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A-Level Statistics for International Students, Pearson Education Limited 2019
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83% found this document useful (6 votes)
23K views217 pagesS1 - Edexcel International A-Level Mathematics Statistics 1 Student Book
A-Level Statistics for International Students, Pearson Education Limited 2019
Uploaded by
Katarzyna ChabrosCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 217
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Pearson Edexcel
Qualifications
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Psy ete
PRR So Oi SN eid
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STATISTICS 1
STUDENT BOOK PDF COMPILED BY SAAD
PEARSON EDEXCEL INTERNATIONAL A LEVEL
SEUNG
Student Book
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COURSE STRUCTURE
ABOUT THIS BOOK vi
QUALIFICATION AND ASSESSMENT OVERVIEW viii
EXTRA ONLINE CONTENT x
1 MATHEMATICAL MODELLING 1
2 MEASURES OF LOCATION AND SPREAD 5
3 REPRESENTATIONS OF DATA 29
4 PROBABILITY 54
REVIEW EXERCISE 1 88
5 CORRELATION AND REGRESSION 95
6 DISCRETE RANDOM VARIABLES 124
7 THE NORMAL DISTRIBUTION 151
REVIEW EXERCISE 2 172
EXAM PRACTICE 179
NORMAL DISTRIBUTION TABLES 183
GLOSSARY 185
ANSWERS 187
INDEX 207 aca
CHAPTER 1 MATHEMATICAL CHAPTER 4 PROBABILITY 54
MODELLING 1 4.1 UNDERSTANDING THE VOCABULARY
1.1 MATHEMATICAL MODELS 2 USED IN PROBABILITY 55
1.2 DESIGNING A MODEL 3 4.2 VENN DIAGRAMS 57
CHAPTER REVIEW 1 4 4.3 MUTUALLY EXCLUSIVE AND
INDEPENDENT EVENTS 60
CHAPTER 2 MEASURES OF ‘SCONOMONA PRODABLTY 68
LOCATION AND SPREAD 5 46 CONDITIONAL PROBABILITIES
2.1 TYPES OF DATA 6 IN VENN DIAGRAMS n
Be MESHES IOE CEMTRA 4.7 PROBABILITY FORMULAE 7
TENDENCY 94.8 TREE DIAGRAMS 7
2.3 OTHER MEASURES OF LOCATION 13° Guinprep REVIEW 4 2
2.4 MEASURES OF SPREAD 16
2.5 VARIANCE AND STANDARD
DEVIATION 4g REVIEW EXERCISE 1 88
2.6 CODING 2
CHAPTER REVIEW 2 25 CHAPTER 5 CORRELATION AND
REGRESSION 95
CHAPTER 3 REPRESENTATIONS 5.1 SCATTER DIAGRAMS. 96
OF DATA 29 5.2 LINEAR REGRESSION 99
3.1 HISTOGRAMS 30 5. CALCULATING LEAST SQUARES
3.2 OUTLIERS 35 LINEAR REGRESSION 103
3.3 BOX PLOTS 385-4 THE PRODUCT MOMENT
3.4 STEM AND LEAF DIAGRAMS 40 CORRELATION COEFFICIENT 112
3.5 SKEWNESS 44 CHAPTER REVIEW 5 118
3.6 COMPARING DATA 48
CHAPTER REVIEW 3 49 CUTS at
CHAPTER 6 DISCRETE RANDOM — CHAPTER 7 THE NORMAL
VARIABLES 124 DISTRIBUTION 151
6.1 DISCRETE RANDOM VARIABLES = 125, 7.1 THE NORMAL DISTRIBUTION 152
6.2 FINDING THE CUMULATIVE 7.2 USING TABLES TO FIND
DISTRIBUTION FUNCTION FOR A PROBABILITIES OF THE STANDARD
DISCRETE RANDOM VARIABLE 130 NORMAL DISTRIBUTION Z 155
6.3 EXPECTED VALUE OF A DISCRETE 7.3 USING TABLES TO FIND THE VALUE
RANDOM VARIABLE 133 OF ZGIVEN A PROBABILITY 158
6.4 VARIANCE OF A DISCRETE 7.4 THE STANDARD NORMAL
RANDOM VARIABLE 136 DISTRIBUTION 161
6.5 EXPECTED VALUE AND VARIANCE 7.5 FINDING j1 AND o 164
OF A FUNCTION OF X 138 CHAPTER REVIEW 7 168
6.6 SOLVING PROBLEMS INVOLVING
RANDOM VARIABLES 42 REVIEW EXERCISE 2 172
6.7 USING DISCRETE UNIFORM
DISTRIBUTION AS A MODEL FOR
‘THE PROBABILITY DISTRIBUTION EXAM PRACTICE 179
OF THE OUTCOMES OF CERTAIN
EREIMENTS 144 NORMAL DISTRIBUTION
CHAPTER REVIEW 6 146 TABLES 183
GLOSSARY 185
ANSWERS 187
INDEX 207 ABOUT THIS BOOK
The following three themes have been fully integrated throughout the Pearson Edexcel International
Advanced Level in Mathematics series, so they can be applied alongside your learning,
1, Mathematical argument, language and proof
+ Rigorous and consistent approach throughout.
+ Notation boxes explain key mathematical language and symbols
2. Mathematical problem-solving ‘The Mathematical Problem-Solving Cycle
+ Hundreds of problem-solving questions, fully integrated r pei the problem 1
into the main exercises
+ Problem-solving boxes provide tips and strategies interpret results
cal infooaton
= Challenge questions provide extra stretch t
process nd
3. Transferable skills represent intarmation J
+ Transferable skills are embedded throughout this book, in the exercises and in some examples
+ These skills are signposted to show students which skills they are using and developing
Finding your way around the book
Glossary terms wil
be ented by bald
seonaee Uae
MODELLING spectican content ensy
reterence
Each chapter starts with
list of Learning objectivas
‘Te Pre knowledge
check helps make sure
you ae read to start the
“The real wor applications of
the maths you ae about to lean
és i arp highighted atthe stat of the
chapter chapter CUCL
iach socton bogne
‘with explanation and
oy learning ports
‘Step-by-step worked |
‘xampies focus onthe
ay types of questions
youl need to tackle
Tarsleabe sais we
signpostod whe
‘they nauraly cour
Inthe exereaee and
amples
Braces ae pasted
vith examatyie
{Questions to eneure you
sre ready forthe exarns
rere quactors we carsuly graded
Exam-style questions 0 they increase in oly anc gracualy
are flagged with beng you up > exam standard
Prove hints, tips and
Sratogis, and Watch
‘out boxes highlight areas
where students often te
Problem-solving
mark inthe exam,
questions are lagaed Fagh davis orde ina Ghavirever |
with © ‘anda Summary of ty points
Altar every few chapters, a Reviow exercise
Felps you consolte your teaming with ==
ots of exam-sive questions
Exam practice
Mathematics
International Advanced Subsiiany/
Advanced Level Statistics
Review exercise
[Atul practice paper at the back of
‘ie book hips you prepare forthe
real thing
vil vili QUALIFICATION AND ASSESSMENT OVERVIEW
QUALIFICATION AND
ASSESSMENT OVERVIEW
Qualification and content overview
Statistics 1 (S1) is an optional unit in the following qualifications:
International Advanced Subsidiary in Mathematics
International Advanced Subsidiary in Further Mathematics
International Advanced Level in Mathernatics
International Advanced Level in Further Mathematics
Assessment overview
The following table gives an overview of the assessment for this uni
We recommend that you study this information closely to help ensure that you are fully prepared for
this course and know exactly what to expect in the assessment,
aC Availability
St: Statistics 1 Bbw ofS | TS ‘Thour30min | January, June and October
Paper code WSTOL/O1 1685 of AL Fist assessment june 2019
14S: International Advanced Subsidiary, IAL: International Advanced A Level.
Assessment objectives and weightings
Recall select and use their knowledge of mathematical facts, concepts and techniques ina am
variety of contexts.
“Construct rigorous mathematical arguments and proofs through use of precise statements
logical deduction and inference and by the manipulation of mathematical expressions,
including the construction of extended arguments for handling substantial problems
presented in unstructured form,
Recall, select and use their knowledge of standard mathematical models to represent
situations in the rel world; recognise and understand given representations involving, roe
standard models; present and interpret results from such models in terms of the original
situation, including discussion of the assumptions made and refinement of such models.
CComprehend translations of common realistic contexts into mathematics; use the results of
‘204 | calculations to make predictions, or comment on the context; and, where appropriate, read 5%
=
Give two advantages and disadvantages of using a mathematical model:
‘Advantages Disadvantages
‘They are relatively quick and easy to produce | Simplification of a real-world situation may
cause errors as the model is too simplistic
‘They help enable predictions to be made ‘The model may work only in certain conditions Ce Ure TOL Crate
©®) cesigning a model
The process of designing a model generally involves seven stages, outlined below.
‘Stage 1: The recognition of a real-world problem
Stage 2: A mathematical model is devised
Stage 3: Model used to make predictions about the
behaviour of the real-world problem
Stage 4: Experimental data are collected from the real world
‘Stage 5: Comparisons are made against the devised model
‘Stage 6: Statistical concepts are used to test how well the
model describes the real-world problem
Stage 7: Model is refined
SEE 2) LED ceorverncron
‘A scientist is investigating the population of owls and notices that the population varies year
to year, Give a summary of the stages that are needed to create a mathematical model for this
population variation.
1. Some assumptions need to be made to ensure the model is manageable. Birth and death rates of
owls should be included, but food supply and environment changes should not.
2 Plana mathematical model which will include diagrams,
3 Use this model to predict the population of the owls over a period of years
4 Include and collect fresh data that match the conditions of the predicted values. You may also
use historical data from the previous years.
5 Analyse the data using tech
with the experimental data.
6 Use statistical tests that will provide an objective means of deciding if the differences between
the model's predictions and experimental data are within acceptable limits.
If the predicted values do not match the experimental data closely enough, then the model ean be
refined, This will involve repeating and refining steps 2-6. This model is then constantly refined
making the model more and more accurate,
EI) ess ocermernene
1 Briefly explain the role of statistical tests in the process of mathematical modelling.
iques you will meet in this course to compare the predicted data
2. Describe how to refine the process of designing a mathematical model, ata) Pere VME Ee cy
3. Itis generally accepted that there are seven stages involved in creating a mathematical model.
‘They are summarised below. Write down the missing stages.
Stage 1.
Stage 2: A mathematical model is devised
Stage 3: Model used to make predictions
Stage 4
Stage 5: Comparisons are made against the devised model
Stage 6:
Stage 7: Model is refined
GR 2) ELE) ons: cccarmerenon
1 Mathematical mod plify real-world problems and are a quick way to describe a real-
world situation. Give two other reasons why mathematical models are used.
2. Give two advantages and two disadvantages of the use of mathematic:
3. Explain how mathematical modelling can be used to investigate climate change.
4/A statistician is investigating population growth in Southeast Asia. Give a summary of the
stages that are needed to create a mathematical model for this investigation.
Summary of key points
1. Amathematical model is a simplification of a real-world situation.
2 tis generally accepted that there are seven stages involved in creating a mathematical model
+ Stage 1: The recognition of a real-world problem
+ Stage 2: A mathematical model is devised
+ Stage 3: Model used to make predictions
+ Stage 4: Experimental data collected
+ Stage 5: Comparisons are made against the devised model
+ Stage 6: Statistical concepts are used to test how well the model describes the
real-world problem
jodel is refined
an
models.
+ Stage 7:
3. There are advantages and disadvantages to mathematical models,
Some of these are:
‘Advantages Disadvantages
“They are relatively quick and easy to produce Simplification of @ real-world situation may cause
errors as the model is too simplistic
“They help enable predictions to be made ‘The model may work only in certain conditions ee oy
2 MEASURES OF
LOCATION AND
SPREAD a.)
_*
eee
pter you should be able to:
ypes of data
Calculate measures of central tendency such as the m
median and mode “> pages 9-12
Calculate measures of location such as percentiles popes 13-15
Calculate measures of spread such as range, interquartil
range and interpercentile range “+ pages 16-27
Calculate variance and standard devia “+ pages 18-21
Understand and use > pages 21-25
1 Calculate the mean,
10, 3, ‘€ International GCSE Mathematics
ind for th
hours at a speed of 55 km per h ed of the train
or the 5 hour journey
Find the mean,n
requency table. Wildlife biologists
statistics such as n
1gspan and standard
deviation to compare
populations of endangi
birds in different habitat
Number of
peas ina pod
Frequency aiid MEASURES OF LOCATION AND SPREAD
2D Dyes of data
In statistics, we collect observations or measurements of some variables. These observations are
known as data. Variables associated with non-numerical data are qualitative variables, and variables
associated with numerical data are quantitative variables. The flowchart below shows different
types of data in more detail.
‘Types of data IBD A variable that can take
only specific values in a given
range is a discrete variable,
GED Arvariabie that can take
‘any value in a given range is a
continuous variable.
Takes specife values | | Takes any value in
Jina given range a given range
State whether each of the following variables is continuous or discrete.
a Sprint times for a 100m race
b Length
¢ Number of 10 cent coins in a bag
a Number of boys in a family
‘a Sprint times are continuous
Length is continuous
€ Number of 10 cent coins is discrete 1
Number of boys in a family is discrete Peta eu LEU Z 0) raid
Large amounts of discrete data can be written as a frequency table or as grouped data.
For example, the table below shows the number of students with a specific shoe size.
Shoe size(x) | Number of. The number of anything is called its frequency,
students, f where f stands for frequency.
39 3
40 Ww —— Afrequency table is a quick way of writing a long
“a 29 list of numbers. For instance, this table tells us that
3 students have a shoe size of 39, and 17 students
“ ca have a shoe size of 40, ete.
a 1
Data can also be presented as a grouped frequency table. The specific data values are not
included in the table, instead they are grouped. You will need to know:
™ the groups are commonly known as classes
= how to find the class boundaries
™ how to find the midpoint of a class
= how to find the class width.
EETIE 2) ELD wvrcuron
‘The time, x seconds, taken by a random sample of females to run 400m is measured
and is shown in two different tables.
a Write down the class boundaries for the first row of each table.
b Find the midpoint and class width for the first row for each table.
Tablet Table?
Time to run) Number of Time to run Number of
400 m (s) females f 400m (3) females f
55-65 2 [35-65 2
65-70 25 66-70 25
10-75 30 778 30
75-90 B 76-90 B
fa The class boundaries for Table | are 55s, b The midpoint for Table 1 is 3(55 +65) = 60
G5. a9 the data has no gaps and thereiore The midpoint for Table 2 is 3(54.5 +65.5) = 60
the class boundaries are the numbers of the The class wlth for Table 1 is 65-55 = 10
class, The class boundaries for Table
the data has gaps,
The class width for Table 2 is 655-545
5455, 655s bec: CR ars SU SU eau
EID srorncs
1. State whether each of the following variables is qualitative or quantitative:
a The height of a building
b The colour of a jumper
Time spent waiting in a queue
d Shoe size
Names of students in a school
2. State which of the following statements are true:
a The weight of apples is discrete data.
b The number of apples on the trees in an orchard is diserete data.
The amount of time it takes a train to make a journey is continuous data.
4 Simhal collected data on car colours by standing at the end of her road and writing down
the car colours. The data she collected is quantitative.
3. The distribution of the lifetimes of torch batteries are shown in the grouped frequency table below.
a Write down the class boundaries for the second group,
b Work out the midpoint of the fifth group.
Lifetime Frequency
(Nearest 0.1 of an hour)
50-59
60-69
70-79 10
3089 22
9.0.99 10
100-109 2
4 The grouped frequency table below shows the distributions of the weights of 16-week-old kittens,
a Write down the class boundaries for the third group.
b Work out the midpoint of the second group.
Frequency
8
28
32
2
GED sometimes itis not posible or practical to count the number ofall the objects
ina set, but that number is stil discrete. For example, counting the number of apples
‘on all the trees in an orchard or the number of bricks in a multi-storey building might
not be possible (or desirable!) but nonetheless these are stil discrete numbers. Peta eu LEU Z 0) raid
@®@ Measures of central tendency
A measure of location is a single value which describes a position in a data set. If the single value
describes the centre of the data, itis called a measure of central tendency. You should already
know how to work out the mean, median and mode of a set of ungrouped data and from ungrouped
frequency tables.
# The mode or modal class is the value or class that occurs most often.
= The median is the middle value when the data values are put in order.
1 The mean can be calculated using the (WERE
Cr
formula = 2 See eee Tee er
© Lxrepresents the sum of the data values.
Combining means
If set 4, of size n,, has mean ¥, and set B, of size n, has a mean ¥, then the mean of the combined
set of A and Bis:
mS tn
oth,
SEEN?) ED verrernon
‘The mean of a sample of 25 observations is 6.4. The mean of a second sample
of 30 observations is 7.2. Calculate the mean of all $5 observations.
For the first set of observations:
Ey gga = Be
nr 50 GA BE
For the second set of observations
By 5
307.2 2
™ 30 You can use wand y to represent
By 272 x 30 = 216 ‘two different data sets. You need to use different
Seoeiaie letters for the number of observations in each
ean = 180+ 216 - 6.54 (3 5, data s
Mean = 1E0+ 21S = 6.64 (3 5) ta set.
You need to decide on the best measure to use in particular situations.
"Mode Thisis used when data are qualitative, or when quantitative with either a single mode or
two modes (bimodal). There is no mode if each value occurs just once.
= Median This is used for quantitative data. It is usually used when there are extreme values, as they
do not affect it as much as they affect the mean.
= Mean Thisis used for quantitative data and uses all the pieces of data. It therefore gives a true
measure of the data, However it is affected by extreme values, ator MEASURES OF LOCATION AND SPREAD
You can calculate the mean and median for discrete data presented in a frequency table.
™ For data given in a frequency table, the
Note
mean can be calculated using the formula Gee sum of the products ofthe
go at values an thee requences
y ‘¢ Sis the sum of the frequencies.
CEN) EE reson arama
Li Wei records the shirt collar size, x, Shiri colarame S185 | te Des Dat
of the male students in his year. Frequency 3 Tas a ae
The results are shown in the table.
For these data, find
a the mode b the median the mean,
4 Explain why a shirt manufacturer might use the mode when planning production numbers.
a Mode = 165
b There are 95 observations
50 the median is the 22+" = 4pth,
2
There are 20 observations up to 15.5
and 49 observations up to 16.
Median = 16
15 x 3419.5 x17 +16 x 294165 x 34 +17 x1
35
45 + 263.5 +464 + 561+ 204 _ 1537.5
25 25
62
d The mode is an actual data value and gives the
manutacturer information on the most common size
womvpurchased,
cS
1 Priyanka collected wild mushrooms every day for a week. When she got home each day she
weighed them to the nearest 100g. The weights are shown below:
500 700 400-300 900 700700
a Write down the mode for these data.
b Calculate the mean for these data.
¢ Find the median for these data. ED try to answer part d
On the next day, Priyanka collected 650 of wild mushrooms, without recalculating the
4d Write down the effect this will have ee oe scour ce
‘on the mean, the mode and the median, te check your arenes Peta eu LEU Z 0) Coratory
2 Taha collects six pieces of data, x), x3, x3, x4, x5 and xg, He works out that S.vis 256.2
a Calculate the mean for these data,
Taha collects another piece of data. It is 52
b Write down the effect this piece of data will have on the mean.
3 The daily mean visibility, v metres, for Kuala Lumpur in May and June was recorded each day,
The data are summarised as follows:
May: n= 31, Sy = 724000
June: n = 30, Sy = 632000
a Calculate the mean visibility in each month.
'b Calculate the mean visibility for the total recording period.
4 A small workshop records how long it takes, in minutes, for each of theit workers to make a
certain item, The times are shown in the table,
Worker ATB|[C]D[E|F|/G|H]1]2
Timeinminutes | 7 | 12 | | s | 6 | 8 | 5 | 26| Ul
a Write down the mode for these data,
b Calculate the mean for these data,
¢ Find the median for these data.
4d. The manager wants to give the workers an idea of the average time they took,
Write down, with a reason, which of the answers to a, band e she should use,
5 The frequency table shows the number of Breakiowns [0] 1]2]3]4] 5
breakdowns, b, per month recorded bya lorry Frequency | 8 | 213 | 1) 1
firm over a certain period of time,
a Write down the modal number of breakdowns
b Find the median number of breakdowns,
¢ Calculate the mean number of breakdowns.
Ina brochure about how many loads reach their destination on time, the firm quotes
one of the answers to a, b or e as the number of breakdowns per month for its vehicles
Write down which of the three answers the firm should quote in the brochure.
6 The table shows the frequency distribution for Numberof peta |S] 6 [7] 879
the number of petals in the flowers of a group Tage abs bap
of celandines.
Caleulate the mean number of petals.
® 7 A sciemist i investigating how many eggs the endangered kakapo bid lays in each brood cycle.
‘The results are given in this frequency table.
ced
Number of exes [1 [2 [3 Use the formula for the mean of
Frequency TIL [2 an ungrouped frequency table to
\wrte an equation involving p
If the mean number of eggs is 1.5, find the value of p. Peary MEASURES OF LOCATION AND SPREAD
You can calculate the mean, the class containing the median, and the modal class for continuous data
presented in a grouped frequency table by finding the midpoint of each class interval.
(enonole Qs Sa
The length, xmm, to the nearest Length of pine cone (mm) | 30-31 | 32-33 [| 34-36 | 37-39
mm, of a random sample of pine [ Frequeney 2 [3 | wl] o
cones is measured. The data are
shown in the table,
a Write down the modal class, b Estimate the mean. ¢ Find the median class.
ws oe
305 x24325%25 +95 x30+36013
b Mea a3 rT
3454
€ There are 70 observations so the median is the 35.5th
The 35.5th observation willie in the class 34-36,
GEE.) BED worm
1 The weekly wages (Wo the nearest €) of the production Weekly Frequeney
line workers in a small factory are shown in the table. ©.
a Write down the modal class 175-235 4
b Calculate an estimate of the mean wage. 226-300 8
© Write down the interval containing the median, 301-350 18
351-400 Ey
401-500 7
© 2 The noise levels at 30 locations near an outdoor concert venue were measured
to the nearest decibel. The data collected are shown in the grouped frequency table.
Noise (decibels) | 65-69 | 70-74 | 75-79 | 80-84 | 85-89 | 90-94 | 95.99)
Frequency 1[4f[efefsfafu
a Calculate an estimate of the mean noise level (i mark)
b Explain why your answer to part a is an estimate, (mark)
© 3 The table shows the daily mean temperatures in Addis Ababa for the 30 days of June one year.
Temperature |§ = 1 = 10 [1057 = 12] 12=¢< M4] Mer 16] 16s 1 = 18] 181 20]20— 0 22
co,
[ Frequency 1 2 7 7 10 7 |
a Write down the modal class. (mark)
b Calculate an estimate for the mean daily mean temperature, (mark) Peta eu LEU Z 0) raid
© 4 Two shops (A and B) recorded the ages of their workers. Send
‘Age of worker | 16-25 | 26-35 | 36-45 | 46-55 | 56-65 | 66-75 Since age is always
FrequeneyA | 5 | 16 | Mm [| 2 | 36 | 14 rounded down, the class
boundaries for the 16-25
FrewenyB | 4 | P| wo | sepsis Broup are 16 and 26. This
By comparing estimated means for each shop, determine which means that the midpoint
shop is better at employing older workers, of the class is 21.
@® Other measures of location
‘The median describes the middle of the data set. It splits the data set into two equal (50%) halves,
You can calculate other measures of location such as quartiles and percentiles.
Highest
value
2
iow
<5 —___+
Use these rules to find the upper and lower quartiles for discrete data
* To find the lower quartile for discrete data, divide m by 4. TT
IF this is a whole number, the lower quartile is halfway ane Seed
between this data point and the one above. If it isnot a and Q, is the upper quartile
whole number, round up and pick this data point.
* To find the upper quartile for discrete data, find } of m.If this is a whole number, the upper
quartile is halfway between this data point and the one above. IFit is not a whole number,
round up and pick this data point.
emo
The data below shows how far (in kilometres) 20 employees live from their place of work.
103 3 3 4 4 6 7 7°79
9 0 HW on 2 B Mm 6 18 23
Find the median and quartiles for these data, eR aiord DS ea UO UE 0)
Q, = 204 Neh valve = 105th value
74+9_
km
Q, = 5.5th value
Q\=4km
Qs = 155th value
Q, = 12.5km
When data are presented in a grouped CoE
frequency table you can use a technique called
interpolation to estimate the median, quartiles
and percentiles, When you use interpolation,
you are assuming that the data values are
evenly distributed within each class.
ex) smarecon
‘The length of time (to the nearest minute) Figs penton the
spent on the internet each evening by a internet (minutes) | 50-31 | 5233 | 34-36 | 37-39
group of students is shown in the table Frequency 2 Ls fp fo
a Find an estimate for the upper quartile. _b- Find an estimate for the 10th percentile.
2 Upper quartile
Using interpolation:
335 Q.
re a
27 525
Q,-335 _ 525-27
365-335 57-27 Problem-solving
Q3- 33.5 _ 25.5 Use proportion to estimate Q;, The 52.5th value
a a lies 525-27 of the way into the class, 50 Q, lies
Qs = 36.05 57-27 . a
b The 10th percentile isthe 7th date valve Q-35
of the way between the class
365-335
boundaries. Equate these two fractions to form
an equation and solve to find Os.
CED vou can write the 00h percentile as Pa Peta eu LEU Z 0) raid
EXD reo
1 The daily mean pressure (hPa) during the last 16 days of IESE
July in Perth is recorded. The data are given below. sthes ees eared)
1024 1022 1021 1013 1009 1018 1017 1024 atmospheric pressure in weather
1027 1029 1031 1025 1017 1019 1017 1014 and meteorology.
a Find the median pressure for that period.
b Find the lower and upper quartiles.
2 Zaynep records the number of books inthe collections of QPS hic is an ungrouped
students in her year, The results are in the table below. ees ole ay ds ta
[Number ofbooks | 35 [36 | 37 [38 [39] reecteenere ante
[Frequency a7 >= > be | the rules for Finding the median
and quartiles of discrete data,
Find Q,, Q and Q,
© 3 Ahotel is worried about the reliability of its lift [Nomber of | Frequency]
It keeps a weekly record of the number of times, breakdowns
it breaks down over a period of 26 weeks. ol is
‘The data collected are summarised in the 23
table opposite. + 1
Use interpolation to estimate the median
number of breakdowns. (2 marks)
4 The weights of 31 cows were recorded to the nearest kilogram. The weights are shown in the table,
a Find an estimate for the waar
median weight. Neat of] o0-a9p | 350-399 | a-499 | 450-49 | 500-5
b Find the lower quartile, Q,. Frequency 6 [0 [| 7 | s_|
¢ Find the upper quartile, Q,
4 Interpret the meaning of the value you have found for the upper quartile in parte,
© 5 A roadside assistance company kept a record over a week of the amount of time, in minutes,
people were kept waiting for assistance. The times are shown below.
wg, F(aminutes) | 20=< 1 =< 30 | 30 << 40 | 40=1< 50 | 0
