6.

Quantiles (Quartiles, Deciles, Percentiles)

When the number of observations is quite large, the principle according to which ordered data
is into two equal parts (median) is extended to any number of divisions.

Quartiles: The three values which divide the data into four equal parts, are called quartiles.
These values are denoted by Q1, Q2 and Q3. Q1 is called the first or lower quartile, Q2 is called
the second quartile or median and Q3 is called the third or upper quartile.
For Ungrouped Data:

𝑖 (𝑛 + 1)𝑡ℎ
𝑄𝑖 = 𝑣𝑎𝑙𝑢𝑒
4
where i = 1, 2 and 3.

For Grouped Data:

ℎ 𝑖. 𝑛
𝑄𝑖 = 𝑙 + ( − 𝑐)
𝑓 4
where i = 1, 2 and 3.
Deciles: The nine values which divide the data into ten equal parts, are called deciles. These
are denoted by 𝐷1 , 𝐷2 , … , 𝐷9 respectively.

For Ungrouped Data:

𝑖 (𝑛 + 1)𝑡ℎ
𝐷𝑖 = 𝑣𝑎𝑙𝑢𝑒
10
where i = 1, 2, 3…. ,9.

For Grouped Data:

ℎ 𝑖. 𝑛
𝐷𝑖 = 𝑙 + ( − 𝑐)
𝑓 10
where i = 1, 2, 3…. ,9.
Percentiles: The ninety nine values which divide the data into hundred equal parts, are called
percentiles. These are denoted by 𝑃1 , 𝑃2 , … , 𝑃99 respectively.

For Ungrouped Data:

𝑖 (𝑛 + 1)𝑡ℎ
𝑃𝑖 = 𝑣𝑎𝑙𝑢𝑒
100
where i = 1, 2, 3…. ,99.
For Grouped Data:
ℎ 𝑖. 𝑛
𝑃𝑖 = 𝑙 + ( − 𝑐)
𝑓 100
where i = 1, 2, 3…. ,99.

Example 1: Find the quartiles, 𝐷5 and 𝑃25 from the following data
7, 12, 3, 25, 37, 48, 69, 15, 52, 73, 88, 70, 80, 92, 82
Solution: Arrange the data in the ascending order as
3, 7, 12, 15, 25, 37, 48, 52, 69, 70, 73, 80, 82, 88, 92. Here n =15
1(𝑛+1)𝑡ℎ 1(15+1)𝑡ℎ
𝑄1 = 𝑣𝑎𝑙𝑢𝑒 = 𝑣𝑎𝑙𝑢𝑒 = 4𝑡ℎ 𝑣𝑎𝑙𝑢𝑒 = 15
4 4

2 (𝑛+1)𝑡ℎ 2 (15+1)𝑡ℎ
𝑄2 = 𝑣𝑎𝑙𝑢𝑒 = 𝑣𝑎𝑙𝑢𝑒 = 8𝑡ℎ 𝑣𝑎𝑙𝑢𝑒 = 52
4 4

3(𝑛+1)𝑡ℎ 3(15+1)𝑡ℎ
𝑄3 = 𝑣𝑎𝑙𝑢𝑒 = 𝑣𝑎𝑙𝑢𝑒 = 12𝑡ℎ 𝑣𝑎𝑙𝑢𝑒 = 80
4 4

5 (𝑛+1)𝑡ℎ 5 (15+1)𝑡ℎ
𝐷5 = 𝑣𝑎𝑙𝑢𝑒 = 𝑣𝑎𝑙𝑢𝑒 = 8𝑡ℎ 𝑣𝑎𝑙𝑢𝑒 = 52
10 10

25 (𝑛+1)𝑡ℎ 25 (15+1)𝑡ℎ
𝑃25 = 𝑣𝑎𝑙𝑢𝑒 = 𝑣𝑎𝑙𝑢𝑒 = 4𝑡ℎ 𝑣𝑎𝑙𝑢𝑒 = 15
100 100

Example 2: Find the𝑄1, 𝑄3 , 𝐷6 and 𝑃80 from the following data

158, 151, 153, 150, 156, 155, 159, 152, 154, 157
Solution: Arrange the data in the ascending order as
150, 151, 152, 153, 154, 155, 156, 157, 158, 159. Here n =10
1(𝑛+1)𝑡ℎ
𝑄1 = 𝑣𝑎𝑙𝑢𝑒
4

1(10+1)𝑡ℎ
= 𝑣𝑎𝑙𝑢𝑒
4

= 2.75𝑡ℎ 𝑣𝑎𝑙𝑢𝑒

= 2𝑛𝑑 + 0.75(3𝑟𝑑 − 2𝑛𝑑)𝑣𝑎𝑙𝑢𝑒

= 151 + 0.75(152 − 151) = 151.75

3(𝑛+1)𝑡ℎ 3(10+1)𝑡ℎ
𝑄3 = 𝑣𝑎𝑙𝑢𝑒 = 𝑣𝑎𝑙𝑢𝑒 = 8.25𝑡ℎ 𝑣𝑎𝑙𝑢𝑒
4 4

= 8𝑡ℎ + 0.25(9𝑡ℎ − 8𝑡ℎ)𝑣𝑎𝑙𝑢𝑒

 = 157 + 0.25(158 − 157) = 157.25
6 (𝑛+1)𝑡ℎ 6 (10+1)𝑡ℎ
𝐷6 = 𝑣𝑎𝑙𝑢𝑒 = 𝑣𝑎𝑙𝑢𝑒 = 6.6𝑡ℎ 𝑣𝑎𝑙𝑢𝑒
10 10

= 6𝑡ℎ + 0.6(7𝑡ℎ − 6𝑡ℎ)𝑣𝑎𝑙𝑢𝑒

= 155 + 0.6(156 − 155) = 155.6

80 (𝑛+1)𝑡ℎ 80 (10+1)𝑡ℎ
𝑃80 = 𝑣𝑎𝑙𝑢𝑒 = 𝑣𝑎𝑙𝑢𝑒 = 8.8𝑡ℎ 𝑣𝑎𝑙𝑢𝑒
100 100

= 8𝑡ℎ + 0.8(9𝑡ℎ − 8𝑡ℎ)𝑣𝑎𝑙𝑢𝑒 = 157 + 0.8(158 − 157) = 157.8

Example 3: Find the Quartiles, D8 and P70 for the distribution of examination marks given
below:

Marks 30-39 40-49 50-59 60-69 70-79 80-89 90-99

No. of Students 8 87 190 304 211 85 20

Solution:

Class Limits Class Boundaries f cf

30-39 29.5-39.5 8 8
40-49 39.5-49.5 87 95
50-59 49.5-59.5 190 285
60-69 59.5-69.5 304 589
70-79 69.5-79.5 211 800
80-89 79.5-89.5 85 885
90-99 89.5-99.5 20 905
--- ∑f = 905 ---

For 𝑄1:
𝑛 𝑡ℎ 905 𝑡ℎ
( 4) 𝑣𝑎𝑙𝑢𝑒 = ( ) 𝑣𝑎𝑙𝑢𝑒 = 226.25th student which lies in the class 49.5 - 59.5. Therefore
4

ℎ 1.𝑛
𝑄1 = 𝑙 + ( − 𝑐)
𝑓 4

10
= 49.5 + (226.25 − 95) = 49.5 + 6.9 = 56.4 = 56 marks
190

For 𝑄2 :

𝑛 𝑡ℎ 905 𝑡ℎ
( 2) 𝑣𝑎𝑙𝑢𝑒 = ( ) 𝑣𝑎𝑙𝑢𝑒 = 452.5th student which lies in the class (59.5-69.5). Therefore
2

ℎ 2. 𝑛
𝑄2 = 𝑀𝑒𝑑𝑖𝑎𝑛 = 𝑙 + ( − 𝑐)
𝑓 4
 10
= 59.5 + (452.5 − 285) = 59.5 + 5.5 = 65 𝑚𝑎𝑟𝑘𝑠
304

For 𝑄3 :

3𝑛 𝑡ℎ 3×905 𝑡ℎ
( 4 ) 𝑣𝑎𝑙𝑢𝑒 = ( ) 𝑣𝑎𝑙𝑢𝑒 = 678.75th student which lies in the class (69.5-79.5).
4
Therefore
ℎ 3.𝑛
𝑄3 = 𝑙 + ( − 𝑐)
𝑓 4

10
= 69.5 + (678.75 − 589) = 69.5 + 4.2 = 73.7 = 74 𝑚𝑎𝑟𝑘𝑠
211

For 𝐷8 :

8𝑛 𝑡ℎ 8×905 𝑡ℎ
( ) 𝑣𝑎𝑙𝑢𝑒 = ( ) 𝑣𝑎𝑙𝑢𝑒 = 724𝑡ℎ student which lies in the class (69.5-79.5).
10 10
Therefore
ℎ 8.𝑛
𝐷8 = 𝑙 + ( 10 − 𝑐)
𝑓

10
= 69.5 + (724 − 589) = 69.5 + 6.4 = 75.9 = 76 𝑚𝑎𝑟𝑘𝑠
211

For 𝑃70 :

70𝑛 𝑡ℎ 70×905 𝑡ℎ
( 100) 𝑣𝑎𝑙𝑢𝑒 = ( ) 𝑣𝑎𝑙𝑢𝑒 = 633.5𝑡ℎ student which lies in the class (69.5-79.5).
100
Therefore
ℎ 70.𝑛
𝑃70 = 𝑙 + ( − 𝑐)
𝑓 100

10
= 69.5 + (633.5 − 589) = 69.5 + 2.1 = 71.6 = 72 𝑚𝑎𝑘𝑠
211

Exercise:
Q 1: Calculate Quartiles and D5, P50 for the weight of students: 50, 55, 60, 58, 52, 57, 65, 52,
61, 64, 63.
Q 2: Compute the quartiles for the following data: 25, 15, 18, 30, 20, 12, 9, 16, 15, 21, 17,
15,

Q 3: Compute Quartiles for the following data:

Classes 5-24 25-44 45-64 65-84 85-104 105-124 125-144

f 4 6 14 22 14 5 7
Q 4: Calculate the Quartiles, D5 and P75 for the data given below:
Groups 65-84 85-104 105-124 125-144 145-164 165-184
f 9 10 17 10 5 4

Q 5: Following is the data of weights of 40 male students at a university. Compute Median,

Mode and Quartiles.

Weight 117.5-126.5 126.5-135.5 135.5-144.5 144.5-153.5 153.5-162.5

Frequency 5 8 11 10 6

Q 6: Calculate the mean, median, mode and quartiles of the following data.
Expenditure 10-19 20-29 30- 39 40-49 50-59
Frequency 15 35 45 25 12

Q 7: The following distribution shows Kilowatt-Hours of Electricity used in one month by 75

residential consumers in a certain locality of Lahore.

Consumption 5-24 25-44 45-64 65-84 85-104 105-124 125-144 145-164

F 4 6 14 22 14 5 7 3

Estimate (i) the Arithmetic Mean, (ii) the Median, (iii) Q1 and Q3.

Q 8: The following frequency distribution showing the weights of apples. Compute Q1 and
Q3.

Weights 65-84 85-104 105-124 125-144 145-164 165-184 185-204

f 9 10 17 10 5 4 5

 Merits and Demerits of Various Averages:

Arithmetic Mean:
Merits Demerits
i) It is clearly defined by a mathematical i) It is greatly affected by extreme
formula. values.
ii) It is based on all the observations in ii) It cannot be calculated for open-end
the data. classes without assuming certain
iii) It is easy to calculate and simple to limits.
understand. iii) It is not an appropriate measure of
iv) It is the most popular and stable average for highly skewed
average. distribution.
Median:
Merits Demerits
i) It is simple to understand and easy i) It is not based on all the
to calculate. observations.
ii) It is not affected by extreme ii) If data are not arranged, median
values. will not be correct.
iii) It can be calculated in open-end iii) It is not capable of further
classes. mathematical treatment.
iv) It is an appropriate average in a
highly skewed distributions.

Mode:
Merits Demerits
i) It is simple to understand and easy i) It is not well-defined.
to calculate. ii) It is not based on all the
ii) It is not affected by extreme observations.
values. iii) It is not capable of further
iii) It can be calculated in open-end mathematical treatment.
classes. iv) Sometimes, it does not exist in
data.

 STEM-AND-LEAF DISPLAY
In Chapter 2, we showed how to organize data into a frequency distribution so we could
summarize the raw data into a meaningful form. The major advantage to organizing the data
into a frequency distribution is that we get a quick visual picture of the shape of the distribution
without doing any further calculation. To put it another way, we can see where the data are
concentrated and also determine whether there are any extremely large or small values. There
are two disadvantages, however, to organizing the data into a frequency distribution:
 Lose of exact identity of each value (individuality of observation vanishes)
 Did not know (sure) how the values within each class are distributed.
One technique that is used to display quantitative information in a condensed form is the stem-
and-leaf display. Each numerical value is divided into two parts: The leading digit(s) and the
trailing digit. Stem values are the leading digit(s) and leaves are trailing digit.
Stem consisting of one or more of the leading digits; and a leaf, consisting of the remaining (or
trailing) digits. For example, we can divide the value 25 into stem 2 and the leaf 5, the value
175 into the stem 17 and the leaf 5 and so on. A vertical line separates the leaf (or leaves) from
the stem.

Stem Leaf
(Leading digit) (Trailing digits)
A stem and leaf plot is similar to a frequency distribution with more information. It provides
information about the symmetry, concentration, empty sets and outlier of the observed data set.
The advantage of the stem and leaf plot (display) over a frequency distribution is that we do
not lose identity (individuality) of each observation. Similarly a stem and leaf plot is similar to
histogram but is usually provide more information for relatively small data set.
Example 1:
The ages of 30 patients admitted to a certain hospital during a particular week were follows:
48, 31, 54, 37, 18, 64, 61, 43, 40, 71, 51, 12, 52, 65, 53, 42, 39, 62, 74, 48, 29, 67, 30, 49, 68,
35, 57, 26, 27, 58
Construct a stem-and-leaf display from the data.
Solution:

Stem Leaf
(Leading digit) (Trailing digits)
1 82
2 967
3 17905
4 830289
5 412378
6 415278
7 14

Example 2:
The following data are the weights of 40 students in a college recorded to the nearest pound.
Construct a stem-and-leaf display from the data.
138, 164, 150, 132, 144, 125, 149, 157, 146, 158, 140, 147, 136, 148, 152, 144, 168, 126, 138,
176, 163, 119, 154, 165, 146, 173, 142, 147, 135, 153, 140, 135, 161, 145, 135, 142, 150, 156,
145, 128.
Solution:
Stem Leaf
11 9
12 568
13 8268555
14 49607846270525
15 07824306
16 48351
17 63
 Questions
Question 1:
Make a stem-and-leaf display of the algebra test scores given below.
56, 65, 98, 82, 64, 71, 78, 77, 86, 95, 91, 59, 69, 70, 80, 92, 76, 82, 85, 91, 92, 99, 73.
Question 2:
The weights of 50 football players are listed below:
193, 240, 217, 283, 268, 212, 251, 263, 275, 208, 230, 288, 259, 225, 252, 236, 243, 247, 280,
234, 250, 236, 277, 218, 245, 268, 231, 269, 224, 259, 258, 231, 255, 228, 202, 245, 246, 271,
249, 255, 265, 235, 243, 219, 255, 245, 238, 257, 254, 284.
Make a stem-and-leaf display from the following data.

 Box-and-Whisker plot: (Five number summary)

Box plot is another graphical display that simultaneously displays several important features
of the data, such as location, spread, departure from symmetry, and identification of
observations that lie unusually far from the bulk of data, often called outliers. They are
informative and effective for comparing two or more data sets or distributions.
A box plot displays the three quartiles, the minimum and the maximum of the data on a
rectangular box, placed either horizontally or vertically. A line is drawn through the box at the
second quartile (which is the median) 𝑄2 = 𝑋̃. A line at either end extends to the extreme
values. These lines are usually called whiskers. The box plot is also called the box and whisker
plot.
In some graphs, the whiskers only extend a distance of 1.5(𝑄3 − 𝑄1 ) from the ends of the box
at most, and observations beyond these limits are marked as potential outliers. This variation
of the basic procedure is called a modified box plot.