
Sample 5.3.B.2 Complete
... 1. Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”). 2. Understand that two events A and B are independent if the probability of A and B occurring ...
... 1. Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”). 2. Understand that two events A and B are independent if the probability of A and B occurring ...
Statistics 510: Notes 1
... gives conditional probabilities; for example P(U 2 | U1 ) .45 . Suppose that of the father’s generation, 10% are in U, 40% are in M and 50% are in L. What is the probability that a son in the next generation is in U? ...
... gives conditional probabilities; for example P(U 2 | U1 ) .45 . Suppose that of the father’s generation, 10% are in U, 40% are in M and 50% are in L. What is the probability that a son in the next generation is in U? ...
Probability of a single event
... Events that add up to 1 are “complementary events”. Another way of asking the above is “Probability the baby is a girl or not a girl”. ...
... Events that add up to 1 are “complementary events”. Another way of asking the above is “Probability the baby is a girl or not a girl”. ...
Math 241 Notes 5.1
... gets closer and closer to the theoretical (or actual) probability value. Three methods for determining the probability of an event: ...
... gets closer and closer to the theoretical (or actual) probability value. Three methods for determining the probability of an event: ...
Binomial Distribution
... Situations in the real world which have binomial probabilities are flipping a coin (head or tail), hitting a bulls-eye (hit or miss), making a foul shot (yes or no), and birth of a child (b ...
... Situations in the real world which have binomial probabilities are flipping a coin (head or tail), hitting a bulls-eye (hit or miss), making a foul shot (yes or no), and birth of a child (b ...
Title Grade
... I can (Benchmark restated): I can us theoretical probability to make an educated guess about the results of an experiment. Create a game box for puhenehene. ...
... I can (Benchmark restated): I can us theoretical probability to make an educated guess about the results of an experiment. Create a game box for puhenehene. ...
Students will be able to interpret probability as a long
... SWBAT use a tree diagram to describe chance behavior when appropriate. SWBAT use the general multiplication rule to solve probability questions. SWBAT determine whether two events are independent. SWBAT find the probability that an event occurs using a two-way table. SWBAT use the multiplication rul ...
... SWBAT use a tree diagram to describe chance behavior when appropriate. SWBAT use the general multiplication rule to solve probability questions. SWBAT determine whether two events are independent. SWBAT find the probability that an event occurs using a two-way table. SWBAT use the multiplication rul ...
Homework 13
... 2. How much memory was used by the algorithm for answering the query “stream of length N has fewer than T2 or more than 2T distinct elements” presented in class? How much memory is needed in order to assure correctness of the answer with 99% probability (that is: if A is the number of distinct eleme ...
... 2. How much memory was used by the algorithm for answering the query “stream of length N has fewer than T2 or more than 2T distinct elements” presented in class? How much memory is needed in order to assure correctness of the answer with 99% probability (that is: if A is the number of distinct eleme ...
5.1 Probability overview (Answer in notes)
... pierced. They recorded data on two variables – gender and whether the student had a pierced ear – for all 178 people in the class, 90 males and 88 females. Create a two-way table, given that 19 males and 84 females have their ears pierced. ...
... pierced. They recorded data on two variables – gender and whether the student had a pierced ear – for all 178 people in the class, 90 males and 88 females. Create a two-way table, given that 19 males and 84 females have their ears pierced. ...