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IGCSE · Cambridge (CIE) · 0444

Use weighted paths to interpret a later outcome

Combine source probabilities with outcome probabilities · Find the total probability of a later event · Compare source shares within that event

Mathematics (US) 0444 · historical 2025 study · E9.5
Exam scope and assessment notes

Extended content; not a Core requirement. 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

  • Tree paths
  • Restricted probabilities

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

  • Combine source probabilities with outcome probabilities
  • Find the total probability of a later event
  • Compare source shares within that event
Weight each source before combiningSourceOutcomeP(path)A60%B40%5%A reject3%95%A accept57%10%B reject4%90%B accept36%Complete path probabilities sum to 1
In an invented production model, source A supplies 60% and source B 40%. Rejection rates after A and B are 5% and 10%. Complete rejected paths contribute 3% and 4% of all items, while accepted paths contribute 57% and 36%. Rejected items total 7%; within that group the source-B share is 4/7, which differs from its 10% rejection rate.

Different branch rates need source weights

An illustrative production model supplies 60% of items from A and 40% from B. Rejection rates are 5% for A and 10% for B. The complete rejected paths have probabilities 0.6×0.05=0.03 and 0.4×0.10=0.04, so overall rejection is 0.07. Averaging 5% and 10% equally to get 7.5% ignores the different source shares.

This is an invented teaching model, not evidence about any real supplier. The branches after each source sum to 1. Complete path probabilities are measured relative to all items.

Given rejection, change the reference group

Among rejected items, B accounts for 0.04 of the total rejection probability 0.07. The conditional share is 4/7. It is not 10%: that value is the rejection chance given B, the reverse conditioning direction. A higher rejection rate does not by itself guarantee a larger share of rejected items, because the source size also matters.

Sources for this lesson

Pause and explain

Is the chance of source B given rejection equal to its 10% rejection rate?

Put the idea to work

Worked example

For the illustrated model, find P(from B given rejected).

Show the worked solution
  1. B-and-rejected probability=0.04; total rejected=0.07.
  2. Divide the B path by the total rejected probability.

Answer 4/7.

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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

Under the illustrated A/B model, find the overall probability an item is rejected.

Give me a hint

Add the two rejected paths.

Compare my reasoning
  1. A-and-rejected=0.03.
  2. B-and-rejected=0.04; total=0.07.

0.07 or 7%.

Look for these in your work

  • Weight by source share
  • Add disjoint rejected paths
2 · Independent

Use the same model to find P(source A given accepted).

Give me a hint

Find A-and-accepted and total accepted.

Compare my reasoning
  1. A-and-accepted=0.6×0.95=0.57.
  2. Accepted probability=1−0.07=0.93; ratio=0.57/0.93.

19/31.

Look for these in your work

  • Use the accepted reference group
  • Normalise the selected path
3 · Transfer

Another model has A supplying 90% with a 2% rejection rate, and B supplying 10% with a 10% rate. Which source supplies more rejected items? Find the source-B share among rejected items.

Give me a hint

Compare weighted paths, not just branch rates.

Compare my reasoning
  1. A-and-rejected=0.9×0.02=0.018; B-and-rejected=0.1×0.10=0.010.
  2. A contributes more; B share=0.010/0.028=5/14.

A supplies more rejected items; B share is 5/14.

Look for these in your work

  • Account for unequal source sizes
  • Restrict to the rejected population

Common mistakes

  • Weight each rate by its source share.
  • Reversing the word given reverses the reference group.
Recall without your notes

What can you explain now?

Is the chance of source B given rejection equal to its 10% rejection rate?

Compare with the explanation

No; the source share among rejected items is 4/7.

The 10% rate conditions on source B, while the question conditions on rejection.

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

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Make it stick

Is the chance of source B given rejection equal to its 10% rejection rate?

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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