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IGCSE · Cambridge (CIE) · 0444

Estimate probability from experimental relative frequency

Divide event count by trial count · Combine experiments using counts · Distinguish an estimate from the underlying probability

Section Paper 2 · Historical Extended · non-calculator

Mathematics (US) 0444 · historical 2025 study · C9.2 / E9.2
Exam scope and assessment notes

Core and Extended foundations. Historical study of Cambridge IGCSE Mathematics (US) 0444, 2025 Version 2. The final assessment was June 2025; the syllabus was available only to schools in Arizona, USA. This is not a current exam-entry option. Original self-check teaching and explained practice are not Cambridge papers, official marks or predicted grades. Linked teaching foundations do not establish full syllabus mastery. Calibrated cumulative assessment, reliable drawn-work review and qualified mathematics-teacher review remain unfinished.

Before you begin

  • Fractions and proportions

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

Quick readiness check

What should you establish before applying the method in this lesson?

What you will learn

  • Divide event count by trial count
  • Combine experiments using counts
  • Distinguish an estimate from the underlying probability
An estimate can fluctuate00.250.50.75115101520Relative frequencyNumber of recorded tosses20 tosses · 11 heads · estimate 0.55
An invented record of 20 coin tosses has 11 heads. Dots show the cumulative head count divided by trials, ending at 11/20=0.55. Straight segments only connect the recorded values. The dashed 0.5 line is the fair-coin model, not a fitted result. The estimate need not approach it monotonically, and these observations do not prove fairness or bias.

Count divided by trials

Relative frequency is event count divided by the total number of comparable trials. Eleven heads in twenty tosses gives 11/20=0.55, an estimate of the head probability. It does not prove the coin has probability exactly 0.55. A small experiment can fluctuate greatly, as the illustrated early cumulative values show.

More independent, representative trials generally provide a more stable estimate, but do not guarantee monotonic improvement or agreement with the true probability. Changing the mechanism or pooling incompatible conditions can make an estimate misleading.

Pool counts, not unweighted percentages

If one experiment has 3 successes in 10 trials and another 45 in 90, the pooled estimate is 48/100=0.48. Averaging 30% and 50% to get 40% gives the ten-trial experiment too much weight. A zero observed count does not prove that an event is impossible.

Sources for this lesson

Pause and explain

Do zero red outcomes in ten trials prove P(red)=0?

Put the idea to work

Worked example

A spinner lands on blue 18 times in 60 spins. Estimate P(blue).

Show the worked solution
  1. Use observed blue count over total spins.
  2. 18/60=3/10.

Answer 0.3 or 30%, an experimental estimate.

Try a topic test

Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

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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 counter is drawn and replaced 50 times, with red observed 17 times. Estimate P(red).

Give me a hint

Divide red count by trial count.

Compare my reasoning
  1. There are 17 successes out of 50 trials.
  2. 17/50=0.34.

0.34 or 34%, an estimate.

Look for these in your work

  • Use the correct denominator
  • Label the result as estimated
2 · Independent

Under unchanged conditions, two experiments give 3 successes in 10 trials and 45 in 90. Find the pooled relative frequency.

Give me a hint

Add counts and trials separately.

Compare my reasoning
  1. Total successes=48; total trials=100.
  2. 48/100=0.48, rather than an unweighted mean of the two percentages.

0.48 or 48%.

Look for these in your work

  • Weight by numbers of trials
  • Pool comparable conditions
3 · Transfer

An experiment gives 7 heads in 10 tosses; another gives 52 in 100. Which usually provides a more stable estimate under the same independent-toss model? Does its estimate have to be closer to the true probability?

Give me a hint

Separate a typical advantage from a guarantee.

Compare my reasoning
  1. The 100-toss sample usually has less sampling variability.
  2. Any particular finite sample can still be farther from the true probability.

The 100-toss sample is usually more stable; closeness is not guaranteed.

Look for these in your work

  • Recognise sample-size effects
  • Avoid a deterministic claim

Common mistakes

  • Use the total trial count as denominator.
  • Do not treat a sample proportion as exact theoretical probability.
Recall without your notes

What can you explain now?

Do zero red outcomes in ten trials prove P(red)=0?

Compare with the explanation

No; an event with positive probability can be absent in a small sample.

Observed frequency and underlying probability are different quantities.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Do zero red outcomes in ten trials prove P(red)=0?

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.

Keep learning Mathematics (US)

Course scope and assessment

191 original lessons provide 573 guided, independent and application tasks. All 142 tier entries have linked teaching foundations: 55 Core and 87 Extended entries across 87 unique numbered sections in ten areas. Extended includes Core, so the tier-entry count is not a percentage of teaching time or student mastery. This is not full programme completion: qualified mathematics-teacher review, cumulative and exam-length assessment, and reliable drawn-work review remain unfinished. Historical study of Cambridge IGCSE Mathematics (US) 0444, 2025 Version 2. The final assessment was June 2025; the syllabus was available only to schools in Arizona, USA. This is not a current exam-entry option. Original self-check teaching and explained practice are not Cambridge papers, official marks or predicted grades. Linked teaching foundations do not establish full syllabus mastery. Calibrated cumulative assessment, reliable drawn-work review and qualified mathematics-teacher review remain unfinished.

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