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Learning something changes a probability. — "the probability of " — is the probability of once you already know has happened. The effect is simply that the sample space has shrunk to .
The big picture
Reading the notation as "restrict the sample space" rather than memorising a formula makes the whole topic easier and prevents its most damaging error. and are different quantities and can differ enormously — the probability that someone has a disease given a positive test is not the probability of a positive test given the disease. That confusion has real consequences in medicine and in law, where it is common enough to have a name, and the specification examines it because getting it right requires understanding rather than recall.
What you'll be able to do
Knowing that has occurred rules out every outcome outside . So instead of asking what fraction of the whole sample space is , you ask what fraction of is also .
That gives the formula directly: the outcomes in both, divided by the outcomes in . Dividing by is what rescales the reduced space so its probabilities still sum to 1.
On a Venn diagram, means covering everything outside the circle and asking what proportion of what remains lies in the overlap.
Unconditionally, . Knowing the number is even raises it to , because the information removed two low outcomes and only one high one. Conditioning can move a probability up or down.
A two-way table is often the fastest route. The conditioning event selects a row or column, and the answer is one cell divided by that row or column total — rather than by the grand total.
Getting the denominator right is the whole skill. Dividing by the grand total gives , not , and the two answers can look equally plausible.
Tip — Both answers share the numerator 45 and differ only in the denominator. That is the clearest possible illustration that the conditioning event picks the denominator.
The numerator is the same for both directions; only the denominator changes. So and are equal only when .
When the two events have very different overall probabilities, the conditionals can differ dramatically. If a rare condition is almost always accompanied by a common symptom, then is near 1 while may be tiny, because the symptom has many other causes.
The general relationship between the two directions is obtained by writing two ways and equating.
The test is 99% sensitive, yet a positive result means the condition is present only about 17% of the time. The false positives come from a much larger group, so they outnumber the true positives — which is why must never be read as .
When events happen in sequence, the multiplication law extends: . Each stage is conditioned on everything before it.
Selection is the standard example. Removing an item changes both the favourable count and the total for the next draw, so the second probability is genuinely conditional.
With replacement, the conditional probability equals the unconditional one, which is exactly the definition of independence in the next lesson.
Tip — Without replacement, both the numerator and the denominator drop by one after a success. Changing only one of them is the usual slip.
Think like an examiner
Common misconceptions
Conditional probability
Stretch yourself
A factory has two machines. Machine X makes 70% of items with a 2% defect rate; machine Y makes 30% with a 6% defect rate. An item is found to be defective. Find the probability it came from machine Y.
Hint — Work with a concrete population — say 1000 items — and count defectives from each machine.
Questions students ask
Key takeaways
How this fits the course
Build on
Leads to
Test yourself
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