6 REPRE SENTING D ATA : S TAT I S T I C S FOR U N I V A R I AT E D ATA

Chapter summary

• Discrete data can take only par ticular values, and each value is distinct from the others.

• Continuous data is not restricted to cer tain xed values, but it can occupy any value within a

continuous range.

• Data is reliable if you can repeat the data collection process and obtain similar results.

• Data is sucient if there is enough data available to suppor t your conclusions.

• The population consists of every member in the group that you want to nd out about.

• A sample is a subset of the population that will give you information about the population as a whole.

• Dierent sampling methods include convenience, simple random, systematic, stratied or quota

sampling

• A bar char t is used to display discrete data, whereas a histogram is used to display continuous data.

In examinations the data set will be treated as the population.

Measures of dispersion

• The range is the dierence between the largest and smallest values.

• Quar tiles divide a sample of data into four groups containing equal numbers of obser vations.

• Q is the median of the lower 50% of the data, and Q is the median of the upper 50% of the data.

1 3

• The interquar tile range is the value of the third quar tile minus the value of the rst quar tile.

• Dierent methods for nding quar tiles exist and therefore the values obtained using technology

and by hand may dier.

• A box -and-whisker plot is a way of summarizing a set of data.

Range

Middle 50%

Whisker Whisker

Min X Max X

Q m Q
1 3

(Median)

• Ex treme values are called outliers and might be considered for removal from a sample. An outlier

is any value at least 1.5 IQR above Q or below Q

3 1

• Adding up the frequencies of the data values as we go along is called calculating the cumulative

frequency (CF).

80
x f CF

70
0 0
0 < x ≤ 10
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60

19 19
10 < x ≤ 20

50

30 49
20 < x ≤ 30
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40

20 69
30 < x ≤ 40
30

6 75
40 < x ≤ 50 20

10

Q Q
1 3

5 10 15 20 25 30 35 40 45 50

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Variance and standard deviation

• Standard deviation is a measure of how spread out the items of a data set are from the mean.

 x  x
 
2

• Standard deviation is the square root of the variance, where  

• A GDC should be used to nd both of these measures.

Eect of constant changes on the original data

• Adding a constant c to every value in a data set increases the mean and the median by c, and has

no eect on the standard deviation.

• Multiplying every value in a data set by a constant d means that the mean and standard deviation

will also be multiplied by d, and the variance will be multiplied by d

Developing inquiry skills

In the opening problem for the chapter, you were given

the test scores, out of 10, of 32 students.

1 Represent the scores on a cumulative frequency

graph.

2 Write a ve-number summary for the data from the

opening problem on class test scores.

3 Draw a box-and-whisker diagram for the data.

4 What does this tell you about the performance of

the class? How would you allocate letter grades A , B, C and D?

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5 What would happen to the mean, median and standard deviation if the teacher decided to multiply all of

the scores by 10 to show them as a percentage?

Click here for a mixed

Chapter review
review exercise

1 Find a the mode, b the median, c the mean

a Write down the mode.

and d the range of 2, 8, 1, 5, 0, 4, 4, 1, 1, 6.

b Find the median.

2 From January to September, the mean

c Calculate the mean number of ties that

number of car accidents in a city per

a father owns.
month was 420. From October to

December, the mean was 740 accidents

The mean age of a group of students

per month.

when they leave school is 17.9 years and

Find the mean number of car accidents per

the standard deviation is 1.1 years. If

month for the whole year.

they all come back to see their old school

4 years later nd the new mean and

3 Students collected data on the number of

standard deviation of their ages.

ties that their fathers owned.

On Monday, 23 students in a chemistry

Ties 0 1 2 3 4 5 6

class spent a total of 736 minutes on an

f 4 8 10 20 4 3 1
experiment.

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6 REPRE SENTING D ATA : S TAT I S T I C S FOR U N I V A R I AT E D ATA

a Find the mean number of minutes the 8 The test results for a group of children

students spent doing the experiment. in a school district are shown on this

cumulative frequency diagram.

Two students forgot to report their times.

One spent 24 minutes and the other spent

800

15 minutes.
700

setadidnac
600

b Calculate the new mean including

500

these two students.

400

fo
300

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6 A data set has a mean of 48 and a standard
200

deviation of 5.
100

a Each value in the data set has 10 added

0

10 20 30 40 50 60 70 80 90 100

to it. Find the new mean and standard

Marks

deviation.

b Each value in the original data set is

a How many students’ test scores were

multiplied by 10. Find the new mean

recorded?

and variance.

b What is the median score?

c Show that the interquartile range is 20

7 The box plot shows the heights, in cm,

marks.
that a class of 8 year-olds could jump.

d How many students scored more than

80 marks on the test?

d 60 74 c
40

e If Calvin earned 80 marks, would he be

a What is the lowest height?

in the 90th percentile? Give reasons for

b Write down the median. your answer.

c If the range is 50 cm, nd the value of c

f 100 students scored less than k marks.

Find the value of k

d Find the value of d if the interquartile

range is 24 cm.

9 Match each box plot with the correct histogram:

1 8
2 8
3
8

6 6 6

4 4 4

2 2 2

0 0 0

10 20 30 40 50 60 70 80 90 100 10 20 30 40 50 60 70 80 90 100 10 20 30 40 50 60 70 80 90 100

A 10 20 30 40 50 60 70 80 90 100 B 10 20 30 40 50 60 70 80 90 100 C 10 20 30 40 50 60 70 80 90 100

10 a Write down the mean and standard

E X AM HINT
deviation and b nd the interquartile

range of 15, 12, 22, 30, 25, 7, 19, 33, 19,

The command “Write down …” means that

41, 53, 12, 3, 8, 6, 17.

marks are awarded for the answer only, but

“nd …” means that marks will be awarded

for working.

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11 Mr M a t e o ’s class were wearing rings for a How many bats were weighed?

Geology D a y. Mr Mateo recorded the

b Write down the median weight.

number of rings per student in this

c Find the percentage of bats that

table.

weighed 20 grams or less.

Rings 2 3 4 5 6 7
The data is also presented in this table.

f 3 4 10 3 2 2

Weight (w, g) Bats

Write down the mode, mean, median and

0 < w ≤ 30 a

standard deviation of the number of rings.

30 < w ≤ 60 45

12 Ode surveyed students for his internal

60 < w ≤ 90 b
assessment about the number of friends

who attended each of their birthday c

90 < w ≤ 120

parties last year. His results are shown in

d Write down the values of a and c

this grouped frequency table.

e Find the value of b

Friends (p) f

f Use the values from the table to

0 < p ≤ 5 15

estimate the mean and standard

5 < p ≤ 10 11 deviation of the weights.

10 < p ≤ 15 9

15 Consider this cumulative frequency table.

15 < p ≤ 20 12

x f Cumulative frequency
20 < p ≤ 25 6

10 3 3

a Write down estimates for mean,

15 11 14
median and standard deviation.

20 16 n
b Explain why you are only able to nd

estimates in part a 25 42

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30 8 50
13 This table shows the number of watches

owned by each student in a group.

a Find the values of m and n

Watches 0 1 2 3 4 5

b Write down the value of the mean.

f 11 7 6 k 8 10

c Find the variance.

If the mean number of watches owned is

16 A survey was conducted of the number of

2.5, nd the value of k

mobile devices that families owned.

14 A study to examine the weight of bats in

Mobile devices 1 2 3 4 5 6
a small cave produced this cumulative

frequency graph. f 41 60 52 32 15 8

80
a State whether the data is discrete or

continuous.
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b Write down the mean number of

60

mobile devices per family.

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c Write down the standard deviation.

40

d Find how many families have a number

30

of mobile devices greater than one

20

standard deviation above the mean.

10

20 40 60 80 100 120

Weights (g)

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6 REPRE SENTING D ATA : S TAT I S T I C S FOR U N I V A R I AT E D ATA

19 P1: a State the denition of an outlier for

Exam-style questions
a set of statistical data. (1 mark)

17 P1: State whether each of the following b Given the data

descriptions would generate discrete or

1, 2, 3, 5, 6, 7, 8, 8, 9, 11, 19

continuous data.

nd the

a A student’s grade on an IB SL

i mode
Mathematics exam. (1 mark)

ii median
b The volume of water that a person

uses when having a shower. (1 mark) iii lower quartile

iv upper quartile. (4 marks)

c The length of time that a person

spends having a shower. (1 mark)

c Identify, with a reason, any outliers

d The number of emails that a person

for this set of data. (2 marks)

receives during a day. (1 mark)

20 P2: a A set of 10 students have a mean

mass of 70 kg. A new student joins

18 P1: Consider the following set of data

the group. The mean mass of the 11

3, 6, 1, 5, a, b where a > b

students is 72kg. Find the mass of

The mode of this data is 5. The median

the new student. (4 marks)

of this data is 4.5.

b The new lower quartile and upper

a Find the value of a and the value

quartile for the 11 students are 66

of b. (5 marks)

and 76 respectively. Determine with

b Find the mean of this data.

justication whether the mass of the

(2 marks)

new student is an outlier. (3 marks)

21 P2: Sue has collected continuous data on the heights of owers and has represented it in the

table below.

Height (h, cm) 0 < h £ 10 10 < h £ 20 20 < h £ 30 30 < h £ 40 40 < h £ 50

Frequency 40 45 50 60 5

a State how many ower heights were measured. (1 mark)

b Find the mid-point of the modal interval. (1 mark)

c Estimate the i mean ii standard deviation. (5 marks)

d Sue’s calculator states that the median is 25. Find a better estimate than this by

considering the median’s position within the interval that it belongs to. Give your

answer to the nearest integer. (3 marks)

22 P2: Data on IB SL Mathematics grades is d Find the i median ii lower quartile

represented in the table below. iii upper quartile. (3 marks)

e Hence draw a box-and-whisker plot for

Grade 1 2 3 4 5 6 7

this data using a scale of 2 cm for

Frequency 2 5 8 40 50 20 15

1 grade. (3 marks)

a State whether this data is discrete or f Identify with justication any outliers.

continuous. (1 mark) (3 marks)

b Find the mode. (1 mark) 23 P2: A hundred students were asked to

record the number of times, x, that

c Find the i mean ii standard

they exercised in a week. The results

deviation. (4 marks)
are shown in the table below.

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a Copy this table and ll in the missing

x Frequency Cumulative

numbers. (4 marks)

frequency

b Find the i median ii lower quartile

0 10 10

iii upper quartile. (3 marks)

1 7

c Find the i mean ii variance.

2 11 28

(3 marks)

3 41

d State with a reason whether this data

4 15 56
has a unique mode. (2 marks)

5 71

6 12

7 10 93

9 2 99

10 1 100

24 P1: Grouped, continuous data for the mass, w kg, of a group of adults is given in the table

below.

Mass

40 < w ≤ 50 50 < w ≤ 60 60 < w ≤ 70 70 < w ≤ 80 80 < w ≤ 90 90 < w ≤ 100 100 < w ≤ 110 110 < w ≤ 120

Frequency 5 15 25 30 50 35 25 15

a State the modal interval. (1 mark)

b Construct a labelled cumulative frequency table for this data. (3 marks)

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c On graph paper draw a cumulative frequency curve, with 1 cm representing

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10 kg on the x-axis and 1 cm representing 10 adults on the y-axis. (5 marks)

d Hence, estimate values for the i median ii lower quartile iii upper quartile.

Draw lines on your graph to indicate how you obtained these values. (4 marks)

25 P2: Sally and Rob each teach an IB SL 26 P2: Discrete data on an IB exam taken by

Mathematics class. In a common test, 76 students is given in the table below.

Sally’s students scored

Grade 1 2 3 4 5 6 7

1, 1, 4, 7, 8, 8, 10, 10

Frequency 4 8 16 20 16 8 4

and Rob’s students scored

a On graph paper, draw a bar chart

4, 4, 4, 5, 6, 6, 10, 10, 10, 10.

to represent this data. Use 2 cm to

a For the data from Sally’s class nd the represent 1 grade on the x-axis and

i median ii mean. (3 marks) use 2 cm to represent 5 students on

the y-axis. (3 marks)

b For the data from Rob’s class nd the

i median ii mean. (3 marks) b Find the i mode ii median

iii mean. (3 marks)

c Give a reason why Sally could claim

that her class did better than Rob’s c Explain your answers to parts

class. (1 mark) bii and iii by referring to a

geometrical property of the bar chart

d Give a reason why Rob could claim

drawn in part a. (2 marks)

that his class did better than Sally’s

class. (1 mark)

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