01 — Explanation
What's the simplest type: probabilities that must sum to 1?
For mutually exclusive outcomes, all probabilities sum to exactly 1 — forming a linear equation in the unknown.
Worked example: A spinner lands on Blue (0.15), Yellow (), Green (), or Red (0.35). Find .
Exam Tip
The first method mark is awarded just for writing the "sums to 1" equation — even before solving it correctly.
02 — Explanation
What's the key conceptual leap for Grade 8/9 probability questions?
Instead of calculating a probability from known quantities, you're given the final probability and an unknown total (e.g. counters in a bag) — your job is to form and solve an equation, usually a quadratic, for that unknown.
03 — Explanation
How do I write "without replacement" probabilities algebraically?
If a bag has total items, of one colour, and you pick without replacement:
Both numerator and denominator decrease by 1 — forgetting the numerator decrease (writing ) is the single most common conceptual error here.
This fraction, once cross-multiplied against a given probability, is what generates the quadratic equation.
04 — Worked example
Worked example: known quantity, unknown total
A bag has sweets, 6 of them orange. Hannah eats one, then takes another. . (a) Show . (b) Solve it.
(a) , (both the orange count and total drop by 1).
(b) Factorise: or . Since is a count of sweets, reject the negative solution: .
05 — Worked example
Worked example: everything unknown (algebraic ratio)
A bag has red counters and 4 more blue than red. . Find .
Define the total first — this is the step most often skipped: Total .
Expand both brackets (numerator: ; denominator: ), cross-multiply:
Quadratic formula: , giving or . Reject the negative: .
06 — Explanation
What if the question asks for "same colour" instead?
"Same colour" means two mutually exclusive ways to succeed — red-red or blue-blue — so you add the two probabilities before setting the sum equal to the given value. This typically produces a messier quadratic, but the method is unchanged: define totals, build each probability, add them, cross-multiply, solve, and reject the invalid root.
07 — Explanation
What are the two most costly mistakes examiners report?
- The "calculator trap": typing the final equation into a calculator's solve function and writing only the answer. This scores zero — the question explicitly tests algebraic manipulation, and no working means no method marks, however correct the number is.
- Treating dependent events as independent: writing (with replacement logic) for a "without replacement" scenario. This is a conceptual failure, not an arithmetic slip, and also scores zero.
08 — Worked example
Worked exam-style question
A bag has beads, 6 of them red, the rest blue. Ravi takes two beads. . Find .
Blue count .
Cross-multiply:
Formula: , giving or .
Since must be a whole number of beads, reject : the answer is .
5-Step Strategy: Define every quantity and the total → translate the event into a probability statement → form the fraction equation (adjusting numerator and denominator for "without replacement") → solve the resulting quadratic showing full algebraic working → check both roots and reject the one that doesn't fit the context.