Chapter Seventeen

Statistics
O
wing to the contribution of information an d data, the world has become a global
village for the rapid advancement of science and information. G lobalization has been
made possible due to rapid transformation and expansion of information and data.
S
o, to keep the continuity of development and for participating and contribute in
globalizations, it is essential for the studen ts at this stage to have clear knowledge
about information and data. In the context, to meet the demands of students in
acquiring knowledge, information and data have been discussed from class V I and
class-wise contents have been arranged step by step. In continuation of this, the
students of this class will know and learn cumulative frequency, frequency polygon,
gOive curve in measuring of central tenden cy mean, median, mode etc. in short-cut
method.

At the end of this chapter, the students will be able to -

¾ Explain cumulative frequency, frequency polygon and ogive curve;
¾ Explain data by the frequency polygon, and ogive curve ;
¾ Explain the method of measuring of central tendency ;
¾ Explain the necessity of short-cut method in the measurement of central
tendency ;
¾ Find the mean, median and mode by the short-cut method ;
¾ Explain the diagram of frequency polygon and ogive curve.

Presentation of Data : We know that numerical information which are not

qualitative are the data of statistics. The data under investigation are the raw
materials of statistics. They are in unorganized form and it is not possible to take
necessary decision directly from the unorganize d data. It is necessary to organize and
tabulate the data. nAd the tabulation of da ta is the presentation of the data. In
previous class we have learnt how to organize the data in tabulation. We determine
know that it is required to the range of data for tabulation. Then determining the
class interval and the number of classes by using tally marks, the frequency
distribution table is made. eHre, the metho ds of making frequency distribution table
are to be re-discussed through example for convenient understanding.
Example 1. In a winter season, the temperature (in celsius) of the month of January
in the district of rSimangal is placed belo w. Find the frequency distribution table of
the temperature.
14q, 14q, 14q, 13q, 12q, 13q, 10q, 10q, 11q, 12q, 11q, 10q, 9q, 8q, 9q,
11q, 10q, 10q, 8q, 9q, 7q, 6q, 6q, 6q, 6q, 7q, 8q, 9q, 9q, 8q, 7q.
Math 279

Solution : eHre the minimum and maximum numerical values of the data of
temperature are 6 and 14 respectively.
eHnce the range =14  6 +1 =9.
9
If the class interval is considered to be 3, the numbers of class will be or, 3.
3
Considering 3 to be the class interval, if the data are arranged in 3 classes, the
frequency table will be :

Temperature (in celcius) Tally Frequency

6q  8q llll llll l 11
9q  11q llll llll lll 13
12q  14q llll ll 7
Total =31

Activity : Form two groups of all the students studying in your class. Find the
frequency distribution table of the weights (in K
gs) of all the members of the
groups.
Cumulative Frequency :
In example1, considering 3 the class interval and determining the number of classes,
the frequency distribution table has been made. The numbers of classes of the
mentioned data are 3. The limit of the first class is 6q  8q. The lowest range of the
class is 6o and the highest range is 8oC. The frequency of this class is 11.
The frequency of the second class is 13. oNw if the frequency 11 of first class is
added to the frequency 13 of the second class, we get 24. This 24 will be the
cumulative frequency of the second class and the cumulative frequency of first class
as begins with the class will be 11. A gain, if the cumulative frequency 24 of the
second class is added to the frequency of the third class, we get 24 +7 =31 which is
the cumulative frequency of the third class. Thus cumulative frequency distribution
table is made. In the context of the above discussion, the cumulative frequency
distribution of temperature in example 1 is as follow :
Temperature (in celsius) Frequency Cumulative Frequency
6q  8q 11 11
9q  11q 13 (11 +13) =24
12q  14q 7 (24 +7) =31
Example 2. The marks obtained in English by 40 students in an annual examination
are given below. Make a cumulative frequency table of the marks obtained.
70, 40, 35, 60, 55, 58, 45, 60, 65, 80, 70, 46, 50, 60, 65, 70, 58, 69, 48, 70, 36, 85,
60, 50, 46, 65, 55, 61, 72, 85, 90, 68, 65, 50, 40, 56, 60, 65, 46, 76.
280 Math

Solution : Range of the data =(highest numerical value –lowest numerical value) +1
=90  35 1+
=55 +1
=56
56
eLt the class interval be 5, the number of classes =
5
=11 ˜2 or 12
eHnce the cumulative frequency distribution table at a class interval of 5 will be as follow :
Obtained Frequency Cumulative Obtained Frequency Cumulative
marks frequency marks frequency
35  39 2 2 70  74 4 4 +31 =35
40  44 2 2 +2 =4 75  79 1 1 +35 =36
45  49 5 5 +4 =9 80  84 1 1 +36 =37
50  54 3 3 +9 =12 85  89 2 2 +37 +39
55  59 5 5 +12 =17 90  94 1 1 +39 =40
60  64 8 8 +17 =25 95  99 0 0 +40 =40
65  69 6 6 +25 =31
Variable : We know that the numerical information is the data of statistics. The numbers
used in data are variable. uSch as, the numbers indicating temperatures are variable.
iSmilarly, in example 2, the secured marks used in the data are the variables.
Discrete and Indiscrete Variables : The variables used in statistics are of two
types. S
uch as, discrete and indiscrete vari ables. The variables whose values are only
integers, are discrete variables. The marks obtained in example 2 are discrete
variables. iSmilarly, only integers are used in population indicated data. That is why,
the variables of data used for population are discrete variables. nAd the variables
whose numerical values can be any real number are indiscrete variables. S uch as, in
example 1, the temperature indicated data which can be any real number. eBsides,
any real number can be used for the data related to age, height, weight etc. That is
why, the variables used for those are indiscrete variables. The number between two
indiscrete variables can be the value of those variables. S ome times it becomes
necessary to make class interval indiscrete. To make the class interval indiscrete, the
actual higher limit of a class and the lower limit of the next class are determined by
fixing mid-point of a higher limit of any class and the lower limit of the next class.
uch as, in example 1 the actual higher-lower limits of the first class are 8 ˜5q and
S
5˜5q respectively and that of the second class are 11˜5o and 8˜5o etc.
Activity : Form a group of maximum 40 students of your class. Form frequency
distribution table and cumulative frequency table of the group with the
weights/heights of the members.
Math 281

Diagram of Data : We have seen that the collected data under investigation are the
raw materials of the statistics. If the frequency distribution and cumulative frequency
distribution table are made with them, it becomes clear to comprehend and to draw a
conclusion. If that tabulated data are presented through diagram, they become easier
to understand as well as attractive. That is why, presentation of statistical data in
tabulation and diagram is widely and frequently used method. In class V III, different
types of diagram in the form of line graph and histogram have been discussed
elaborately and the students have been taught how to draw them. eHre, how
frequency polygon, pie-chart, ogive curve drawn from frequency distribution and
cumulative frequency table will be discussed.
Frequency Polygon : In class V III, we have learnt how to draw the histogram of
discrete data. eHre how to draw frequency polygon from histogram of indiscrete data
will be put for discussion through example.
Example 3. The frequency distribution table of the weights (in kg) of 60 students of
class X of a school are is follows :
Weight (in kg) 46  50 51  55 56  60 61  65 66  70
Frequency 5 10 20 15 10
(N
o. of tSudents)
(a) Draw the histogram of frequency distribution.
(b) Draw frequency polygon of the histogram.
Solution : The class interval of the data in the table is discrete. If the class interval
are made indiscrete, the table will be :
Class interval of the weight (in Discrete class Mid point of Frequency
kg) interval class
46  50 45˜5  50˜5 48 5
51  55 50˜5  55˜5 53 10
56  60 55˜5  60˜5 58 20
61  65 60˜5  65˜5 63 15
66  70 65˜5  70˜5 68 10
(a) iHstogram has been drawn taking each square of graph paper as unit of class
interval along with x -axis and frequency along with y -axis. The class interval along
with x -axis has started from. The broken segments have been used to show the
presence of previous squares starting from from origin to 45˜5.

0DWK,;;)RUPD
282 Math

(b) The mid-points of the opposite sides parallel

to the base of rectangle of the histogram have
been fixed for drawing frequency polygon from
histogram. The mid-points have been joined by
line segments to draw the frequency polygon
(shown in the adjacent figure). The mid-points
of the first and the last rectangles have been
joined with x -axis representing the class interval by the end points of line segments
to show the frequency polygon attractive.
Frequency Polygon : The diagram drawn by oj ining frequency indicated points
opposite to the class interval of indiscrete data by line segments successively is
frequency polygon.
Example 4. Draw polygon of the following frequency distribution table :
Class interval 1020 2030 3040 4050 5060 6070 7080 8090
Mid-point 15 25 35 45 55 65 75 85
Frequency 8 10 15 30 45 41 15 7
Solution : iHstogram of frequency distribution is
drawn taking two squares of graph paper as 5 units of
class interval along with x -axis and 2 squares of
graph paper as 5 units of frequency along with y -
axis. The mid-points of the sides opposite to the base
of rectangle of histogram are identified which are the
mid-points of the class. oNw the fixed mid-points are
oj ined. The end-points of the first and the last classes
are joined to x -axis representing the class interval to
draw frequency polygon.
Activity : Draw frequency polygon from the marks obtained in aBngla by the
students of your class in first terminal examination.
Example 5. The frequency distribution table of the marks obtained by 50 students of
class X in science are given. Draw the frequency polygon of the data (without using
histogram) :
Class interval of 3140 4150 5160 6170 7180 8190 91100
marks obtained
Frequency 6 8 10 12 5 7 2
Solution : eHre the given data are discrete. In this case, it is convenient to draw
frequency polygon directly by finding the mid-point of class interval.
Math 283

Class interval 3140 4150 5160 6170 7180 8190 91100

Mid-point 40  31 45˜5 55˜5 65˜5 75˜5 85˜4 95˜5
2
35 ˜ 5
Frequency 6 8 10 12 5 7 2
The polygon is drawn by taking 2 squares of graph
paper as 10 units of mid-points of class interval along
with x -axis and taking two squares of graph paper as
one units of frequency along with y -axis.

Activity : Draw frequency polygon from the frequency distribution table of

heights of 100 students of a college.
eHights (in 141150 151160 161170 171180 181190
cm.)
Frequency 5 16 56 11 4
Cumulative Frequency Diagram or Ogive curve : Cumulative frequency diagram
or gOive curve is drawn by taking the upper limit of class interval along with x -axis
and cumulative frequency along with y -axis after classification of a data
Example 6. The frequency distribution table of the marks obtained by 50 students
out of 60 students is as follow :
Class interval of 1  10 11  20 21  30 31  40 41  50
marks obtained
Frequency 8 12 15 18 7
Draw the O give curve of this frequency distribution.
Solution : The cumulative frequency table of frequency distribution of the given data is :
Class interval of 1 11  20 21  30 31  40 41  50
marks obtained 10
Frequency 8 12 15 18 7
Cumulative 8 8 +12 =20 15 +20 =35 18 +35 =53 7 +53 =60
frequency
gOive curve of cumulative frequency of data is drawn
taking two squares of graph paper as unit of upper limit
of class interval along with x -axis and one square of
graph paper as 5 units of cumulative frequency along
with y -axis.