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A Level · Cambridge (CIE) · 9709

Condition on a restricted sample space

Use only outcomes consistent with the given information and keep the direction of the condition explicit.

Statistics 1 · Probability · 5.3
Exam scope and assessment notes

Probability & Statistics 1 (Paper 5, AS & A Level) · Mathematics 9709, 2026–2027, section 5.3. Define the sample space and state its probability assumptions before counting. Fair independent dice give equiprobable ordered pairs; their sums are not equiprobable. Random selection means each specified individual is equally likely under the stated sampling model. Without replacement, later branch probabilities change; with replacement and independent mixing, they remain the same. A′ is a complement, A ∩ B means both, A ∪ B means either or both, and P(A|B) means A given B with P(B) > 0. Mutually exclusive and independent are different properties. The explicit general addition formula is not required by this section; explain overlap through disjoint regions. Conditional probabilities may use P(A|B) = P(A ∩ B)/P(B). Numerical models describe the stipulated experiment, not automatically a real population. Written practice is self-checked; human subject-teacher review remains pending.

Before you begin

  • List joint outcomes and intersections.
  • Calculate ratios of favourable and total counts.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

In P(A|B), which outcomes remain in the conditional sample space?

What you will learn

  • Calculate conditional probabilities from an equiprobable sample space.
  • Distinguish P(A|B) from P(B|A) and require a positive conditioning probability.
A six-by-six ordered-pair grid conditions two fair independent dice on total at least 9. Ten shaded cells meet the given condition. Four of those, (6,3), (6,4), (6,5), (6,6), also have first die 6 and are red. Thus P(first 6 | total at least 9) = 4/10 = 2/5. Reversing the condition uses six first-die-6 cells and gives 4/6 = 2/3.Restrict to the given eventSecond dieFirst die11223344556623456734567845678956789106789101178910111210 given-event cells · 4 red joint cellsP(first 6 | total ≥ 9) = 2/5Reverse condition: 4/6 = 2/3
A six-by-six ordered-pair grid conditions two fair independent dice on total at least 9. Ten shaded cells meet the given condition. Four of those, (6,3), (6,4), (6,5), (6,6), also have first die 6 and are red. Thus P(first 6 | total at least 9) = 4/10 = 2/5. Reversing the condition uses six first-die-6 cells and gives 4/6 = 2/3.

Given information changes the denominator

P(A|B) means the probability of A given that B occurred. Among equiprobable elementary outcomes, restrict the denominator to B, then count the outcomes that also satisfy A. On a fair die, given a result greater than 3, the remaining sample space is {4,5,6}. An even result occurs at 4 or 6, so its conditional probability is 2/3, not the unconditional 1/2.

The ratio is P(A|B) = P(A ∩ B)/P(B), provided P(B) > 0. The numerator uses both events while the denominator uses the given event. Conditioning on a probability-zero event cannot use this finite-probability ratio; do not divide by zero or assert an ordinary conditional value from it.

Reversing the condition usually changes the answer

Let A be even and B be greater than 2 on a fair die. Then P(A|B) = 2/4 = 1/2, while P(B|A) = 2/3. Both numerators count {4,6}, but the conditioning denominators have different sizes. Read ‘given’ carefully rather than treating the vertical bar as a symmetric intersection.

For two fair independent dice, given total at least 9, there are ten possible ordered pairs. Four have first die 6, so P(first 6 | total ≥ 9) = 4/10 = 2/5. In reverse, given first die 6, six pairs remain and four have total at least 9, giving 2/3. Count the restricted grid rather than replacing it with equally likely total labels.

Pause and explain

Given a fair die result greater than 3, what is P(even)?

Put the idea to work

Worked example

Two fair independent dice are rolled. Find P(first die 6 | total at least 9).

Show the worked solution
  1. There are ten pairs with totals 9, 10, 11 or 12: counts 4, 3, 2 and 1.
  2. The favourable pairs are (6,3), (6,4), (6,5), (6,6).
  3. The restricted probability is 4/10 = 2/5.

Answer 2/5.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

A fair die result is known to be greater than 3. Find P(even | greater than 3).

Give me a hint

Restrict the possible results before counting even ones.

Compare my reasoning
  1. The given event leaves {4,5,6}.
  2. Two of those results, 4 and 6, are even.
  3. The conditional probability is 2/3.

2/3.

Look for these in your work

  • Use the restricted denominator three.
  • Keep both favourable results.
2 · Independent

Two fair independent dice are rolled. Find P(total 7 | first die odd), then P(first die odd | total 7).

Give me a hint

Count the same intersection against two different conditioning sets.

Compare my reasoning
  1. An odd first die gives 3 × 6 = 18 pairs, three of which sum to 7.
  2. Thus P(total 7 | first odd) = 3/18 = 1/6.
  3. Total 7 gives six pairs, three with first die odd, so the reverse conditional is 1/2.

1/6 for total 7 given first odd; 1/2 for first odd given total 7.

Look for these in your work

  • Identify the numerator intersection.
  • Use the correct given-event count for each direction.
3 · Transfer

Two fair independent dice are rolled. Find P(first die 6 | total at least 9) and compare with P(total at least 9 | first die 6).

Give me a hint

Totals 9–12 have ten elementary pairs; a fixed first die has six.

Compare my reasoning
  1. There are ten pairs with total at least 9; four begin with 6.
  2. The first conditional is 4/10 = 2/5.
  3. Given first die 6, four of six second-die results give total at least 9, so the reverse is 2/3.

2/5 and 2/3 respectively.

Look for these in your work

  • Keep the condition direction explicit.
  • Count elementary pairs rather than equiprobable totals.

Common mistakes

  • The given event supplies the denominator.
  • Conditional probabilities are directional.
  • Use the ratio only when the conditioning event has positive probability.
Recall without your notes

What can you explain now?

Must P(A|B) equal P(B|A)?

Compare with the explanation

No; their conditioning denominators can differ.

The intersection is shared, but the two given-event probabilities need not match.

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Make it stick

Circle the given event, restrict the denominator to it, and count the shared outcomes; check the denominator is positive.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

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Course scope and assessment

312 sequenced lessons provide 936 guided, independent and application problems covering the 160 objectives in sections 1.1–1.8, 2.1–2.6, 3.1–3.9, 4.1–4.5, 5.1–5.5 and 6.1–6.5. The map lists all 38 sections across six alternative components; all eight Pure Mathematics 1 sections and all six Pure Mathematics 2 sections, from Paper 2 Algebra through Numerical solution of equations, currently have full teaching sequences. Paper 3 Algebra, section 3.1, links the six shared foundation lessons plus six lessons on partial fractions and rational binomial expansions; Paper 3 logarithms, trigonometry and numerical equations use the shared lessons, with the Paper 1 graph foundation linked into trigonometry. Paper 3 differentiation combines the shared methods with its inverse-tangent derivative lesson. Paper 3 Integration links four shared standard and identity lessons plus seven advanced lessons, covering all six section 3.5 requirements. Eight Vectors lessons cover all six section 3.7 requirements, with 2D and 3D line and solid applications. Nine Differential equations lessons cover all four section 3.8 requirements, including Paper 3 integration techniques, initial conditions, equilibrium solutions and conditional model interpretations. Eleven Complex numbers lessons cover all eight section 3.9 requirements, with seven Argand diagrams and explicit argument and boundary checks. All nine Pure Mathematics 3 sections now have teaching linked to every mapped requirement. Nine Forces and equilibrium lessons cover all seven section 4.1 requirements, with six force diagrams, signed incline-friction intervals, reaction-dependent pull and push limits and separate-body third-law checks. Nine Kinematics lessons cover the four official section 4.2 requirements, with the graph requirement mapped to three relationships. Six motion diagrams support directed quantities, graph slopes and signed areas, Paper 1 time-calculus methods, reversal distances, constant-acceleration stages and shared-clock particle meetings. Six Momentum lessons cover both section 4.3 requirements, including signed system totals, conservation assumptions, outgoing velocities, coalescence, unknown masses and successive impacts. Four diagrams show system momentum through the stipulated events, and supplied kinetic-energy checks distinguish conservation of momentum from changes in kinetic energy. Twelve Newton’s laws lessons cover all four section 4.4 requirements, with vertical support and release stages, rough horizontal and incline motion, inferred parameters, hanging and surface pulley systems, rigid tow-bar thrust and slack-string transitions. Seven force diagrams support the separate-particle balances. Nine Energy, work and power lessons cover all five section 4.5 requirements, with angle-dependent work, kinetic and reference potential energy, signed net-work balances, smooth curved slides, rough and driven slopes, ideal connected-system energy and instantaneous power on hills. Five diagrams distinguish the energy inputs, losses and valid positive-speed force model. All five Mechanics sections now have teaching and staged practice linked to their mapped requirements. Thirteen Representation of data lessons cover all five section 5.1 requirements, including choice and limitations of displays, ordered and back-to-back stems, raw summaries and box plots, unequal-width density histograms, cumulative-frequency interpolation, descriptive moment calculations, grouped estimates, coding, combining two datasets and correcting totals. Six accessible diagrams retain repeated observations and distinguish numerical spread, frequency area and estimated readings. Ten Permutations and combinations lessons cover both official section 5.2 requirements, with selection and ordered roles, repeated objects, adjacency blocks, non-adjacency gaps, leading-zero cases, labelled multi-row seating and mixed restrictions. Six accessible diagrams show outcome trees, ordered versus unordered choices, repeated copies, blocks, gaps and distinct row seats. Eleven Probability lessons cover all four section 5.3 requirements, with equiprobable elementary outcomes, selection-based probabilities, complements and disjoint regions, independence tests, restricted sample spaces, two-way tables, replacement and removal trees, reversed conditions and unknown parameters. Seven accessible diagrams show dice outcomes, random subsets, event regions, a conditioned grid, a count table and two probability trees. Twelve Discrete random variables lessons cover all three official section 5.4 requirements, with complete probability tables, moment and parameter checks, binomial assumptions, exact probabilities and moments, geometric first-success probabilities, tails, expectation and integer reliability thresholds. Six accessible diagrams distinguish outcome grouping, weighted moments, fixed trials, discrete probability bars, waiting conventions and integer tail deadlines. Twelve Normal distribution lessons cover all three official section 5.5 requirements, with continuous-area interpretation, MF19 cumulative tables, full standardisation, tail and interval regions, conditional probabilities, percentiles, one- and two-parameter inference, binomial suitability, continuity corrections and approximate integer thresholds. Seven accessible diagrams show model areas, table reading, aligned scales, intervals, quantiles, matched binomial and normal shapes and whole integer cells. All five Statistics 1 sections now have teaching and staged practice linked to their mapped requirements. Fourteen Poisson distribution lessons cover all five official section 6.1 requirements, with homogeneous event-count assumptions, exposure scaling, exact masses and tails, conditional count events, moments, parameter inference, probability duration targets, disjoint and overlapping windows, rare-count binomial approximations, matched normal approximations and continuity corrections. Nine accessible diagrams show event exposures, unit conversions, discrete bars, complete tail complements, population moments, shared windows, approximate count models and integer cells. Exact checks distinguish approximate and exact close-target decisions. Fourteen Linear combinations lessons cover the six listed results in official section 6.2, with affine moments, signed scales and constant cases, expectation without independence, independent squared variance contributions, fixed and random fees, independent copies versus reused values, affine normal events, independent normal sums and differences, weighted and conditional areas, coefficient inference, exact independent Poisson sums and overlapping exposure limits. Nine accessible diagrams distinguish scale changes, variance contributions, component costs, copy mechanisms, aligned normal scales, summed areas, Poisson count pairs and unsupported distribution claims. Fourteen Continuous random variables lessons cover both official section 6.3 requirements, with density validity and units, support-aware intervals, complements and conditional regions, first and second moments, percentiles by direct density areas, symmetry checks, parameter inference, infinite-support power and exponential integrals, divergent-moment limits and combined applications. Nine accessible diagrams distinguish density height from probability, normalisation, negative-density failures, central and conditional areas, mean versus median, percentile locations and partial infinite tails. Explicit cumulative distribution function knowledge is not required. Eighteen Sampling and estimation lessons cover all eight official section 6.4 requirements, with population and frame definitions, random-number selection, sampling-quality limits, independent sample-mean moments, normal means, CLT conditions, SE scaling, raw, summarised and coded unbiased estimates, known-variance and large-sample mean intervals, repeated-sampling interpretation, precision planning, proportion intervals, sparse-outcome limits and contextual applications. Ten accessible diagrams distinguish selection frames, number rejection, repeated sample means, population versus mean density, CLT models, variance divisors, interval targets, illustrative coverage, integer size checks and proportion margins. Eighteen Hypothesis tests lessons cover all five official section 6.5 requirements, with pre-specified alternatives, inclusive count tails, explicit equal-tail conventions, integer critical regions and actual significance, exposure-aware Poisson tests, continuity-corrected count approximations, normal and large-sample mean tests, confidence-interval connections, error classifications, fixed-region binomial, Poisson and normal error probabilities and sample-size power comparisons. Nine accessible diagrams show the testing procedure, exact count regions, unequal Poisson tails, discrete significance jumps, corrected count boundaries, matching mean intervals and alternative error distributions. All shared lessons are counted once in the course total. All 38 sections now link teaching and practice. Eight earlier overview lessons remain available, but do not count as full section coverage. This is a content-availability measure, not full programme completion or exam readiness. Written practice is self-checked, not officially marked. Check the 2028–2030 syllabus separately if sitting an examination from 2028; this teaching map uses 2026–2027 requirements.

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