Grade 10 Mathematics

Introduction to
Probability of
Compound Events
Bernard
Lucenecio
 SET

ELEMENTS

CARDINALITY

INTERSECTION

UNION
 SET

-any well-defined collection of

objects.

R = {red, orange, yellow, green,

blue, indigo, violet}
SET
-any well-defined
collection of objects.

ELEMENTS

-the objects comprising the

set

R = {red,
orange, yellow,
green, blue, indigo,
violet}
SET
-any well-defined
collection of objects.

Cardinality
-the number of distinct elements in a set. The
symbol n(A) represents the number of
elements of set A. It is read as the “number of
A” or the “cardinality of set A”.

R = {red, orange, yellow, green,

blue, indigo, violet}
ELEMENTS
n(R) = 7 -the objects comprising the
set
 Intersection of Two Sets
The intersection of A and B, denoted by A ∩ B, is
R = {red, orange, yellow, the set consisting of all elements that belong to
green, blue, indigo, violet}
both A and B. In symbol,
F = {red, blue, yellow,
white} A ∩ B = { x | x ∈ A and x ∈ B }

This notation is read as “A intersection B is the set

of x such that x is an element of A and x is an
element of B”.

R = {red, orange, yellow,
green, blue, indigo, violet}
F = {red, blue, yellow,
white}
R ∩ F = {red, blue, yellow}
n(R ∩ F) = 3
Intersection of Two Sets
The intersection of A and B, denoted by A ∩ B, is
the set consisting of all elements that belong to
both A and B. In symbol,
A ∩ B = { x | x ∈ A and x ∈ B }
This notation is read as “A intersection B is the set
of x such that x is an element of A and x is an
element of B”.

R = {red, orange, yellow,
green, blue, indigo, violet}
F = {red, blue, yellow,
white}
Union of Two Sets
The union of two sets A and B, denoted by A ∪ B,
is the set of all elements that belong to A or to B.
Symbolically,
A ∪ B ={ x | x ∈ A or x ∈ B }
This notation is read as “A union B is the set of x
such that x is an element of A or x is an element of
B”.
R = {red, orange, yellow,
Union of Two Sets
green, blue, indigo, violet}
The union of two sets A and B, denoted by A ∪ B,
F = {red, blue, yellow,
is the set of all elements that belong to A or to B.
white}
Symbolically,

R ∪ F = {red, orange,
A ∪ B ={ x | x ∈ A or x ∈ B }
yellow, green, blue, indigo,
violet, white}
This notation is read as “A union B is the set of x
n(R ∪ F) = 8
such that x is an element of A or x is an element of
B”.
 Venn Diagram
A Venn diagram is a diagram that helps us
visualize the logical relationship between sets and
their elements and helps us solve examples based
on these sets. A Venn diagram typically uses
intersecting and non-intersecting circles (although
other closed figures like squares may be used) to
denote the relationship between sets.
 Venn Diagram

R ∩ F = {red, blue, yellow}

 Venn Diagram

R ∪ F = {red, orange, yellow, green, blue,

indigo, violet, white}
If A = { 1, 3, 5, 7, 9 } and B = { 2, 3, 5, 7 }, what
is A ∩ B?

A ∩ B = { 3, 5, 7 }
 If A is the set of factors of 15,
B is the set of prime numbers less than 10,
C is the set of even numbers less than 9, then what is
(A∪B)∩C?
 If A is the set of factors of 15,
B is the set of prime numbers less than 10,
C is the set of even numbers less than 9, then what is
(A∪B)∩C?
A = { 1, 3, 5, 15 }
B = { 2, 3, 5, 7 }
C = { … , 0, 2, 4, 6, 8 }
A∪B = { 1, 2, 3, 5, 7, 15 }
(A∪B)∩C = { 2 }
 Seatwork
Answer the following.
1. If A = {1, 3, 5, 7, 9} and B = {2, 3, 5, 7}, what is A ∪ B?
A ∪ B = { 1, 2, 3, 5, 7, 9 }
2. If X = the set of vowels and Y = first five letters in the alphabet,
then what is X ∩ Y?
X ∩ Y = { a, e }
3. If P = The set of whole numbers less than 5, Q = the set of even
numbers greater than 3 but less than 9, and R = the set of
factors of 6, then what is (P ∩ Q) ∪ (Q ∩ R)?

(P ∩ Q) ∪ (Q ∩ R) = { 4, 6 }
 Recalling
Probability
PROBABILITY

EXPERIMENTS

OUTCOMES

SAMPLE SPACE

EVENT
 PROBABILITY
-a measure or estimation of how
likely that an event will occur or
happen.

Obtaining a 4 when a die is rolled:

Drawing a red card from a standard deck of cards:

Probability of Precipitation (Feb 23):

 EXPERIMENTS
-activities which have well–
defined results

Rolling a die

Drawing a card from a standard deck of cards

Tossing a coin twice

 OUTCOMES
-possible results of an experiment

Rolling a die: getting a 2, getting 5

Tossing a coin twice: HH, TH

 SAMPLE SPACE
-the set of all possible outcomes of an
experiment

Rolling a die: { 1, 2, 3, 4, 5, 6 }

Tossing a coin twice: { HH, HT, TH, TT }

 EVENT
-subset of the sample space

Obtaining an even number when a die is rolled

Getting a tail when tossing a coin

Identify the outcomes, sample space, and event of the given
experiment.

Experiment: Randomly picking a number from 1 to 10

Outcomes:

Sample Space:
{ 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 }
Event:
Identify the outcomes, sample space, and event of the given
experiment.

Experiment: Rolling a pair of dice

Outcomes:

Sample Space:

Event:
 SIMPLE EVENT
-involves a single event happening

COMPOUND EVENTS
-involve more than one simple event happening
together

Obtaining a 5 or an even number when a die is rolled

Getting a tail when tossing a coin

 SIMPLE EVENT
-involves a single event happening
Getting a tail when tossing a coin

COMPOUND EVENTS
-involve more than one simple event happening
together
Obtaining a 5 or an even number when a die is rolled
Write S if it is simple event and write C if compound.

1. Getting a 4 in rolling a standard die once. S

2. Choosing a male student for SSG president. S
3. Getting an even number or a multiple of 3 on a die in rolling a
standard die once. C
4. Drawing a spade from a standard deck of cards. S
5. Drawing an ace and a red card from a standard deck of cards.
C
 In an experiment of rolling a standard die once and
tossing a coin once, let O denote the event that an odd
number turns up and let T denote the event that a tail
turns up, respectively. Find the a) union and b)
intersection of these events
In an experiment of rolling a standard die once and tossing a coin
once, let O denote the event that an odd number turns up and let T
denote the event that a tail turns up, respectively. Find the a) union
and b) intersection of these events

O = { 1H, 1T, 3H, 3T, 5H, 5T }

T = { 1T, 2T, 3T, 4T, 5T, 6T }

O ∪ T = {1H, 1T, 2T, 3H, 3T,

4T, 5H, 5T, 6T }
O ∩ T = { 1T, 3T, 5T }
Use the Venn Diagram to answer the following questions.

140 students were surveyed. The Venn diagram shows the number of students who
enjoy Singing(S) or Dancing(D).

S D

43 55 32

10
How many students enjoy
a. dancing but not singing? 32 b. either singing or dancing? 130
c. both singing and dancing? d. 55
neither singing nor dancing?
10
Use the given table to answer the following questions.

Grade Math only Science only Both Math and Other

Science
9th Grade 38 36 28 14
10th Grade 47 45 72 18
Total 85 81 100 32
1. How many students like Math only? 85
2. How many students like Math? 185
3. How many students prefer Science only? 81
4. How many Grade 9 students prefer both Math and Science? 28
5. How many Grade 10 students do not prefer Math nor Science? 18
6. How many students do not prefer Science? 117
7. How many students do not prefer Math nor Science? 32
Use the given table to answer the following questions.

Some street foods were sampled and tested for the presence of disease-causing
bacteria or harmful chemicals. A random sample of 200 street foods of various types
according to how they are prepared was examined. The table below shows the
results:
Number of food
Number of food
Number of food with both Bacteria
Type of Street Food with Harmful Total
with Bacteria only and Harmful
Chemicals only
Chemicals
Fried 35 15 18 68
Boiled 46 14 32 92
Grilled 24 8 8 40
Total 105 37 58 200
 Number of food
Number of food
Number of food with both Bacteria
Type of Street Food with Harmful Total
with Bacteria only and Harmful
Chemicals only
Chemicals
Fried 35 15 18 68
Boiled 46 14 32 92
Grilled 24 8 8 40
Total 105 37 58 200

Here are some important questions we will find the answers:

1. How many boiled street foods contain harmful chemicals? 46
2. How many are both grilled and contained bacteria? 32
3. How many are both boiled and contained harmful chemicals? 46
4. How many are not boiled nor fried? 40
5. How many are fried or boiled? 160
 Number of food
Number of food
Number of food with both Bacteria
Type of Street Food with Harmful Total
with Bacteria only and Harmful
Chemicals only
Chemicals
Fried 35 15 18 68
Boiled 46 14 32 92
Grilled 24 8 8 40
Total 105 37 58 200

Here are some important questions we will find the answers:

6. How many street foods contain harmful chemicals only? 37
7. How many street foods contained bacteria only? 105
8. How many fried street foods contain harmful chemicals only? 15
9. How many street foods contained bacteria or harmful chemicals? 200
10. How many street foods are boiled but not contained bacteria? 14
 Blue Brown Green Hazel Total

Female 313 291 175 156 935

Male 310 239 85 135 769

Total 623 530 260 291 1704

1. How many students have blue eyes? 623

2. How many female students are there? 935
3. How many students have green or brown eyes? 790
4. How many female students have green eyes? 175
5. How many male students do not have hazel eyes? 634
50 children were asked to choose one between two colors, red or blue.

17 girls and 11 boys chose red.

12 boys chose blue.

1. Use this information to complete the two-way table.

Red Blue Total

Boys

Girls

Total

2. How many children, in total, chose blue?

50 children were asked to choose one between two colors, red or blue.

17 girls and 11 boys chose red.

12 boys chose blue.

1. Use this information to complete the two-way table.

Red Blue Total

Boys 11 12 23

Girls 17 10

Total 28

2. How many children, in total, chose blue?

50 children were asked to choose one between two colors, red or blue.

17 girls and 11 boys chose red.

12 boys chose blue.

1. Use this information to complete the two-way table.

Red Blue Total

Boys 11 12 23

Girls 17 10 27

Total 28 22 50

2. How many children, in total, chose blue? 22