Counting and the Four Sampling Methods
Probability on a finite, equally likely sample space collapses to counting: . This lesson organizes that counting around two yes/no questions about how a sample of size is drawn from objects --- does order matter? and is each object replaced before the next draw? --- giving a grid of four sampling schemes. Three of them produce equally likely outcomes and power every probability here: ordered-with-replacement (, Example 10.6), ordered-without-replacement (, Example 10.7), and unordered-without-replacement (, Example 10.8). We count each scheme, see how dividing an ordered count by produces combinations, and turn the counts into probabilities --- including Jordan's books solved two ways (Example 10.9, Remark 10.4) and the three contrasting scenarios of Example 10.10.
Before you start — give these a try
Attempting first primes your brain for the lesson — even if you miss. Nothing is graded or saved; it's just a warm-up.
In how many ways can the President, Secretary, and Treasurer be chosen from a club of members, if no member holds more than one office?
A committee of people is chosen from a group of . The committee has no internal roles. How many different committees are possible?
What you’ll be able to do
- Classify any finite sampling problem by its two independent choices --- order matters or not and with or without replacement --- into one of the four schemes set up in \S10.3.
- Count ordered samples: when sampling with replacement (Example 10.6), and when without replacement (Example 10.7), where .
- Count unordered samples without replacement with the binomial coefficient (Example 10.8), explaining the key idea that each -subset corresponds to ordered tuples.
- Identify the fourth scheme --- unordered with replacement --- know it is counted by , and recall from Remark 10.5 why its outcomes are not equally likely (so we avoid it for probabilities).
- Compute probabilities on equally likely spaces as , solving one problem by either ordered or unordered counts (Remark 10.4, Example 10.9) and contrasting all three schemes on a single setup (Example 10.10).
In your course
· MATH2015 · Linear Algebra & Probability- Example 10.6Sampling with replacement, order mattersThree balls drawn with replacement from an urn of five give equally likely ordered triples, each of probability .
- Example 10.7Sampling without replacement, order mattersThree balls drawn without replacement from five give ; a triple such as has probability and repeats are impossible.
- Example 10.8Sampling without replacement, order doesn't matterThree balls as an unordered set from five give , each -subset of probability .
- Example 10.9Jordan's books, solved two waysChoosing of books ( novels, biographies, science), , matched by the ordered count .
- Example 10.10One class of 24, three schemes contrastedSelecting of students: with-replacement ordered ; without-replacement ordered roles (so ); unordered team (so ).
- Remark 10.4Ordered or unordered counting both workAn unordered-without-replacement problem may be solved by counting unordered outcomes or ordered outcomes; counting and the same way gives the same probability.
- Remark 10.5The fourth scheme is not equally likelySampling with replacement while ignoring order does not produce equally likely outcomes in a natural way, so it is not used for probabilities in this section.
Two questions, four schemes
Every sampling problem in \S10.3 draws objects from a set of distinguishable objects --- picture an urn with balls numbered . Two independent yes/no questions fix the setup. (i) Does order matter? In an ordered sample the outcome is a tuple , so ; in an unordered sample the outcome is a set and the draw order is forgotten. (ii) Is the object replaced? With replacement, each drawn object is returned before the next draw, so values may repeat; without replacement, it is set aside, so all values are distinct and necessarily . Crossing the two questions gives a grid of four schemes. The section develops the three that yield equally likely outcomes in a natural way and flags the fourth (Remark 10.5). Throughout, the sample space is written with size ; when outcomes are equally likely, each one has probability .
Ordered samples: $n^k$ and $n!/(n-k)!$
With replacement, order matters (Example 10.6). Each of the draws independently has all values available, so by the multiplication principle Formally with --- a Cartesian product --- and each tuple has probability . For an urn of balls with draws, . Without replacement, order matters (Example 10.7). Now the first draw has choices, the second only , down to for the last, so where is the factorial. This needs , and the entries are automatically distinct. For : , each tuple of probability , and a repeat such as is simply impossible.
Unordered samples: dividing by $k!$ gives $\binom{n}{k}$
Without replacement, order doesn't matter (Example 10.8). An outcome is now a -element subset of , so . Its count is the binomial coefficient (' choose ') The key idea: each -subset can be arranged in exactly orders, so the ordered tuples built from one subset collapse to a single set. Dividing the ordered count by , For : , each subset of probability ; a multiset like is not a valid -element set. The fourth scheme (Remark 10.5): with replacement, order doesn't matter. Counting the possible size- multisets from types is a named Rule, (the 'stars and bars' count). But Remark 10.5 warns these multisets are not equally likely --- drawing two balls with replacement from , the mixed result comes from or and so is twice as likely as . Since demands equally likely outcomes, we do not use this scheme for probabilities.
From counts to probabilities (one problem, two routes)
On an equally likely space the probability of an event is the ratio of favorable to total outcomes, Each probability question thus becomes two counting questions. Remark 10.4 makes a freeing point: an unordered-without-replacement problem may be solved either by counting unordered outcomes or by counting ordered outcomes --- as long as and are counted the same way, the ratio is identical. Example 10.9 (Jordan grabs of books: novels, biographies, science) finds both ways: unordered gives total and favorable, so ; ordered gives total and favorable, so --- the same answer. Example 10.10 contrasts the three schemes on one class of students choosing : with-replacement ordered (), without-replacement ordered roles (), and an unordered team (). The correct denominator is dictated entirely by how the selection is actually made.
Drawing objects from distinguishable objects with replacement and recording order yields equally likely ordered -tuples, each of probability . (Unnumbered in \S10.3; illustrated by Example 10.6.)
Drawing objects without replacement and recording order yields equally likely ordered -tuples of distinct values, each of probability . (Unnumbered in \S10.3; illustrated by Example 10.7.)
Drawing objects without replacement while ignoring order yields equally likely -subsets, each of probability . (Unnumbered in \S10.3; illustrated by Example 10.8.)
The number of size- multisets chosen from types (unordered, with replacement) is . By Remark 10.5 these outcomes are not equally likely, so this count is not used to assign probabilities here. (The formula is an unnumbered Rule; Remark 10.5 is the cited result.)
Worked examples
An urn holds five balls labeled , and we draw balls. Compute and the probability of a stated outcome under each of the three equally-likely schemes: (a) with replacement, order matters; (b) without replacement, order matters; (c) without replacement, order doesn't matter. (Examples 10.6--10.8 side by side.)
- 1
(a) Ordered, with replacement. Each of the draws has all balls available, so . Every ordered triple is equally likely, e.g. --- repeats like are allowed.
- 2
(b) Ordered, without replacement. The counts fall: , then , then , so . Thus , while is now impossible (no repeats).
- 3
(c) Unordered, without replacement. Order is forgotten, so divide the ordered count by : . Hence , and is not a valid -element set.
Jordan grabs books at random from a shelf of : novels, biographies, science books. Find , solving it with unordered counts and again with ordered counts (Example 10.9, Remark 10.4).
A class of students selects students in three different ways. Give for each, then compute (b) and (c) . (Example 10.10.)