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A bag contains 3 green marbles, 4 red marbles, and 5 blue marbles (and no others). If you randomly pull out three marbles all at once, what is the probability that you choose 3 blue marbles? Write the probability in all three forms.

Short Answer

Expert verified
The probability of choosing 3 blue marbles is \(\frac{1}{22}\), approximately 0.0455, or 4.55\%.

Step by step solution

01

Total Number of Marbles

To find the total number of marbles in the bag, add the number of green, red, and blue marbles together. There are 3 green, 4 red, and 5 blue marbles, so the total is: \(3 + 4 + 5 = 12\).
02

Total Ways to Choose 3 Marbles

Use the combination formula \( \binom{n}{r} \) to calculate the total number of ways to choose 3 marbles from 12. The formula is: \(\binom{12}{3} = \frac{12 \times 11 \times 10}{3 \times 2 \times 1} = 220\).
03

Ways to Choose 3 Blue Marbles

Since there are 5 blue marbles, we use the combination formula again to find how many ways we can choose 3 blue marbles from these 5. Calculate: \(\binom{5}{3} = \frac{5 \times 4 \times 3}{3 \times 2 \times 1} = 10\).
04

Calculate Probability

To find the probability of choosing 3 blue marbles, divide the number of ways to choose 3 blue marbles by the total number of ways to choose any 3 marbles. The probability is: \(P(\text{3 blue marbles}) = \frac{10}{220} = \frac{1}{22}\).
05

Convert Probability Forms

Convert the probability into a decimal and percentage. - Decimal: \(\frac{1}{22} \approx 0.0455\).- Percentage: \(0.0455 \times 100\% = 4.55\%\).

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Combinatorics
Combinatorics is a fascinating branch of mathematics that deals with counting and arranging objects. It helps us determine how different groups can be formed from a larger set. In many problems, we are interested in the number of ways we can choose a subset of items from a larger set, like selecting 3 marbles from a bag containing 12 marbles of different colors.

To solve such problems, we use combinations, which is a way to pick items where the order doesn't matter. The combination formula, denoted as \(\binom{n}{r}\), calculates the number of ways to choose \(r\) items from \(n\) total items. Its formula is:
  • \[\binom{n}{r} = \frac{n!}{r!(n-r)!}\]
Factorials, denoted as \(n!\), mean multiplying a series of descending natural numbers. For example, \(3! = 3 \times 2 \times 1 = 6\). In our exercise, \(\binom{12}{3}\) tells us how many ways we can choose 3 marbles out of 12 total marbles, which is 220. Similarly, \(\binom{5}{3}\) lets us know how many ways we can select 3 blue marbles out of 5, which is 10.

Understanding combinatorics helps us in calculating probabilities and solving real-world problems where grouping and selection are involved.
Probability Calculations
Probability calculations let us assess how likely an event will occur. When you draw marbles from a bag, for instance, you might want to know the chance of picking certain colors or numbers. Probability is expressed as a fraction, decimal, or percentage, representing how likely it is that a particular event will happen.

To calculate the probability of an event, you divide the number of favorable outcomes by the total possible outcomes. Using our marble example:
  • Total ways to choose 3 marbles: 220.
  • Ways to choose exactly 3 blue marbles: 10.
  • Probability of picking 3 blue marbles: \[ P(\text{3 blue marbles}) = \frac{10}{220} = \frac{1}{22} \].
This fraction means, over many trials, 3 blue marbles will be chosen once every 22 times on average. We often convert this into a decimal (approx. 0.0455) and then into a percentage (4.55%) for a clearer understanding. This conversion helps us visualize probabilities better.

Probability calculations are essential in making predictions and decisions based on potential outcomes, aiding in everything from games to real-life decision-making scenarios.
Mathematics Education
Mathematics education focuses on equipping students with the skills to understand and solve problems through logical reasoning and analytical thinking. With a foundation in mathematics, students can tackle real-world problems with confidence.

The exercise on marble probability is an excellent tool in mathematics education to introduce and deepen understanding of concepts like combinatorics and probability. By working through the problem, students learn how to apply formulas, perform calculations, and convert results into different formats (fractions, decimals, percentages). The hands-on experience aids learning.
  • Incorporates critical thinking by analyzing which method or formula to use.
  • Uses practical examples to make abstract concepts tangible.
  • Prepares students for advanced topics, requiring solid math foundations.
Mathematics education also emphasizes developing a problem-solving mindset. Students learn not just to find answers but understand why these answers work. This exercise encourages exploration of various math concepts, contributing to a comprehensive understanding and a keen interest in the subject. Through repeated practice and application, students build the necessary skills to excel in mathematics and related disciplines.

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Most popular questions from this chapter

There is a \(15 \%\) chance that a shopper entering a computer store will purchase a computer, a \(25 \%\) chance they will purchase a game/software, and there is a \(10 \%\) chance they will purchase both a computer and a game/software. a. Create a contingency table for the information. b. What is the probability that a shopper will not purchase a computer and will not purchase a game/software? c. What is the probability that a shopper will purchase a computer or purchase a game/software? d. What is the probability that a shopper will purchase a game/software given they have purchased a computer? e. What is the probability that a shopper will purchase a game/software given they did not purchase a computer? f. Does it appear that purchasing a game/software depends on whether the shopper purchased a computer? Or are they independent? Use probability to support your claim.

A friend devises a game that is played by rolling a single six-sided die once. If you roll a 6 , he pays you \(\$ 10 ;\) if you roll a 5 , he pays you nothing; if you roll a number less than 5 , you pay him \$1. a. Make a probability model for this game. b. Compute the expected value for this game. c. Should you play this game?

What is the probability of flipping a coin 7 times a. and getting all tails? b. getting all heads?

After finishing the course, among the 32 students in a Math 105 class, 25 could successfully construct a contingency table, 27 passed the class, and 29 could successfully construct a contingency table or passed the class. a. Create a contingency table for the information. b. What is the probability that a student passed and could not successfully eonstruct a contingency table? c. What is the probability that a student passed given they could not successfully construct a contingency table?

A professor gave a test to students in a morning class and the same test to the afternoon class. The grades are summarized below. $$ \begin{array}{|c|c|c|c|c|} \hline & \text { A } & \text { B } & \text { C } & \text { Total } \\ \hline \text { Morning Class } & 14 & 11 & 7 & 32 \\ \hline \text { Afternoon Class } & 11 & 13 & 4 & 28 \\ \hline \text { Total } & 25 & 24 & 11 & 60 \\ \hline \end{array} $$ If one student was chosen at random, find each probability: a. \(\mathrm{P}(\) in the afternoon class \()\) b. \(\mathrm{P}(\) earned an \(\mathrm{A})\) c. \(\mathrm{P}\) (earned a \(\mathrm{B}\) and was in the afternoon class) d. \(\mathrm{P}\) (earned a C given the student was in the morning class) e. \(\mathrm{P}(\) is in the morning class given that the student earned a \(\mathrm{B}\) )

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