Probability of Complementary Events & Sample Space
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- Опубликовано: 30 сен 2024
- This video tutorial explains how to calculate the probability of complementary events as well as AND/OR events using the sample space of a six-sided die.
Probability Formula Sheet: bit.ly/3zb22rW
Introduction to Probability:
• Introduction to Probab...
Probability Formulas:
• Probability Formulas, ...
Probability Explained:
• Probability Explained!
Probability With Geometry:
• Probability With Geome...
Probability of Complementary Events:
• Probability of Complem...
Conditional Probability:
• Conditional Probabilit...
__________________________________
Independent and Dependent Events:
• Probability - Independ...
Probability of Mutual Exclusive Events:
• Probability of Mutuall...
Multiplication and Addition Rule:
• Multiplication & Addit...
Compound Probability:
• Compound Probability o...
Expected Value:
• How To Calculate Expec...
Probability Tree Diagrams:
• Probability Tree Diagrams
___________________________________
Bayes Theorem:
• Bayes' Theorem of Prob...
Probability - Binomial Distribution:
• Finding The Probabilit...
Probability - Geometric Distribution:
• Geometric Distribution...
Probability - Poisson Distribution:
• Introduction to Poisso...
Continuous Probability Distributions:
• Continuous Probability...
Probability Density Functions:
• Cumulative Distributio...
__________________________________
Probability - Uniform Distributions:
• Continuous Probability...
Probability - Exponential Distributions:
• Probability Exponentia...
Probability - Normal Distributions (Calculus):
• Normal Distribution & ...
Probability - Standard Normal Distributions:
• Standard Normal Distri...
Probability - The Law of Large Numbers:
• Law of Large Numbers
___________________________________
Final Exams and Video Playlists:
www.video-tuto...
Full-Length Videos and Worksheets:
/ collections
Probability Formula Sheet: bit.ly/3zb22rW
Final Exams and Video Playlists: www.video-tutor.net/
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5 minutes of a years lecture
Facts 100th like
right 😂
like my teacher could use a whole week to teach this
Bro your teacher sucks
I've been using his videos as my lectures for the past years and I'm really happy for that. Silence for those people who still did not discover this treasure.
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Urghhhhhhh i have test today and just found this vid😫☝🏻
1. Sample space for rolling a 6-sided die (00:00:00 - 00:00:06)
2. Event A includes natural numbers less than or equal to 4 (00:00:06 - 00:00:16)
3. Event B includes outcomes 3, 4, and 5 (00:00:16 - 00:00:24)
4. Probability of event A and event B occurring (00:00:24 - 00:00:36)
5. Sample space of events A and B (00:00:36 - 00:01:12)
6. Calculation of probability using number of favorable outcomes divided by total number of possible outcomes (00:01:12 - 00:01:52)
7. Probability of event A or event B occurring (00:01:52 - 00:02:56)
8. Sample space of event A or event B (00:02:08 - 00:02:36)
9. Calculation of probability using number of favorable outcomes divided by total number of possible outcomes (00:02:36 - 00:03:54)
10. Probability of the complement of event A (00:03:03 - 00:03:37)
11. Probability of event A or the complement of event A occurring (00:03:37 - 00:04:14)
12. Relationship between the probability of an event and its complement (00:04:11 - 00:04:50)
13. Calculation of the probability of selecting a marble that is not red (00:04:54 - 00:05:45)
My teacher took 45min to explain this. But I didn't understand anything!
This video is 5:47. I fully understood 😌.
This channel is a masterpiece. And also Math Antics is another masterpiece. Both channels are explaining really well. We need more videos! 🙂💫💯
My teacher took 2h I even felt a sleep 😂
Totally agree 🙋
You're magical or something. How'd ya know my probability exam is next week?
Considering the amount of people watching there was a huge probability that he could upload vid just before someone had that exam 😂😂😂
RUclips heard you
Atleast yours was in a week lol I’m writing tomorrow 😭😂
@@everything_lebronkeys mine's in 50 minutes😅😢
Mine's next week
am a student of the best university in Ghana thus Kwame Nkrumah University of Science and Technology and all I got to say is God bless ,you are the BEST and keep going....
hope ur faring well :))
omggg this is so much easier to understand now, thank you for posting this!
Man everything just clicks with when I watch your videos, thank you!
I like this type of teaching
love your videos!!!!!! you've been helping me so much during this pandemic, i dont even email my teacher for help anymore lol i just go straight to your vids! thank you so much (:
Yeah, same
Sometimes i feel like you're rapping 😎😎
He’s rapping in Math Form
These videos are extremely helpful when you're an adult student :-)!
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Me coming here 2hours before an exam
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thankyou, i understood this faster than our hour and a half lecture
Thank you so much....i was feeling this chapter very difficult these many days...u made it very easy just by 2 vedios...thank you so much once again sir....💐✨
I am your fan
A Random Meme that’s really rude. Go away please
in 2:55 isn't p(A or B)= p(A)+p(B) which equale 4/6+3/6=7/6 ???!!
Hello Safaa! The general rule for the union is p(A or B)=P(A) + P(B) - P(A and B) ...please note that A and B in this example given are not mutually exclusive. Events are mutually exclusive if their intersection is 0 i.e P(A and B)=0. but in this example P(A and B)=2/6. we'll apply the above rule to get p(A or B)=4/6+3/6-2/6=5/6 which is the same answer he got.
for more info you can view his other video (Probability of Mutually Exclusive Events With Venn Diagrams)
ruclips.net/video/X6usGgwXFyU/видео.html
P(A or B)= p(A)+p(B)-P(A and B)
Its big brain time
Why can’t every teacher just teach like you
Do both events A and B refer to the same roll of the die? Does a single roll potentially generate both events A and B? In other words, how many rolls of the die (i.e, how many elementary outcomes) are contemplated in the calculation of the probability of events A and B in this problem?
God Bless you!!! Thank you so much for those videos and playlists, they truly make a huge difference!
I don’t think the term “favourable outcomes” is good. The problem could be to calculate the probability that someone dies during a heart transplant!
I don’t think you really need to convert probabilities to percentages. I am sure anyone watching this is capable of doing that.
how do you calcuate the complementary probability in a universe with two interseting events without knowing the probability of the intersection?
I don’t pray to God, I pray to The Organic Chemistry Tutor 🙏
BRO, they should pay u more
Thank you soo much this is very helpful ☺️
for the 2/6 u can divide them by 2 or their greatest common factor
Which application do you use writing on board???🥹
thank you, sir for your help. I am to understand you much better than I understand my professor
Great!!!
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This did not help me whatsoever ngl. I’m still confused
did you ever get it?
I'm first!!!! And awesome video !!
You are 1st!!
wheres the 6 in the diagram i only see 1,2,3,4,5,
Let’s learn
4:34 how?, i mean 1+2= 3 no ? , and 3+3 = 6 or is it 3x1=3 and 2x3=6?
The denominator of the fraction the same is "3" so we don't collect it
Fatena serr thank you 🙏🏻
My probability exam is today
you are the best teacher i have ever seen , u make math easy to under stand
Ohhh wonderful lecture.... My teacher explained this in 2 hours but i didnt get a thing but this 6 min lecture was heaven... All the concepts are clear sir.. I just want u to be my home tutor...
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I still don't get it!!!
I need to understand how to solve of trigonometry as prove
Don't my me, just taking notes for my study
3:02
the video image is too poor, you need to fix it more
Really helpful. God bless you bro.
OMG ....
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TQ so much
Please me to solve this problem
"(a)The masses of certain pharmaceutical have a mean value of 4 g with a standard deviation of 0.2 g. Assuming that the masses are normally distributed and a pharmaceutical is chosen at random, what is the probability that
(i) it has a mass between 3.55 and 3.85
(ii) differs from the average by less than 0.35 g
(b) If 1000 of the pharmaceutical from (a) above are taken, how many may be expected to weigh more than 3.7 g?"
Did someone help you with this?
@@auloramukumbira2751 lol hahahah
thank you
This is IB Math Studies Chapter 7
@Naruto Uzimaki 11th
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Thank u for this information
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How about 11/36
the probability is pretty hard for me but thanks
This was very helpful
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O sanbenildo ng kabanalan
tnx
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Excellent video
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1:35 or just 100%-35% = 65% :)
thank you :)
You're the best...
You supposed to keep the questions up not speaking it
Thank you
The mathematical statement that the total possible outcome probabilities in the universal or sample set S " P(S) = 1 is a representation of gnorance of not only the English language, but also human-invented concepts of mathematics. Here is why:
We always use percentage to evaluate different qualities and quantities which come from the total possible qualities or quantities of a form of physical matter, such as how many percent of CO2 in the atmosphere is considered to be dangerous to humans, how many points are considered to be A in education, and so forth. The word "percentage" means something is divided into 100 equal parts, and the more parts from the 100 parts there are, the higher percentage there will be, and 100/100 means the total quality or quantity of somrthing is divided into 100 equal parts , but it is totally absolutely not that the total quality or quantity of that something is equal to 1' as disastrously misunderstood by the author who invented the nonsensical mathematical formula or statement and followed by almost all of you guys
The actual meaning of the notion is that the total number of outcome probabilities in an arbitrarily defined sample for universal set S " P(S) = 100%,
from which some event or outcome has a certain percentage of outcome probability, such as P(x1) =1%, and some other different outcome has another percentage of outcome probability, say, P(x2 ) = 26%. Similarly, another different outcome has anotther percentage of outcome probability p(x3) = 50%, and so forth. Adding up together all the outcome probabilities distributed to all such possible subsets of outcomes of the given universal or sample set of possible outcomes S will be equal to the total number of outcome probabilities in the given universal set P(S), which have been devided into 100 equal parts to be distributed to the different subsets of outcome probabilities. Hence, the sum of the outcome probabilities distributed to such subsets or events has to be equal to the 100 equally divided parts of outcome probabilities in the given universal set S, but the sum can never ever be merely 1 part of the 100 parts of outcome probabilities as the nonsensical way you guys keep parroting or repeating after the author 's fundamental misunderstanding of the role of such mathematical operations as simplifying the ratio of the total sum of outcome probabilities of the subsets of the sameple set to the total outcome probabilities in the given sample set. When you simplify 100/100= 1, the plain number 1vcanb no longer represent the ratio or percentage. Even if it could be ambiguously assumed as representing the percentage of outcome probabilities, it could represent only 1 % of the total outcome probabilities. Again, the total outcome probability in the given universal set is arbitrarily defined as 100 equal parts of outcome probability, or 100% of outcome probability, and when mathematically dividing the 100 equal parts by 100 , you will get only 1 part or 1 outcome probability from 100 parts or 100 outcome probabilities. In other words, you will get only 1 % out of the total 100% of the total outcome probabilities in the given universal set, which is obviously totally nonsensical
Many times, manyv mathematical statements can look mathematically correct, but they are actually totally disastrously nonsensical in the real physical world
Therefore, mathematical statements can be misleadingly correct within human-invented concepts of mathematics, while they are actually so disastrously absurd
What can help human extremely limited knowledge to detect and improve such subjective errors is logos or logical reasoning, but not such subjective mathematical statements. There are numerous flaws in human-invented concepts of mathematics, which means that the task for younger human generations is to improve human understanding of the observed, but not really just copying such obsolete notions of the previous generations
I’ve never seen someone use so many words to say so little.
Using 1 is the same as using 100. Where 50/100 is now 0.50. That you can’t understand this, yet still have the capacity to ramble like you have is quite amazing. If you spent half as much time understanding abstraction as you did rambling, you would be doing rather ask for yourself.