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Counting Methods and Techniques in An Experiment

The document discusses various counting methods and techniques used in experiments, including tabular methods, tree diagrams, and systematic listing. It provides multiple examples to illustrate how to determine possible outcomes in different scenarios, such as pairing items or counting arrangements. Additionally, it introduces the fundamental counting principle for calculating outcomes without listing them and includes activities for practical application.

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Jhiro Velasco Credo
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10 views22 pages

Counting Methods and Techniques in An Experiment

The document discusses various counting methods and techniques used in experiments, including tabular methods, tree diagrams, and systematic listing. It provides multiple examples to illustrate how to determine possible outcomes in different scenarios, such as pairing items or counting arrangements. Additionally, it introduces the fundamental counting principle for calculating outcomes without listing them and includes activities for practical application.

Uploaded by

Jhiro Velasco Credo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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COUNTING METHODS

AND TECHNIQUES IN
AN EXPERIMENT
INTRODUCTION
Let us consider first the two equally important
concepts, the counting methods, and the counting
techniques. Counting methods are particular ways of
doing something like making decisions and predicting
outcomes while counting techniques are the ability to
apply a particular task skillfully.
TABULAR METHOD

This method uses columns and


rows where to enter all possible
outcomes of an experiment.
EXAMPLE 1
Example 1: In a debate contest, the participants are divided into
two groups so that members of Group 1 will be paired with
members of Group 2. The members of Group 1 are Elena, Estela,
Felisa, and Mae while the members of Group 2 are Mark, Red,
and Sam. The number of possible pairings is shown in the table
below.
EXAMPLE 2
Michael always brings with her a handkerchief and a face mask
whenever she goes out for an errand. If she has five
handkerchiefs (1, 2, 3, 4, 5) and four face masks (blue, green,
yellow, red), in how many ways can she pair her handkerchiefs
to her face masks? Observe how it is done using a table
EXAMPLE 3
Jhiro has 5 pairs of socks (A, B, C, D, E) and 2 pairs of shoes (1, 2)
which he uses when he goes to church. How many ways can he
use his pairs of socks and shoes? This is how it is done using a
table
TREE DIAGRAM
It is a diagram used to show all the
possible outcomes in a probability
experiment. It consists of line segments
coming from a starting point to the
outcome point. All possible outcomes are
visually represented by the branches.
EXAMPLE 4
In tossing a coin twice, how many possible outcomes are there?
The tree diagram below shows the possible outcomes when a coin
is tossed two times. 1
EXAMPLE 5
In rolling a die once and tossing a coin once, how many possible
outcomes are there in all?
When a die is rolled once and a coin is tossed once, the number of
outcomes can be counted using a tree diagram.
EXAMPLE 6
Erwin is a lifestyle and food vlogger. Whenever he goes for work
to create content for his channel, he will always bring with him a
pair of spoon and fork. Erwin has 4 spoons (1, 2, 3, 4) and 3 forks
(A, B, C). The number of possible ways Erwin will bring his pair of
spoon and fork whenever he works can be shown in a tree
diagram.
SYSTEMATIC LISTING
It is a method of determining the number of
outcomes of an experiment by enumerating
or making a list of all possible outcomes. This
method, if not carefully and systematically
done, there is a possibility that some possible
outcomes are missed or left out.
EXAMPLE 7
In tossing a coin three times, how many possible outcomes are
there?

The number of outcomes can be determined by


systematic listing such as HHH, HHT, HTH, HTT, THH,
THT, TTH, TTT. This gives us 8 possible outcomes in
tossing a coin three times.
EXAMPLE 8
Four students Elsa, Vicky, Easther, and Juliem went to attend a Holy Mass.
When they reached the church, there were only three seats available. In how
many ways can the four students be seated? using systematic listing?
Observe how it is done.
S = { (Elsa, Vicky, Easther), (Elsa, Vicky, Juliem), (Elsa, Easther, Vicky), (Elsa, Easther,
Juliem), (Elsa, Juliem, Vicky), (Elsa, Juliem, Easther), (Vicky, Easther Juliem), (Vicky,
Easther, Elsa), (Vicky, Elsa, Easther), (Vicky, Elsa, Juliem), (Vicky, Juliem, Elsa), (Vicky,
Juliem, Easther), (Easther, Elsa, Vicky), (Easther, Elsa, Juliem), (Easther, Vicky, Elsa),
(Easther, Vicky, Juliem), (Easther, Juliem, Elsa), (Easther, Juliem, Vicky), (Juliem, Elsa,
Vicky), (Juliem, Elsa, Easther), (Juliem, Vicky, Elsa), (Juliem, Vicky, Easther), (Juliem,
Easther, Elsa), (Juliem, Easther, Vicky) }
There are 24 ways for the four students to be seated three at a time.
EXAMPLE 9
In how many ways will a 5-item true or false test be answered?

Solution: The number of ways of answering the 5-item true or false test can be
determined by systematic listing. Observe the pattern in listing the possible
answers to the 5 items. Let T represent true a true item and F represent a false item.
(T,T,T,T,T), (T,T,T,T,F), (T,T,T,F,T), (T,T,F,T,T), (T,F,T,T,T), (F,T,T,T,T), (T,T,T,F,F),
(T,T,F,T,F), (T,F,T,T,F), (F,T,T,T,F), (T,T,F,F,T), (T,F,F,T,T), (F,F,T,T,T), (F,T,T,F,T),
(F,T,F,T,T), (T,F,T,F,T), (T,T,F,F,F), (T,F,T,F,F), (T,F,F,T,F), (T,F,F,F,T), (F,F,T,T,F),
(F,F,T,F,T), (F,T,T,F,F), (F,T,F,T,F), (F,T,F,F,T), (F,F,F,T,T), (T,F,F,F,F), (F,T,F,F,F),
(F,F,T,F,F), (F,F,F,T,F), (F,F,F,F,T), (F,F,F,F,F)
FUNDAMENTAL COUTING
TECHNIQUE
The fundamental counting principle is a technique of finding the
number of possible outcomes of an experiment without listing.
We can find the total number of ways that two or more separate
tasks can happen by multiplying the numbers of ways each task
can happen separately.
EXAMPLE 10
How many possible outcomes are there if a die is rolled once and a coin is
tossed once?

The event rolling a die once has six possible outcomes while the event tossing a coin
once has two possible outcomes. Applying the product rule, the total number of
outcomes when a die is rolled once, and a coin is tossed once is

6 x 2 = 12.
There are 12 possible outcomes when a die is rolled once, and a coin is
tossed once.
EXAMPLE 11
Using the digits from 1 to 9, how many 3-digit numbers can be formed if repetition of digits
is a. allowed? b. not allowed?
Solution: Since we will form 3-digit numbers, so we reserve space for each digit.
__1st _ __2nd_ __3rd _ a). repetition of digits is allowed. In the 1st space, anyone of
the 9 digits can be placed; in the 2nd space, anyone of the 9 digits can be placed,
and in the 3rd space, anyone of the 9 digits can be placed also. Therefore, the
number of 3-digit numbers that can be formed if repetition of digits is allowed is 9 x
9 x 9 = 729. b). repetition of digits is not allowed. In the 1st space, anyone of the 9
digits can be placed; in the 2nd space, anyone of the 8 remaining digits can be
placed since one digit is already assigned in the first space, and in the 3rd space,
anyone of the 7 remaining digits can be placed since two digits are already assigned
in the first two spaces. Using the product rule, the number of 3-digit numbers that
can be formed if repetition of digits is not allowed is 9 x 8 x 7 = 504. So, the number
of 3-digit numbers that can be formed if repetition is not allowed is 504.
ACTIVITY 1 What’s My Outfit?

Mark wanted to go the Shopping Mall. She was confused


on what to wear. In her wardrobe she found a gray (G)
and a black (B) jeans and a red (R), a yellow (Y) and a
white (W) shirts. Help Mark choose her outfit matching
her available jeans and t-shirts using the following
methods.

A. Tabular B. Tree Diagram C. Systematic Listing


QUESTIONS

1. How many choices of pants are there?


2. How many choices of shirts are there?
3. How many different possible choices of outfits
does Clarisse have?
ACTIVITY 2 It’s Your Turn!

From the digits 1, 2, 4, 5, 7, 8, how many four-digit numbers can be


formed if repetition of digits is allowed?

QUESTIONS
1. How many digits are given?
2. How many digits are required in each number to be formed?
3. How many options are there for the first digit? second digit? third digit?
fourth digit?
4. Is the product rule applicable to answer the problem?
5. How many four-digit numbers are formed?
6. What is the greatest 4-digit number formed in this activity?
ACTIVITY 3 It’s Lunch Time!
A school canteen offers a student meal. It is composed of cup of rice,
a vegetable viand, a meat viand, and a regular drink. If there are 3
vegetable viands (pinakbet, chop suey, or mixed vegetables), 3 meat
viands (afritada, adobong baboy, or beef steak), and 2 drinks (lemon
juice, or kalamansi juice) organize the possible choices a student can
have using tree diagram.
Questions
1. How many possible choices of meal does a student
have?
2. What are the possible choices of meal that a student
can choose from?
3. How important are the counting techniques in our
real-life setting or experiments?

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