How do we measure how likely an event is, and how do we calculate the probability of a single event?
Find the probability of a single event as a fraction, decimal or percentage, and use the fact that probabilities sum to one
A focused answer to the N(A)-Level Mathematics outcome on probability. The probability scale, equally likely outcomes, calculating probability as favourable over total, and the complement rule.
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What this dot point is asking
SEAB wants you to measure how likely a single event is, expressing the probability as a fraction, decimal or percentage, and to use the fact that the probabilities of all outcomes add to . Probability is about counting favourable outcomes against all possible outcomes, so careful counting is the main skill.
The answer
The probability scale
Probability measures how likely something is, on a scale from to :
- A probability of means the event is impossible.
- A probability of means the event is certain.
- A probability of means it is as likely as not.
Probabilities can be written as fractions, decimals or percentages: , and all describe the same chance.
Equally likely outcomes
When all outcomes are equally likely (a fair die, a well-shuffled pack), the probability of an event is:
For a fair die, the probability of rolling a is , because one face out of six is favourable.
Counting outcomes carefully
The key step is counting correctly. List the favourable outcomes and the total outcomes, then form the fraction. For "an even number on a die", the favourable outcomes are (three of them), so the probability is .
The complement rule
The outcomes of an event and its opposite (its complement) together cover everything, so their probabilities add to :
If the probability of rain is , the probability of no rain is . This is often the quickest way to find a "not" probability.
Simplifying the answer
Give probabilities as simplified fractions unless told otherwise, for example written as . A decimal or percentage is also acceptable when the question allows.
Examples in context
Example 1. A spinner. A spinner divided into equal sectors, of them red, gives a probability of red of . Equal sectors make the outcomes equally likely, so the count of red sectors over the total sectors is the probability.
Example 2. Weather forecasts. When a forecast says there is a chance of rain, the chance of no rain is . The complement rule turns one stated probability into its opposite instantly, which is how "not" probabilities usually arise in real life.
Try this
- Cue. A fair coin is tossed. The probability of heads is , since one of two equally likely outcomes is favourable.
- Cue. A bag has white and black counters. The probability of black is .
- Cue. If , then .
Exam-style practice questions
Practice questions written in the style of SEAB exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Original3 marksA bag contains red balls, blue balls and green balls. One ball is taken at random. Find the probability that it is (a) blue and (b) not green.Show worked answer →
The total number of balls is .
(a) Probability of blue .
(b) Probability of green , so probability of not green .
What markers reward: the probability as favourable outcomes over total outcomes, simplifying where possible, and using the complement rule ( minus the probability) for "not green". Counting the total correctly is the essential first step.
Original2 marksA fair six-sided die is rolled once. Find the probability of rolling a number greater than .Show worked answer →
The outcomes greater than are and , so there are favourable outcomes.
There are equally likely outcomes in total.
Probability .
What markers reward: listing the favourable outcomes ( and ), using as the total, and simplifying the fraction. Miscounting which numbers are "greater than " (including by mistake) is the usual error.
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