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Solve both parts and justify the conditions used. Part A: A fair coin is tossed twice. List the event “exactly one head”. Part B: A model has p=1/4. In 20k independent trials, find the expected number of occurrences.

Read the idea, work independently, then explain what changed.

TOPIC 01

Probability: mixed assessment

A mixed assessment: identify the method, justify it and revise your reasoning.

What you will be able to explain

  • Connect the chapter skills without relying on the order of the exercises.

Try it. Leave your reasoning visible.

Use one hint at a time. A correction explains what changed, not just the final answer.

01 / Transfer#Your turn

Solve both parts and justify the conditions used. Part A: A fair coin is tossed twice. List the event “exactly one head”. Part B: A model has p=1/4. In 20k independent trials, find the expected number of occurrences.

B: k=7\begin{gathered}\text{B: }k=7\end{gathered}
  • Use the domain, units and sampling assumptions stated in the question.
  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
A: Describe the sample space and event sets, then count or apply a probability identity.
Hint 2
B: Distinguish observed relative frequency from a model probability and describe the experiment.
Worked solution
  1. Part A reasoning

  2. Describe the sample space and event sets, then count or apply a probability identity.

  3. Calculate or simplify this relation.

    A={HT,TH}A=\{HT,TH\}
  4. An event is a set; its probability is a number.

  5. Part B reasoning

  6. Distinguish observed relative frequency from a model probability and describe the experiment.

  7. Calculate or simplify this relation.

    E(N)=np=140/4=35E(N)=np=140/4=35
  8. The actual integer count need not equal its expectation.

A: {HT,TH}. B: The requested value is 35.

Checks and common pitfalls: An event is a set; its probability is a number. The actual integer count need not equal its expectation.

Reasoning checklist · self / teacher assessment
  • Solve part A with its stated restrictions.
  • Solve part B using an appropriate representation.
  • Give the reasoning and check conditions in both parts.

Think first. Reveal a hint when the class is ready.

Focus on one question

Teacher preparation and assessment

Question sequence

  • Ask students to name the relevant condition before calculating.

Board plan

  • Compare valid methods and annotate their conditions.

Anticipated thinking

  • A correct final value may still hide a missing assumption.

Assessment checklist

  • Check the method, conditions, reasoning and interpretation separately.

No sign-in. Work stays in this browser. Export before clearing browser data. Written reasoning is assessed with a checklist.

Curriculum and source notes ↗