measure ¢f st frequently. In those cas is wo scores occur with the same dal. If more than two scores occu Hed multimodal. btained by selecting the score that occurs mo! ted, there is no mode. In the case where 0 is amode and the distribution is called bimot frequency, frequent greatest frequency, each fs a mode and the distribution is ca example: Find the mode ofthe set of numbers: 1,2,35354,557,99 HI « Solution: Mode = most frequent measure = 3 — Scanned with CamScannerJED midal ta is the middle value when the scores are arranged in order of increasing OF 18 ot of dal ed ca set 0 i i of er of scores is odd, the median is the number that is exactly in the middle of a fle ine no et Me i ye even, the median is the mean of the two middle scores. er of OPES i yf the median of te numbers: 7,3,3,5,1,4,9,2, 11 1.2.3.3,4,5,.7.9 3 = mode 4= median + = mean ti 9 u \ centre of distribution (central tendency) iad the median of the numbers: 3,6, 9, 4,9, 3 9,9 usin: Fi olin: Order the numbers; 3,3,4.6, wie 446 _ 10 The median is > =" = e median is —S~= "7 = 5 \easures of Dispersion or Spread - analyzing data, averages are certainly an important statistical measure. ver averages do not give us the total xe different ways to describe the E picture, Just as there a cial tendency of a set of data, there are differ re the spread, or dispersion, i rent ways to meastl jedi away from its central values. ates i median divi E lian divides a set of ordered measures into two equal parts. Qu ‘ Quartiles divide the set into four equal parts. Qq is the ower quartile , Qo is the median and Q3 4557595 Thy they can be divided into qualities Sete gg uate, Using the set of numbers 1,2,3,3 Scanned with CamScanneration. petween the highest and the lowest observ 3,24 Selle The Range ‘The range is the 7, the range 11-1 =10. ifference 9,15 ‘eee Example: In the set of numbel 3, terquartile range : a aifference between the upper and the lower quartile. The in quartile range is the The inte Interquartile range = 25-21 refers to the example above eee Example: 5 Qye25 intend 3-8 uartile range = 8 - 2.5 ‘The Semi-inferquartile range is half of the interquartile range ie. 1 @,-Q) 7 Frequency Distribution Raw Data Pieces of information collected i lected in an unsorted fe form are called raw de fata. e The marks of $0 students ina test are shown bel low. srpaeg7es 33 Ltuchaine ae deed fsetae casa 6 Pam ies ee ee 9 Scanned with CamScannerIt to mak avery dificult fo make MCh Use oF ye, informati ati ganize the raw data is to arrange them "From the original list of scores 8 table eee ee ey ait art ibuti ie tion on By using atl ch ouped Distribution pees of large number of measures it is usual to group them in elaseg setemarks of 40 students in a test are shown below. f9 6 2 67 Il 6 81 57 53 4 5 52 57 65 44 39 26 51 1B 0 56 35 76 85 29 65 47 3M 6 49 42 62 51 71 37 38 Treaesponding tally chart and frequency table are shown below. Class Interval [Tally | Frequency 1-10 [fT 1 N-2000 {IT 2 -30 TIL 3 31-40 | 5 ~50 HHT 6 ~60 | HELI 8 ~70 HHII 7 ~80 Tn 4 oo li 3 31-100 |r 1 ad y and concisely. "etetage of “ the data is to present the distribution clearly ‘grouping’ Scanned with CamScannerm extended t0 20-5305, i ea Bou! mit and 30 the upper class jn. e lower mM it The aa net foontinually Cumulative frequen cama ore jot id [low us to m2 ea better anally’ is ie ean yution, cal which Fee ake Pray students in 4 Consider the 2 T scored 3 scored 20 or less Gscored 30 or less n+6=17 1748 =25 |25seored 660 of less 25+ 32+ 36+3=39 39 + 1 =40 | 40 scored 100 or less ‘ee Note: The last entry in the cumulative fre f quency columt ber measures inthe distribution. -y column must be equal to the total num —_ Scanned with CamScannervy 2 3 4 5 6 1 8 5. Ss Mean mark = = 33 _ 5 6 teMean of a grouped frequen cy distribution ‘Tenean of a grouped frequency distribution may be determ; i sidpnts (the value mid-way between the upper and lovercs n® the x values as the las (wire grouped frequency distibution of marks de low. Calculate the mean of the marks, ‘Solution Class interval] Class Midpoint Frequency @) 0) fc 110 35 1 55 11-29 15.5 2 310 21-30 25.5 3 763 31-40 355 5 107.5 41-50 45.5 6 273.0 51-60 555 8 en 61-79 655 ¥ 458.5 11-80 755 4 sue 81-99 85.5 3 256.5 ” =100 95.5 1 95.5 mark = 2 22120 53 T yea Sr= 2120 Mean yf 4 ba Scanned with CamScannerear Graphic Representation of Data Mathematics for Caribbean Examinations The Pie Chart A pie chart is a graphical ‘ay of displaying data and is used to show the proportion op of data, Pach, Bo Apie chart is a ci ircle which has been cut into ‘slices'(sectors), items of data in th With each sic represent he group. then, The most common mi 7 ethod of drawing a pie chart is to first divide 360 Circle) by the total m (the number of ge 1umber of data items ( the whole ). Bre ity In this way, you can calculate how many degrees each data item represents. see Example: The table below shows how class 11A travel to schoo! Draw a pie chart to show this information, method [walk | bicycle | bus car frequeney| 9 4 12 i Total number of students in class IIA=9+4+12+11=36 9 4 12 lk = —x360=90° bicycle == x360= 40° =£%360=120° nale iegele = bus = *360=120 car = 1h 369 =110° walk = > x360=90 36 36 check =90° +40° +120° +110° =360° Pie Chart, nor drawn to scale Steps: 1. Draw a circle using a compass. 71040". Bicycle 2. Using the protractor, measure the desired angle for each sector a Scanned with CamScanneryine Graphs mn be represented on a graph . ates represent the amounts of vt andthe lines are separated by equal uae & point | Amounts] Ki 6 B E} C 5 D 9 E Z Axmount f § ‘ 4 2 0 A BiC DIE Products "Hotes 8 dono: Tearrange order of information. q " Ses between the lines must be the Sine, fi 5 Peis re plotted on the x-axis, ‘he amounts on the y-axis. Bar Graphs These are si ; Vertical liner tt the line graphs, but instead of a vite We draw ‘thin’ Tectangles, all of the + With equal spaces between them, : A N \ \ \ N N \ N N Q N N DE Continuous line graphs Consider the bauxite exports of Jamaica over six years in thousands of tonnes. Year | 2004 ] 2005 ] 2006 | 2007 | 2008 | 2009 Amount] 15-[ 19 [24 [17 | 22 | 28 ‘Whenever information is given with respect to time, it is known as chronological data. The data can be represented by a continuous lin graph. This is particularly useful for recognizing trends. 2009 05 2006 2007 2008 2004 var —= — Scanned with CamScannerc-Z—h The Histogram rizing 429 summarizing in of the Ahistogram is 2 W2Y OE i tribution a ple, : 04 i pictrily. Histor ed from a fre format are 0 sah ae a iat idemonstrates fe Sede ponzontl scale ae re then intervals, $0 imes ct et ot Bars are used to represent cach individ with the height of the bar corresponding frequency. uency Polygon uency polygon Is a way of piety roti the class midpoint on the hy, 8% Hf and the frequency of | the class on the wt ws and connecting the points. The po i, completed by extending the class marks." width on either end with a frequency att both. : Freq Class interval Class] Fag midpoints | "*8 1-10 5.5 7 1-20 15.5 : 21-30 25.5 ; 31-40 35.5 ; 41-50 45.5 6 51-60 55.5 i 61-70 65.5 ; 71-80 755 ‘i 81-90 85.5 i 91 - 100 95.5 1 ‘The Histogram shown above represent the given frequency table shown below ee Note: There are no spaces between the bars in a histogram. Mark | Frequency | [eo Note: 1 Histograms are often used to show 4 grouped data, The width ofa bar represents the wane size of the class interval, so the “edges’ of the bar must be on the class| boundaries, Cor anawre S ee Note: The frequency polyz super-imposed over the histor ™ is simply to demonstrate thatthe midpoint is actually the midpoit!® bar. Frequency polygons can be owt without the histogram Scanned with CamScannerwate Frequency Curve ( Ogive) ‘ia rency table and curve allow us to make a b e | pate , own belOW. ¢ Cumulative Frequency ter analysis of the distribution. Upper class boundaries pa | 10.5 20.5 30.5 40.5 50.5 60.5 70.5 80.5 90.5 100.5 Ta & Os See ; te: The cumulative frequency (c.f) is on te vertical on the horizontal (x-axis) The curve can also be used to estimate the median and quartiles. The total cumulative frequency is divided into four equal parts. The lower quartile, Qy corresponds to Ys of the total frequency. The median, Qz, corresponds to ¥4 of the total frequency. ‘The upper quartile, Q3, corresponds to % of the total frequency. interquartile range and semi-interquartile range can be deduced. ‘The i axis (axis) andthe measures (marks) Scanned with CamScannerVee eerie Cun Clune Exercise 64: Statistics . What is the median of 3,2,6,2,3,7,4? 2. What is the inter-quartile range of the numbers 3,2,6,2,2,4 and 79 3. Whatis the median of 9,6,3,8,7,2? 4. Ifthe mean of the four numbers 2,4,x, and 6 is 5, then xis... 5. The average of 5 numbers is 64. When a sixth number is added, the average becom What is the sixth umber ? =a Questions 6 -7 refer to the information below, which shows the raw data of scores obtained by 20 students in a test. 2) 01 Goody 104 * 8 8 3 8 5 4 2 6 3 ee ee re 6. Complete the frequency table below to represent the above information © ‘Score 3/4]s[e[s Frequency oe eee Scanned with CamScannerwatisthe mean score 9 A gustions $=10 refer tg the ing ation betoy, sudents in an examin, nation seoy 168,61, 59, 56, 54 "53°C the Pong What was the median of the mas |, What was the somi-i Miticthe range ofthe scores? .., Matis the width of the class-interval 20-24? ... Scanned with CamScanner4 i th i Questions 14-15 refers to the pie chart below which shows the choices of 216 boys we favourite game. ir 14. How many boys preferred Tennis ? .. 15. Ina school of 240 students, 80 are girls. What is the probability that a student chose, at random is a boy? Questions 16-19 refer to the graph below: Profit in millions of $ 2008, 2009 2010 Year The graph above shows the profits after taxation of a garment factory from 2005 ~ 2017 Scanned with CamScanner‘at 8 the greatest profit » ‘a + Questions 20 — 25 Tefer to the following information, The table below shows the tics test that was frequency distributions for the scores obtained ona taken by students in Grade 11A. Scanned with CamScanner20. How many students took the Mathematics test? - 50 or less marks? 21. How many students £0" 60? What is the width of the class interval 51 — 3, What is the width of the class interval 11 -20?..- | If the pass mark was 51, how many students failed the test? . |. What is the probability of choosing @ student at random and he got @ mark which Was 4] 7 more? Shoe size 4 5 6 a 8 Number of | 8 12 18 16 6 Children 26. The table above shows a survey done on a group of children. (a) What was the modal shoe size? .... (b) What percentage of the children wear size 8 ? —— Scanned with CamScannerrefer tthe diagram below, wy pet el by 80 students in ates,” “HiCh shows the Sumulative frequency curve of i No. of Students 20} t i + tl 0 20 30 40 50 60 7 80 Marks 1. What is the inter-quartile range of the above distribution? 8, What is the median mark of the distribution? .. '8. What is the pass mark if only 21 students Pass the test? .. 3. What is the probability of choosing a student at random and he got more than 30 marks? Scanned with CamScanner‘The line graphs * and 2005. No. of Licenses (Thousands) 2004 2005 2900 2001 2002 2003 Year se in the number of. radio licenses sold? 431. Between which two years Was the greatest increas 32. How many more radio licenses than TV licenses were sold in 2004? ae Scanned with CamScanner5 is of 30 cabbage leaves were ‘pe le Measured, to the Nearest cm, sped s shown in the table above, ge and the information spat are the class-boundaries? , W a What isthe width of the class interval 15 — 199 . we What is the mean length of the 30 leaves? . & Scanned with CamScanner