. Carry out that direct count and check it against part B. Then explain, in general terms and not only for this machine, when the complement rule is the shorter path to a probability.

      Explain why it works A sentence or two. Reasons, not steps. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 5 points

    Counts the ordered lists of three flavors with the multiplication principle, using the machine's independence to justify multiplying three factors of 1010. . Worth 2 points.

    Counts the lists containing no chocolate purchase with the same reasoning, using three factors of 99. . Worth 1 point.

    States the promise about the machine (uniform, independent, fully restocked) that makes the first count's outcomes equally likely. . Worth 1 point. needs an explanation, not just an answer

    Reports both quantities as counts of outcomes, not as fractions or percentages, matching what the sample space and event actually are. . Worth 1 point.

    Part B 3 points

    Applies the complement rule to the two counts from part A and reduces the resulting fraction. . Worth 2 points.

    Reports the value as a decimal rounded correctly and reads it back as a share of the three-purchase outcomes. . Worth 1 point.

    Part C 4 points

    Carries out the direct count as three separate cases and adds them, checking the total against part B. . Worth 3 points. needs an explanation, not just an answer

    States the general condition, phrased for any experiment rather than only this machine, under which the complement rule gives the shorter route. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A different machine dispenses one of 88 drink flavors, uniformly and independently, and a customer buys a drink four separate times. Find the number of equally likely outcomes, the number with no lemon-lime purchase, and the probability that at least one of the four purchases is lemon-lime, as a fraction in lowest terms and a decimal rounded to three places.

  2. 2. A fitness center's overlapping equipment users . Application, 12 points. Question 2 of 5.

    A fitness center surveys all 200200 of its active members about which equipment they used in the past week. The survey finds that 8484 members used the treadmills, 6565 members used the free-weight room, and 3030 members used both. A staff member later pulls one survey at random to spot-check for a data-entry error, with every member's survey equally likely to be the one pulled.

    1. Part A.

      Find the probability that the pulled survey belongs to a member who used the treadmills or the free-weight room (or both), using the addition rule. Give it as a fraction in lowest terms and as a decimal.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Find the probability that the pulled survey belongs to a member who used NEITHER piece of equipment, using the complement of part A's event. Then check your answer by counting the members outside both groups directly from the 200200 surveys.

      Carry your own answer forward Continue from your own union probability in part A. The direct count of members outside both groups stands on its own and is what checks the complement route.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      A different staff member computes the probability of "treadmill or weights" as 84200+65200=149200\frac{84}{200} + \frac{65}{200} = \frac{149}{200}, reasoning that "or" always means adding the two probabilities. Identify the mistake. Then suppose the weight-room count had instead been 150150 members, with 8484 still on the treadmills: show that the same naive addition produces a value that cannot possibly be a probability, and say what that impossibility proves about the naive method in general.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Sets up the addition rule with the three given counts, matching each count to the region of the union it represents. . Worth 2 points.

    Carries out the arithmetic correctly and reduces the resulting fraction. . Worth 1 point.

    Reports the value in both forms the prompt asks for: the fraction in lowest terms and the decimal. . Worth 1 point.

    Part B 3 points

    Applies the complement rule to part A's probability. . Worth 2 points.

    Confirms the value by counting the members outside both groups directly and notes why the two routes must agree. . Worth 1 point.

    Part C 5 points

    Identifies the double-counted overlap as the source of the error, distinct from an arithmetic slip. . Worth 3 points. needs an explanation, not just an answer

    Computes the naive sum for the modified weight-room count and states that it exceeds 11. . Worth 1 point.

    Draws the general conclusion that an out-of-range value certifies the naive method is invalid, not just wrong in this instance. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A library's 150150 members are surveyed: 5858 borrowed a novel in the past month, 4747 borrowed a nonfiction book, and 2020 borrowed both. Find the probability that a randomly pulled member's survey shows a novel or a nonfiction book, and the probability that it shows neither.

  3. 3. One employee, two classifying questions . Application, 13 points. Question 3 of 5.

    A software company has 240240 employees. 150150 work in Engineering and the other 9090 work in Sales. Of the Engineering employees, 6060 work remotely; of the Sales employees, 5454 work remotely. One employee is selected uniformly at random from the full roster of 240240 to represent the company at an all-hands meeting.

    1. Part A.

      Find P(Engineering)P(\text{Engineering}) directly from the roster of 240240. Then find P(remoteEngineering)P(\text{remote} \mid \text{Engineering}) by restricting your attention to the 150150 Engineering employees, and say why that conditional probability is found by dividing by 150150 rather than by 240240.

      Solve and show your work Write each step out, and end with the value and its units. 5 points

    2. Part B.

      Use the multiplication rule together with your two probabilities from part A to find the probability that the selected employee works in Engineering AND remotely. Then check your answer by dividing the number of remote Engineering employees directly by 240240.

      Carry your own answer forward Continue with your own two probabilities from part A; the multiplication rule and the direct check are what this part grades.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      Find P(remote)P(\text{remote}) over the whole roster of 240240 employees. Then decide whether department and remote status are independent, by comparing P(Engineeringremote)P(\text{Engineering} \cap \text{remote}) from part B with the product P(Engineering)P(remote)P(\text{Engineering}) \cdot P(\text{remote}). Say what your verdict means about whether the two departments' remote rates actually differ.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 5 points

    Finds P(Engineering)P(\text{Engineering}) correctly from the full roster of 240240. . Worth 1 point.

    Finds P(remoteEngineering)P(\text{remote} \mid \text{Engineering}) correctly by dividing by the 150150 Engineering employees rather than by 240240. . Worth 2 points.

    Explains why conditioning on Engineering shrinks the sample space to 150150 employees rather than 240240. . Worth 1 point. needs an explanation, not just an answer

    Reports both values as probabilities between 00 and 11, not as raw employee counts. . Worth 1 point.

    Part B 3 points

    Multiplies the two probabilities from part A correctly to find the joint probability. . Worth 2 points.

    Checks the result against the direct count of 6060 remote Engineering employees out of 240240. . Worth 1 point.

    Part C 5 points

    Finds P(remote)P(\text{remote}) correctly from the full roster. . Worth 1 point.

    Compares P(Engineeringremote)P(\text{Engineering} \cap \text{remote}) with the product P(Engineering)P(remote)P(\text{Engineering})P(\text{remote}) and states the correct verdict. . Worth 2 points.

    Connects the dependence verdict to the fact that the two departments' remote rates genuinely differ from the company-wide rate. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A 200200-patient study compares two treatments: 120120 patients received the new treatment and 8080 received the standard one. Among the new-treatment group, 8484 improved; among the standard group, 4040 improved. One patient is selected at random from the study. Find P(new treatment)P(\text{new treatment}), P(improvednew treatment)P(\text{improved} \mid \text{new treatment}), and P(new treatmentimproved)P(\text{new treatment} \cap \text{improved}) by the multiplication rule. Then decide whether treatment and improvement are independent.

  4. 4. Testing three pairs of events on one die . Reasoning, 14 points. Question 4 of 5.

    A single fair six-sided die is rolled once. Consider these events on that one roll: AA, the roll is even; BB, the roll is greater than 44; CC, the roll is odd; DD, the roll is a multiple of 33.

    1. Part A.

      List the outcomes belonging to AA, to BB, and to ABA \cap B, and use those lists to compute P(A)P(A), P(B)P(B), and P(AB)P(A \cap B). Then decide whether AA and BB are independent by comparing P(AB)P(A \cap B) with the product P(A)P(B)P(A)P(B).

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      Compute P(A)P(A), P(C)P(C), and P(AC)P(A \cap C), and decide whether AA and CC are independent. Then say what learning that CC occurred does to the probability of AA, and connect that to the general fact about disjoint events with positive probability that was proved in the lesson.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    3. Part C.

      A classmate argues: 'Being even (AA) and being a multiple of 33 (DD) describe completely different properties of a number, so knowing one should tell you nothing about the other, meaning AA and DD must be independent.' Test that specific claim numerically. Then, to show that the classmate's reasoning cannot be trusted in general even when it happens to reach the right conclusion, exhibit two events on the same die whose properties look just as unrelated as AA and DD's, and show that those two events are not independent at all.

      Construct a counterexample Give one specific case, and show it breaks the claim. 6 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Lists the outcomes of AA, BB, and ABA \cap B correctly and converts each to a probability. . Worth 2 points.

    Compares P(AB)P(A \cap B) with P(A)P(B)P(A)P(B) and states the correct verdict. . Worth 1 point.

    Part B 5 points

    Computes P(AC)P(A \cap C) and P(A)P(C)P(A)P(C) correctly and states that they disagree. . Worth 2 points.

    Computes P(AC)P(A \mid C) and explains what it shows about the effect of learning CC, connecting it to the lesson's theorem about disjoint events. . Worth 3 points. needs an explanation, not just an answer

    Part C 6 points

    Tests AA and DD numerically and correctly reports that they are independent. . Worth 2 points.

    Explains why a correct numerical verdict does not validate the classmate's reasoning method. . Worth 2 points. needs an explanation, not just an answer

    Produces a valid counterexample pair of events on the same die whose properties sound just as unrelated as AA and DD's, and correctly shows numerically that P(intersection)P(\text{intersection}) does not equal the product of the individual probabilities (the sample answer uses a mutually exclusive pair, but that is not the only valid construction). . Worth 2 points.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    On the same die, let HH be "the roll is at most 33" and KK be "the roll is at least 44." Test HH and KK for independence. Then let MM be "the roll is prime" (2,3,52, 3, 5) and test whether HH and MM are independent.

  5. 5. Discount codes and a match among nine visitors . Reasoning, 12 points. Question 5 of 5.

    A website's checkout page randomly assigns each new visitor one of 3030 different discount codes, uniformly and independently of every other visitor. Codes may repeat across visitors; there is no rule against two different visitors receiving the same code. Nine visitors check out within the same hour.

    1. Part A.

      Write an expression for the number of equally likely outcomes for the codes assigned to the nine visitors, treating the result as an ordered list of nine codes. Then write an expression, as a product of nine factors, for the number of those outcomes in which all nine visitors receive codes that are different from each other.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    2. Part B.

      Using the complement rule and your two expressions from part A, find the probability that at least two of the nine visitors receive the same code. Report it as a decimal rounded to three places.

      Carry your own answer forward Continue from your own two expressions in part A. The complement rule and the final decimal are what this part grades.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      Without recomputing the lesson's birthday problem, explain in general terms why a shared code arises here, among just nine visitors and thirty codes, far more easily than a shared birthday arises, even though the birthday problem needs a noticeably larger group to reach the same one-half mark, because its pool of days is so much bigger. Refer to the ratio between the group size and the number of categories, and to how the number of pairs being compared grows as the group grows.

      Compare the two methods Say what each one costs you, and when you would reach for it. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Writes S=309|S| = 30^9 and justifies it from the independence and uniformity of the nine assignments. . Worth 2 points.

    Writes the all-different count as a product of 99 falling factors starting at 3030, and explains why each factor is one smaller than the last. . Worth 2 points. needs an explanation, not just an answer

    Part B 3 points

    Computes P(all different)P(\text{all different}) correctly as a decimal, from the two expressions in part A. . Worth 2 points.

    Applies the complement rule and reports the final decimal rounded correctly. . Worth 1 point.

    Part C 5 points

    Identifies the ratio between group size and category count as the driver of how quickly a match becomes likely, rather than attributing it to the group size alone. . Worth 3 points. needs an explanation, not just an answer

    Connects the effect to the growth of the number of pairs compared, roughly (n2)\binom{n}{2}, as the group grows. . Worth 2 points.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A raffle app assigns each of 66 entrants one of 2020 prize tiers, uniformly and independently, with repeats allowed. Find the probability that at least two entrants land in the same tier, as a decimal rounded to three places.