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.
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1. A vending machine and three purchases . Foundational, 12 points. Question 1 of 5.
A vending machine dispenses one of 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.
- 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
- 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
- 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.
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Hint 1 of 3
Every purchase offers the same ten flavors independent of the ones before it. That independence is exactly what licenses multiplying, in both counts of part A.
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Hint 2 of 3 · Part B
"At least one" and "none at all" are opposite events over the same three purchases, so one probability is minus the other.
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Hint 3 of 3 · Part C
List the three cases that make up "at least one chocolate purchase" before counting anything, and count how many separate counts each route actually needs.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
; have no chocolate. Each purchase is uniform and independent, so all lists are equally likely.
Part B
.
Part C
The three direct counts are , , and , adding to , which matches part B. The complement rule is the shorter path whenever an event is an "at least one" (or "at least some") event whose opposite, "none," is a single easy count; it stops being an advantage when the opposite event is itself built from several cases.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Each purchase offers the same ten flavors, and the machine's restocking promise, uniform and with no memory of what happened before, means the ten choices at one purchase do not depend on the flavors chosen earlier. That independence is exactly what the multiplication principle needs, so it counts the ordered lists of three flavors:
Because nothing about the machine favors one list of three flavors over another, all of these ordered lists are equally likely, which is what lets a later probability be found simply by counting.
Now count the lists with no chocolate purchase. Each of the three purchases must land on one of the nine non-chocolate flavors, and that restriction applies at every stage independently of the others:
Part B
"At least one chocolate purchase" is the opposite of "no chocolate purchase at all," which part A already counted, so the complement rule turns that count straight into the probability wanted:
Since is prime and does not divide , the fraction is already in lowest terms. Dividing gives the decimal:
So across three purchases from this machine, a little over a quarter of the time at least one of them is chocolate.
Part C
Split "at least one chocolate purchase" into the three cases that make it up. For exactly one chocolate purchase, the chocolate purchase can be any one of the three positions in the list, and the other two purchases must both avoid chocolate:
For exactly two, the two chocolate positions can be chosen in ways out of the three purchases, and the remaining purchase must avoid chocolate:
For exactly three, every purchase is chocolate, which is a single list. Adding the three cases:
which matches part B's answer, as it has to, since the two routes count the same event two different ways.
But the direct route needed three separate counts and an addition, while the complement route needed one count, "no chocolate at all," and one subtraction. The general pattern is about the shape of the event rather than about this machine: "at least one" (or "at least ") is usually a sprawling union of several disjoint cases, while its complement, "none" (or "fewer than "), is often a single tidy count. Whenever that asymmetry holds, the complement rule is the shorter path. It stops being a guaranteed advantage once the complement itself splits into several cases, since then neither route is obviously shorter.
In one line
and the no-chocolate count is , so . Counting the event directly needs three separate counts, , which matches the complement route but takes more work; the complement rule is shorter whenever an "at least one" event's opposite, "none," is a single easy count.
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 . . Worth 2 points.
Counts the lists containing no chocolate purchase with the same reasoning, using three factors of . . 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 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.
The answer
, the no-lemon-lime count is , and .
The multiplication principle counts the ordered lists of four flavors from eight choices each:
Avoiding lemon-lime at every purchase leaves seven choices each time:
The complement rule finishes it:
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2. A fitness center's overlapping equipment users . Application, 12 points. Question 2 of 5.
A fitness center surveys all of its active members about which equipment they used in the past week. The survey finds that members used the treadmills, members used the free-weight room, and 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.
- 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
- 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 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
- Part C.
A different staff member computes the probability of "treadmill or weights" as , reasoning that "or" always means adding the two probabilities. Identify the mistake. Then suppose the weight-room count had instead been members, with 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.
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Hint 1 of 3
A probability of a union always has three counts inside it: the two named groups and how much they overlap. Track all three separately before doing any arithmetic.
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Hint 2 of 3 · Part B
"Treadmill or weights" and "neither" split the members between them with nothing left over and nothing shared.
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Hint 3 of 3 · Part C
Ask what happens to a member who used both kinds of equipment when you add the treadmill fraction and the weight-room fraction: how many times does that member get counted?
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
.
Part B
, matching the direct count of members outside both groups.
Part C
The mistake is not subtracting the -member overlap, double-counting those members. With on weights, the naive sum is , above , which is impossible for a probability.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
"Or" is a union, so the addition rule applies with the treadmill users and the free-weight users. Simply adding and would count every member who used both pieces of equipment twice, once inside each group, so the rule subtracts the overlap once to undo that:
Since shares no factor with , the fraction is already in lowest terms, and dividing gives
Part B
"Neither" is the opposite of "treadmill or weights," so the complement rule turns part A's answer straight into this one:
Check it by counting instead. Of the members, fall inside the union (treadmill, weights, or both), so the remaining fall outside both groups, and matches. The two routes have to agree, because every one of the members is either inside the union or outside it, never both and never neither.
Part C
The staff member's arithmetic is correct but the rule applied is the wrong one. Adding and counts every member who used both pieces of equipment inside BOTH of those fractions, so the overlapping members are counted twice, and the naive total overstates the union by exactly , the size of the overlap.
Now push the same naive method with a weight-room count of instead of , treadmills still at :
A probability above describes an event more certain than certainty itself, which is nonsense: counted "slots" cannot come from a survey of members. So this second example does not merely repeat the first mistake, it exposes it. Whenever the naive addition is applied to two events large enough to overlap heavily, it can produce a value outside the scale, and a value outside that scale is a certificate that the method used to reach it cannot be correct in general, whether or not a particular pair of numbers happens to stay under by luck.
In one line
, and "neither" is the complement, , matching the direct count of members. Adding without subtracting the overlap double-counts the members who used both; pushed further with weight-room members it gives , above , which certifies the naive method invalid whenever the two events can overlap.
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 . . 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 members are surveyed: borrowed a novel in the past month, borrowed a nonfiction book, and 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.
The answer
, and .
The addition rule subtracts the double-counted overlap:
The complement gives the members who borrowed neither:
which matches counting directly, since members fall outside both groups and .
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3. One employee, two classifying questions . Application, 13 points. Question 3 of 5.
A software company has employees. work in Engineering and the other work in Sales. Of the Engineering employees, work remotely; of the Sales employees, work remotely. One employee is selected uniformly at random from the full roster of to represent the company at an all-hands meeting.
- Part A.
Find directly from the roster of . Then find by restricting your attention to the Engineering employees, and say why that conditional probability is found by dividing by rather than by .
Solve and show your work Write each step out, and end with the value and its units. 5 points
- 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 .
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
- Part C.
Find over the whole roster of employees. Then decide whether department and remote status are independent, by comparing from part B with the product . 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.
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Hint 1 of 3
Every probability in this question comes from restricting to a row, a column, or a single cell of the roster. Work out which one each part is asking for before dividing anything.
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Hint 2 of 3 · Part B
The multiplication rule combines the marginal probability of the department with the conditional probability of being remote inside it. You already found both of those in part A.
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Hint 3 of 3 · Part C
Independence compares the actual joint probability against what the product WOULD give if department and remote status had nothing to do with each other. Compute both sides before deciding.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, and .
Part B
, matching the direct count .
Part C
. Since does not equal , department and remote status are dependent: Engineering's own remote rate sits below the company average.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The whole roster of employees is the sample space, and of them work in Engineering, so
Learning that the selected employee works in Engineering rules out everyone else on the roster, so the sample space shrinks from all employees down to the in Engineering. That shrinking is exactly why the conditional probability divides by : the outcomes outside Engineering are no longer part of the world being counted. Of those , work remotely, so
Part B
For the selected employee to work in Engineering and remotely, the employee has to work in Engineering (probability ), and then, among Engineering employees, has to be one of the remote ones (probability ). The multiplication rule multiplies exactly those two probabilities:
Check it against the roster directly. There are employees who are both in Engineering and remote, out of in all:
which matches, exactly as it must, since the multiplication rule is only the conditional definition rearranged.
Part C
Across the whole roster, Engineering employees and Sales employees work remotely, so of the employees are remote in all:
Compare the joint probability from part B against the product independence would predict:
while part B found . Since , department and remote status are dependent, not independent: knowing which department an employee works in genuinely changes the chance that employee is remote.
That dependence is visible directly in the two conditional rates. Engineering's remote rate is , below the company-wide , while Sales's is , above it. If department told you nothing about remote status, both conditional rates would equal the company-wide rate; instead they straddle it in opposite directions, which is exactly what the failed independence test predicts.
In one line
and , so by the multiplication rule , matching the direct count . Company-wide, , and , so department and remote status are dependent: Engineering's own remote rate () sits below the company average and Sales's () sits above it.
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 correctly from the full roster of . . Worth 1 point.
Finds correctly by dividing by the Engineering employees rather than by . . Worth 2 points.
Explains why conditioning on Engineering shrinks the sample space to employees rather than . . Worth 1 point. needs an explanation, not just an answer
Reports both values as probabilities between and , 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 remote Engineering employees out of . . Worth 1 point.
Part C 5 points
Finds correctly from the full roster. . Worth 1 point.
Compares with the product 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 -patient study compares two treatments: patients received the new treatment and received the standard one. Among the new-treatment group, improved; among the standard group, improved. One patient is selected at random from the study. Find , , and by the multiplication rule. Then decide whether treatment and improvement are independent.
The answer
, , and , matching the direct count. Since , treatment and improvement are dependent.
From the patients, received the new treatment:
Restricting to that group, of the improved:
The multiplication rule gives the joint probability:
matching the direct count .
Overall, of the patients improved, so . Independence would require , but the actual joint probability is , so treatment and improvement are dependent: the new treatment's patients improved at a higher rate than the study average.
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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: , the roll is even; , the roll is greater than ; , the roll is odd; , the roll is a multiple of .
- Part A.
List the outcomes belonging to , to , and to , and use those lists to compute , , and . Then decide whether and are independent by comparing with the product .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Compute , , and , and decide whether and are independent. Then say what learning that occurred does to the probability of , 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
- Part C.
A classmate argues: 'Being even () and being a multiple of () describe completely different properties of a number, so knowing one should tell you nothing about the other, meaning and 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 and '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.
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Hint 1 of 3
Every verdict in this question comes from the same single comparison: compute and the product separately, then see whether they agree. Never decide from how the events sound.
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Hint 2 of 3 · Part B
A disjoint pair is the case the lesson proved outright. Compute the conditional probability once you have , and read what it says about learning .
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Hint 3 of 3 · Part C
First just do the arithmetic for and , no matter what your intuition says. Then, for the counterexample, look for two events built from very different-sounding descriptions that still happen to share no outcomes at all.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, , , so , , . Since too, and are independent.
Part B
since a single roll cannot be both even and odd, while , so and are dependent, not independent. Learning happened forces , ruling out completely, matching the lesson's proof that disjoint events of positive probability are never independent.
Part C
, so and are independent, but only numerically, not because the properties feel unrelated. With , , equally unrelated-sounding, while : mutually exclusive, so dependent.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
List the outcomes directly from the die's six faces. "Even" collects , so . "Greater than " collects , so . The only face in both lists is , so and .
Now compare that against the product, which is what independence actually asks:
The two sides agree, , so and are independent. Nothing here appealed to whether "even" and "greater than " feel related; the equation is what decided it.
Part B
"Even" and "odd" cannot both describe the same roll, so and . The product of the two individual probabilities, though, is positive:
Since , and fail the independence test: they are dependent.
Conditioning shows exactly how dependent. Because , dividing is allowed, and
while on its own. So learning that the roll was odd does not merely nudge the chance of "even," it collapses it to zero, which is the opposite of the "no information" behavior independence describes. This is exactly the lesson's theorem: and are disjoint, both have positive probability, so they cannot be independent, and the reason is that a disjoint event is maximally informative rather than uninformative.
Part C
Test the classmate's claim first. , so , and (the only roll that is both even and a multiple of ), so . Compare:
The two sides agree, so and genuinely are independent. But the classmate did not compute anything; the argument was that the two properties "feel" unconnected. That is not a proof, only a guess, and it happened to land on the right answer.
To see the guess fail, look for two events with the same flavor of "unrelated-sounding" properties that are NOT independent. Take , the roll is or , and , the roll is a multiple of . Being small and being a multiple of sound at least as unconnected as being even and being a multiple of . But
so , while
and are dependent, and in fact they are mutually exclusive, which by the lesson's theorem is as far from independent as two events with positive probability can get. So a pair of properties that "feel" just as unrelated as and 's produced the opposite verdict. That is the whole point: whether two events are independent is a numerical fact about versus , and no amount of staring at what the events describe can substitute for computing it.
In one line
and are independent, since . and are dependent (in fact mutually exclusive), since , and shows that learning rules out entirely, matching the lesson's theorem. and are also independent, , but that numerical agreement does not vindicate reasoning from how the properties sound: and look just as unrelated yet are mutually exclusive, with , so they are dependent.
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 , , and correctly and converts each to a probability. . Worth 2 points.
Compares with and states the correct verdict. . Worth 1 point.
Part B 5 points
Computes and correctly and states that they disagree. . Worth 2 points.
Computes and explains what it shows about the effect of learning , 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 and 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 and 's, and correctly shows numerically that 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 be "the roll is at most " and be "the roll is at least ." Test and for independence. Then let be "the roll is prime" () and test whether and are independent.
The answer
and are mutually exclusive and therefore dependent, since . and are also dependent, since , even though they do overlap.
and share no outcome, so and , while . and are dependent (mutually exclusive).
For and : , so , while . Since , and are dependent as well, though they are not mutually exclusive.
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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 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.
- 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
- 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
- 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.
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Hint 1 of 3
This is the birthday-problem pattern from the lesson with different numbers: build the all-different count with falling factors, and let the complement rule do the rest.
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Hint 2 of 3 · Part B
Work the ratio out as a chain of nine fractions rather than computing the enormous numerator and denominator separately; each fraction is one factor smaller than the one before it.
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Hint 3 of 3 · Part C
Ask what a category pool of thirty, instead of a much larger number, does to each new visitor's chance of landing on an unused code, and ask how many pairs of visitors exist to begin with.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, and the all-different count is .
Part B
.
Part C
This pool of codes is small relative to visitors, unlike a typical group set against a year of days, so each new visitor has far fewer safe codes left. The number of compared pairs grows like , so a small category pool makes a match likely without a large group.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Each of the nine visitors is assigned independently and uniformly from the same codes, so the multiplication principle counts the ordered lists of nine codes:
All of these lists are equally likely, because every assignment is uniform and independent of every other visitor's.
For all nine codes to be different, assign the codes one visitor at a time and let each new visitor avoid every code already used. The first visitor has choices, the second has left to avoid a repeat, and so on down to the ninth visitor, who must avoid the codes already taken:
a product of falling factors, exactly the shape the birthday problem in the lesson used for its own group and its own pool of categories.
Part B
"At least two visitors share a code" is the opposite of "all nine codes are different," so the complement rule applies exactly as it did for the birthday problem in the lesson. Divide the all-different count by the total to get the probability that all nine differ, computing it as a chain of nine fractions:
The complement rule finishes it:
So with only nine visitors and thirty codes, a shared code is already more likely than not.
Part C
Both problems are decided by the same complementary-counting argument, all outcomes different versus at least one repeat, so the mechanism is identical. What differs is the ratio between how many things are being placed and how many places there are to put them. Nine visitors drawn from only thirty codes is a substantial fraction of the category pool, while a group of people is a tiny fraction of the days in a year. A small pool relative to the group size leaves each new arrival with noticeably fewer safe, still-unused codes to land on, so the falling factors in the all-different count shrink much faster here than they would against a far larger denominator.
The other way to see it is to count comparisons rather than individuals. It is not any one visitor's code that has to "land right," it is every pair of visitors that gets a chance to collide, and the number of pairs in a group of grows like
roughly the square of . So doubling the group size roughly quadruples the number of chances for a match, and shrinking the category pool raises the chance that any one of those pairs collides. Both effects point the same way here: a group that is a meaningful fraction of a small category pool produces far more collision opportunities, per person, than the same size group does against a much larger pool of categories, which is exactly why nine visitors against thirty codes clears one half so much faster than the classic birthday problem does, even though that problem needs a noticeably larger group of people to get there, because its pool of days is so much bigger.
In one line
and the all-different count is , giving and . A shared code arises far more easily here than in a birthday-style problem set against a much larger category pool, because a small pool relative to the group size leaves fewer safe codes for each new visitor, and because the number of pairs being compared grows roughly as as the group grows.
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 and justifies it from the independence and uniformity of the nine assignments. . Worth 2 points.
Writes the all-different count as a product of falling factors starting at , 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 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 , 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 entrants one of 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.
The answer
.
The total number of equally likely outcomes is , and the all-different count is the product of falling factors starting at :
As a chain of fractions,
so the complement rule gives
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