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MAV-12-07 · Discrete random variables ~35 min ⚡ +95 XP available

Discrete Probability Distributions

You cannot always calculate a probability from first principles. Often all you have is data. This lesson turns a table of counts into a probability distribution, explains why the estimates must add to 1, and shows how to present a distribution so that its shape does the talking.

Today's hook, A casino die is rolled 200 times and the face 4 comes up 38 times. Is the die loaded? You cannot answer that until you can say what the numbers should look like, and that is exactly what a probability distribution is for.
0/5QUESTS
1

Orient to distributions

Commit to a prediction, then meet the two sources of a probability.

01
Recall, your gut answer first
+5 XP warm-up

A die is rolled 60 times and the face 3 appears 14 times. A student writes P(3) = 14/60. Without looking ahead decide: is that statement right, wrong, or right only in a particular sense? Say what you would need to know to settle it.

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02
Where a probability comes from
+5 XP to read

Every probability you will meet in this focus area arrives by one of two routes, and the whole lesson turns on telling them apart.

Theoretical
Derived from the structure of the experiment. A fair die has six equally likely faces, so $P(X = 3) = \tfrac{1}{6}$ exactly, before a single roll.
Experimental
Estimated from data. Roll the die 60 times, count 14 threes, and the relative frequency $\tfrac{14}{60}$ estimates the probability.
Which one is on the page
If the question hands you counts, you are estimating. If it hands you a mechanism, you are calculating. Say which you did.

Both routes produce a probability distribution: a list of every value the random variable can take, each paired with its probability. The rest of Module 5 is built on that object.

2

Estimate from data

Turn a frequency table into estimated probabilities.

03
Relative frequency estimates a probability
core concept

We just saw that a probability is either derived from a mechanism or estimated from data. That raises a question: given nothing but a table of counts, how do we produce a number we are entitled to call a probability? This card answers it → divide each frequency by the total number of trials, giving the relative frequency, which is our best estimate of $p(x)$.

A relative frequency is a proportion of the data. A probability is a property of the underlying process. The relative frequency is our estimate of that property, and it improves as the number of trials grows.

$$p(x) \;\approx\; \frac{\text{frequency of } x}{\text{total number of trials}} = \frac{f_x}{n}$$

Worked through: a die is rolled $n = 200$ times with the results below.

$x$123456
frequency283531383434
$p(x)$ est.0.140.1750.1550.190.170.17

Each entry in the third row is the frequency divided by 200: $\tfrac{28}{200} = 0.14$, $\tfrac{35}{200} = 0.175$, and so on.

Estimated probability from data: $p(x) \approx f_x / n$, where $f_x$ is the frequency of the value $x$ and $n$ is the total number of trials.; Write "estimate" or "$\approx$" in your working, never "$=$", when the number came from data.

Pause, copy the relative-frequency estimate $p(x) \approx f_x / n$, together with the note that a data-derived probability is an estimate and should be written with $\approx$, into your book.

04
Why the estimates must add to 1
core concept

We just saw how to convert each frequency into an estimated probability. That raises a question: the syllabus asks you to explain why those estimates add to 1, not merely to check that they do, so what is the argument? This card answers it → every trial produces exactly one value, so the frequencies add to $n$, and dividing a sum equal to $n$ by $n$ gives 1.

The reasoning is short and worth being able to write out:

  • Each of the $n$ trials produces exactly one of the possible values, so no trial is counted twice and none is missed.
  • Therefore the frequencies account for every trial: $\sum_{\text{all } x} f_x = n$.
  • Dividing through by $n$: $\displaystyle\sum_{\text{all } x} \frac{f_x}{n} = \frac{n}{n} = 1$.
$$\sum_{\text{all } x} f_x = n \quad \Longrightarrow \quad \sum_{\text{all } x} p(x) = 1$$

Checking the die data: $0.14 + 0.175 + 0.155 + 0.19 + 0.17 + 0.17 = 1.000$ ✓

The exam wording matters. "Explain why these estimated probabilities add to 1" is asking for the exactly one outcome per trial argument. Simply adding the six numbers and writing "= 1" demonstrates the fact but does not explain it, and will not earn the mark.

Quick check: In a survey of 250 households, 45 owned exactly two cars. The best estimate of $P(X = 2)$ is:

3

Define the distribution

State the formal definition and the notation the exam expects.

05
The discrete probability distribution, defined
core concept

We just saw that relative frequencies give estimated probabilities which necessarily add to 1. That raises a question: what precisely is the mathematical object we have built, and what has to be true of it? This card answers it → a discrete probability distribution is the set of values $X$ can take together with their probabilities, subject to two conditions.

Write $p(x)$ for the probability that the discrete random variable $X$ takes the value $x$. Where several variables are in play, the subscripted form $p_X(x)$ names which variable is meant.

$$p(x) = P(X = x), \qquad 0 \leq p(x) \leq 1, \qquad \sum_{\text{all } x} p(x) = 1$$

A discrete probability distribution is the set of values taken by a discrete random variable $X$, together with the probability of each. Those two conditions are the whole test: every probability lies between 0 and 1, and they sum to exactly 1. A list failing either is not a distribution, and no later calculation on it means anything.

Finding an unknown constant. A random variable has $p(x) = kx$ for $x = 1, 2, 3, 4, 5, 6$. Because the probabilities must sum to 1:

$k(1 + 2 + 3 + 4 + 5 + 6) = 1$, so $21k = 1$ and $k = \dfrac{1}{21}$.

Check: $\dfrac{1 + 2 + 3 + 4 + 5 + 6}{21} = \dfrac{21}{21} = 1$ ✓ and every value lies in $[0, 1]$ ✓

A discrete probability distribution = the set of values of $X$ together with $p(x) = P(X = x)$ for each.; Valid exactly when $0 \leq p(x) \leq 1$ for every $x$ AND $\sum p(x) = 1$. Both conditions, every time.

Pause, copy the definition of a discrete probability distribution and its two validity conditions, $0 \leq p(x) \leq 1$ for all $x$ and $\sum p(x) = 1$, into your book.

True or false: A list of probabilities that sums to exactly 1 is guaranteed to be a valid probability distribution.

4

Represent the distribution

Present a distribution as a table and as a graph.

06
Tabular and graphical form
core concept

We just saw the formal definition and its two validity conditions. That raises a question: the syllabus asks you to represent a distribution in graphical and tabular form, so what does each one show that the other hides? This card answers it → the table carries the exact values you compute with, while the graph carries the shape you reason about.

Tabular form lists each value beside its probability. It is what you compute from, and the row of probabilities should visibly sum to 1.

$x$0123
$p(x)$0.1250.3750.3750.125

That is the distribution of the number of heads in three tosses of a fair coin, and the four probabilities sum to 1.

Graphical form plots $p(x)$ against $x$ as a vertical line or a narrow bar at each value. The gaps between the bars are the point: a discrete variable takes no values between them.

0.375 0.125 0 1 2 3 number of heads, x p(x)

The graph is symmetric about $x = 1.5$, and the two middle values are three times as likely as the two outer ones. Neither fact is obvious from the table; both are immediate from the picture.

$0.125 + 0.375 + 0.375 + 0.125 = 1$

Fill the blanks: A spinner is spun 200 times, landing on red 74 times and blue 56 times, with the remaining 70 spins green. Give each estimate as a decimal to two places.
Estimated $p(\text{red}) =$
Estimated $p(\text{blue}) =$
Estimated $p(\text{green}) =$

5

Generate a distribution

Build a distribution from a described experiment.

07
Building a distribution from an experiment
core concept

We just saw the two representations of a distribution you already have. That raises a question: when the question describes an experiment rather than handing you a table, how do you construct the distribution yourself? This card answers it → list every value $X$ can take, count or compute the probability of each, then verify the two conditions before going further.

The method is always the same three moves:

  1. Identify the values. What can $X$ actually equal? List them all, in order.
  2. Find each probability. Count favourable outcomes over total outcomes, or use the probability rules.
  3. Verify. Confirm every $p(x)$ lies in $[0, 1]$ and that they sum to 1. Only then use the distribution.
PROBLEM 1 · SUM OF TWO DICE

Two fair dice are rolled and $X$ is the sum. Find $P(X = 5)$ and $P(X = 7)$, and state how many values $X$ can take.

1
$X \in \{2, 3, 4, \dots, 12\}$
Smallest sum is $1+1 = 2$, largest is $6+6 = 12$, so there are 11 possible values.
PROBLEM 2 · DRAWING WITHOUT REPLACEMENT

A bag holds 3 red and 2 blue counters. Two are drawn together. Let $X$ be the number of red counters drawn. Construct the distribution of $X$.

1
$X \in \{0, 1, 2\}$
Two counters are drawn, so the number of red ones can only be 0, 1 or 2. All three are achievable, since the bag holds 3 red and 2 blue.
PROBLEM 3 · IS THE DIE LOADED?

Return to the hook. A die rolled 200 times gives the face 4 on 38 occasions. Use the estimated and theoretical probabilities to comment on whether the die is loaded.

1
$p(4) \approx \dfrac{38}{200} = 0.19$
The relative frequency, our estimate from the data.
08
Where these marks are lost
exam technique
Trap 01
Reporting a frequency as a probability
A count of 38 is not a probability. Divide by the number of trials. Any answer above 1 is an immediate signal you skipped the division.
Trap 02
Demonstrating instead of explaining
"They add to 1 because $0.14 + 0.175 + \dots = 1$" restates the observation. The explanation is that every trial yields exactly one value, so the frequencies total $n$.
Trap 03
Checking only the sum
Validity needs both conditions. Probabilities of $0.7$, $0.7$ and $-0.4$ sum to 1 and are still not a distribution, because a probability can never be negative.
Trap 04
Treating an estimate as exact
A relative frequency from 60 trials is an estimate with real uncertainty. Writing $P(X = 3) = \tfrac{14}{60}$ with an equals sign claims more than the data supports.

Odd one out: Three of these lists are valid discrete probability distributions. Which one is not?

6

Practise and reflect

Work the quick-fire set, then revisit your prediction.

09
Quick-fire set
practice
1

A spinner is spun 50 times: red 22, blue 18, green 10. Write the estimated probability of each colour and confirm they sum to 1.

2

A distribution has $p(1) = 0.2$, $p(2) = 0.35$, $p(3) = a$, $p(4) = 0.15$. Find $a$ and state why your answer must be non-negative.

3

A fair coin is tossed three times and $X$ is the number of heads. Write the distribution in tabular form.

4

Explain, in one or two sentences, why relative frequencies computed from any data set must add to 1.

5

Find $k$ if $p(x) = kx^2$ for $x = 1, 2, 3$ defines a probability distribution, then sketch the distribution.

Match each expression to what it names:

  • $f_x / n$
  • $p(x) = P(X = x)$
  • $\sum_{\text{all } x} p(x) = 1$
  • $0 \leq p(x) \leq 1$
  • the range condition on each probability
  • the relative frequency, an estimate of a probability
  • the total-probability condition
  • the probability function of a discrete variable
10
Revisit your thinking

Earlier you were asked whether P(3) = 14/60 is right, wrong, or right only in a particular sense. The answer is the third. The fraction $\tfrac{14}{60}$ is a perfectly good estimate of $P(X = 3)$ obtained from 60 trials, and it is the only number the data can give you. What it is not is the exact probability: for a fair die that is $\tfrac{1}{6} \approx 0.167$, while $\tfrac{14}{60} \approx 0.233$. Write it with $\approx$, name it a relative frequency, and say how many trials produced it.

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Complete the short-answer practice

Apply the lesson methods, then compare each response with its comprehensive answer.

01
Focus-area checkpoint
checkpoint

Use the visible short-answer practice below during this lesson. After completing the focus area, use Checkpoint 3 for the checkpoint question bank.

02
Short answer
ApplyBand 43 marks

Q1. A four-sided spinner was spun 400 times, with the results below.

$x$1234
frequency8811296104

(a) Estimate $p(x)$ for each value. (b) Explain why these estimates must add to 1. (c) State, with a reason, whether the data give strong evidence that the spinner is biased. (3 marks)

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ApplyBand 43 marks

Q2. Two fair four-sided dice, each numbered 1 to 4, are rolled. Let $X$ be the sum of the two numbers shown.

(a) List every value $X$ can take. (b) Construct the probability distribution of $X$ in tabular form. (c) Verify that your distribution satisfies both validity conditions, and state which value of $X$ is most likely. (3 marks)

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EvaluateBand 63 marks

Q3. A student surveys 20 classmates on the number of siblings each has and obtains the estimates $p(0) = 0.25$, $p(1) = 0.40$, $p(2) = 0.20$, $p(3) = 0.15$. They then write: "I have found the probability distribution of the number of siblings for students at this school."

(a) Verify that the four values do form a valid distribution. (b) Identify two distinct reasons why the student's claim overstates what the data show. (c) Describe one change to the method that would most improve the estimate, and justify it. (3 marks)

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Comprehensive answers (click to reveal)

Drill 1: $p(\text{red}) \approx \tfrac{22}{50} = 0.44$, $p(\text{blue}) \approx \tfrac{18}{50} = 0.36$, $p(\text{green}) \approx \tfrac{10}{50} = 0.20$. Sum $= 0.44 + 0.36 + 0.20 = 1.00$ ✓

Drill 2: $0.2 + 0.35 + a + 0.15 = 1$, so $a = 0.30$. It must be non-negative because a probability can never be less than 0, and a negative value would make the list invalid regardless of the sum.

Drill 3: $p(0) = \tfrac{1}{8} = 0.125$, $p(1) = \tfrac{3}{8} = 0.375$, $p(2) = \tfrac{3}{8} = 0.375$, $p(3) = \tfrac{1}{8} = 0.125$. There are 8 equally likely sequences, and 3 of them contain exactly one head.

Drill 4: Each trial produces exactly one of the possible values, so the frequencies account for all $n$ trials and total $n$. Dividing every frequency by $n$ therefore gives numbers totalling $\tfrac{n}{n} = 1$.

Drill 5: $k(1 + 4 + 9) = 1$, so $14k = 1$ and $k = \tfrac{1}{14}$. The bars have heights $\tfrac{1}{14}$, $\tfrac{4}{14}$ and $\tfrac{9}{14}$, increasing sharply, so the sketch rises steeply from left to right.

Q1 (3 marks): (a) $p(1) \approx \tfrac{88}{400} = 0.22$, $p(2) \approx \tfrac{112}{400} = 0.28$, $p(3) \approx \tfrac{96}{400} = 0.24$, $p(4) \approx \tfrac{104}{400} = 0.26$ [1]. (b) Every spin lands on exactly one of the four numbers, so the four frequencies account for all 400 spins and sum to 400; dividing each by 400 gives values summing to $\tfrac{400}{400} = 1$ [1]. (c) A fair spinner gives $0.25$ for each. The largest departure is $0.03$ (values 1 and 2), which is small relative to the variation expected in 400 spins, so the data do not give strong evidence of bias [1].

Q2 (3 marks): (a) $X \in \{2, 3, 4, 5, 6, 7, 8\}$ [0.5]. (b) With 16 equally likely ordered outcomes: $p(2) = \tfrac{1}{16}$, $p(3) = \tfrac{2}{16}$, $p(4) = \tfrac{3}{16}$, $p(5) = \tfrac{4}{16}$, $p(6) = \tfrac{3}{16}$, $p(7) = \tfrac{2}{16}$, $p(8) = \tfrac{1}{16}$ [1.5]. (c) Every $p(x)$ lies in $[0, 1]$, and the sum is $\tfrac{1 + 2 + 3 + 4 + 3 + 2 + 1}{16} = \tfrac{16}{16} = 1$ ✓. The most likely value is $X = 5$, with probability $\tfrac{4}{16} = 0.25$ [1].

Q3 (3 marks): (a) Each value lies in $[0, 1]$, and $0.25 + 0.40 + 0.20 + 0.15 = 1.00$, so it is a valid distribution [1]. (b) First, the sample of 20 is very small, so each estimate carries substantial uncertainty; a single different response shifts a probability by $0.05$. Second, the sample is not representative of the school: one class is not a random sample of all students, and classmates may share year group, and possibly family characteristics, that relate to sibling numbers. A third acceptable reason: the distribution is truncated at 3, so any student with 4 or more siblings has been excluded or misrecorded [1]. (c) Take a larger random sample drawn from across the whole school rather than one class. Increasing $n$ reduces the variability of each relative frequency, and randomising across year groups removes the selection bias, so the estimates converge on the true school-wide probabilities [1].

Review and complete

Retrieve the central ideas, then mark the lesson complete or continue to the module quiz.

01
Retrieve the lesson before you leave
  1. Write the relative-frequency estimate of $p(x)$ and say in one sentence why it is an estimate rather than an exact value.
  2. Explain, without adding up any numbers, why relative frequencies must sum to 1.
  3. State both validity conditions for a discrete probability distribution, and give a list that satisfies one but not the other.

Answer from memory first, then return to the matching Learn checkpoint to check and correct your response.

01
Take the full module quiz
quiz

A full module quiz covering every lesson in this module, not just this one. Set aside a decent block of time and treat it like a real assessment.

Start the module quiz →

Mark lesson as complete

Tick when you've finished the practice and review.