Intro to Stats

Measures of
Location & Spread

Lesson 1:
Measures of
Location
This Chapter Overview
Lesson 1: Mean, Median, Mode
Quartiles, Percentiles, Deciles
“Calculate the mean of this grouped frequency table.”

“Use linear interpolation to estimate the interquartile range.”

Lesson 2: Variance & Standard

Deviation
“Calculate the standard deviation of the maths marks.”

Lesson 3: Coding
“The marks where coded using
. Given that the standard deviation of is 5, determine
the standard deviation of .”
 Variables in algebra vs stats
𝑥
Similarities Differences
 Just like in algebra, variables in  Unlike algebra, a variable in stats
stats represent the value of represents the value of multiple
some quantity, e.g. shoe size, objects (i.e. it’s a bit like a set). e.g.
height, colour. the heights of all people in a room.
 Because of this, we can do operations
 As we saw in the previous on it as if it was a collection of
chapter, variables can be values:
 If represents people’s heights,
discrete or continuous.

 Can be part of further gives the sum of everyone’s

calculations, e.g. if represents heights.
height, then represents twice In algebra this would be
people’s height. In stats this is meaningless: if , then makes no
known as ‘coding’, which we’ll sense!
 is the mean of . Notice is a
cover later.
collection of values whereas is a
single value.
 To each value of the variable, we could
attach an associated probability.
This is known as a random variable.
Measures of …

Measures of Location Measures of Spread

Measures of Central Range Standard

Tendency Maximum Deviatio
Minimum n
Median Interquartile
Mode Quartile
Mean Range
s
Percentiles Variance
Deciles

Measures of location are single values which describe a

position in a data set.
Of these, measures of central tendency are to do with the
centre of the data, i.e. a notion of ‘average’.

Measures of spread are to do with how data is spread out.

Mean of ungrouped data
Diameter of
coin
(cm)
You all know how to find the mean of a list of
values. But lets consider the notation, and see how
theoretically we could calculate each of the
individual components on a calculator.

Σ? 𝑥
𝑥=
𝑛 The ‘overbar’ in stats
specifically means ‘the
? sample mean of’, but
don’t worry about the
‘sample’ bit for now.
“Use of Technology” Monkey
says:
Time to whip out yer Casios…
Inputting Data
Diameter of
coin
(cm)
Use the MENU button to access STATS
mode. On a Classwiz: MENU Statistics 6

• Select 1-Variable.

𝑛 =𝟓 ? • Enter each value above, pressing = after each entry.

Σ 𝑥 / 𝑛=𝟐
? .𝟓𝟕• Press AC to start a statistical calculation.

3 𝑥+ 1=𝟖 ? . •𝟕𝟏
Press the OPTN button. “1-Variable Calc” will
calculate all common statistics (including all on the
Σ 𝑥 =𝟏𝟐 .𝟖𝟓Onleft).
?
a fx-CG50: MENU Statistics 2
𝑥 =𝟐 . 𝟓𝟕?
• Enter the items into the list, pressing = after each
entry

• Click F2 (Calc)

• Click F1 (1-VAR)
Frequency Tables (ungrouped data)
Number of Children () Frequency ()

A frequency table allows us to avoid writing out duplicated values.

Recall that each value must be multiplied by the frequency (), to
ensure each value is duplicated appropriately when adding up all
the values.
Mean:
? ? ? Actua
l
don’t ly you
ne
demo ed to
ns
meth trate
Exam Tip: In the exam you get a method mark m ea n o d f o r
, e tc I
data
for the division and an accuracy mark for the final is giv F the
it i s p en AN
answer. Write: o ssi b D
do it l e t
o n yo o
ca l cu u r
You’re not required to show working like “” l a to r
 Doing it in STATS mode
Number of Children () Frequency ()

To add a frequency column for data input, press SHIFT SETUP, press
Down, then choose Statistics. Turn frequency ‘On’.
You can then input data in the usual way. Use the arrows to scroll
back to the top of the table
Just use . Your calculator doesn’t

How on the
Σ 𝑓𝑥 have a concept of the variable – it
?
effectively just duplicates the
calculator would values so that it’s doing the

Σ 𝑓
calculations on normal listed data.
we get… This is . (Since )
?
Quartiles! The ClassWiz (but not older models) will calculate quartiles ( is lower
quartile, upper). This will be in the list of statistics when you use “1-Variable Calc”.
You can also insert them into your calculation by finding them under the “Min/Max”
menu.
However, this is not applicable if your data was grouped.
Grouped Data
Height of bear (in metres) Frequency

We don’t know the exact values anymore. So what do we assume each

value is?
The midpoint of each interval. We use the variable to indicate the
midpoint. ?
Estimate
We can then of Mean:mean in exactly the same way as before.
calculate
? ? ?

Why is our mean just an Because we don’t know the exact heights within
?
each group. Grouping data loses information.
estimate?
Warning: ClassWizs will calculate the lower and upper quartiles () along with the median.
However, this is not applicable to grouped data: When you input your midpoints in the data
input, your calculator doesn’t know these are midpoints – it just assumes for example that the
first 4 bears did have a height of 0.25m. We need to take into account the class widths to
estimate the median and quartiles (which we’ll see later), and your calculator cannot do this.
 Mini-Exercise
Use your calculator’s STATS mode to determine the mean (or estimate
of the mean).
Ensure that you show the division in your working.
1 Num children Frequency 2 IQ of L6Ms2 () Frequency
() () ()

Σ 𝑐 11 Σ 𝑓𝑥 1560
𝑐= = ? =1.1 𝑥= = ? =97.5
𝑛 10 Σ𝑓 16
If you are using an
fx-CG50, you 3
follow the same Time Frequency
process as last ()
time but before to 3sf.
you click ‘1-VAR’ ?
you must click ‘set’
and ensure that
1VAR Freq us set
GCSE RECAP :: Combined Mean
The mean maths score of 20 pupils in class A is 62. This subtopic doesn’t
appear in your textbook
The mean maths score of 30 pupils in class B is 75. but has cropped up in
a) What is the overall mean of all the pupils’ marks. exams.
b) The teacher realises they mismarked one student’s paper; he should
have received 100 instead of 95. Explain the effect on the mean and
median.

The revised score will increase ?

the mean but leave the median
unaffected.

Test Your Understanding

Archie the Archer competes in a competition with 50 rounds. He
scored an average of 35 points in the first 10 rounds and an
average of 25 in the remaining rounds. What was his average score
per round?
( 𝟑𝟓 × 𝟏𝟎 ) + ( 𝟐𝟓 × 𝟒𝟎 )
𝑴𝒆𝒂𝒏 = = 𝟐𝟕
?
𝟓𝟎
Median – which item?
You need to be able to find the median of both listed data and
of grouped data.
Listed data Grouped data

Items Position of Media IQ of L6Ms2 () Frequency

median n ()
5 ?
3rd ?7
4 2 ?/3
nd rd
?
9.5
7 ?
4 th
?7
1 5 ?/6
th th
?
7.5
0
Can you think of a rule to find Position to use for
median:
the position of the median ?
given ? 8.5
! To find the position of the median for ! To find the median of
listed data, find : grouped data, find , then
- If a decimal, round up. use linear interpolation.
?
- If whole, use halfway between DO NOT round or adjust it in any way.
this This is just like at GCSE where, if you
item and the one after. had a cumulative frequency graph with
60 items, you’d look across the 30th.
We’ll cover linear interpolation in a
Quickfire Questions…
What position do we use for the median?

Lengths: 3cm, 5cm, 6cm, Score Fre Weights: 1.2kg, 3.3kg,

… q …
Median position: ?
Median position: ? 18th
6th Volume (ml) Freq
Lengths: 4m, 8m, 12.4m,
Median position: ?
…
5
Ages: 5, 7, 7, 8, 9, 10,
Median position: ? …
12th/13th
Age Freq
Median position:
30th/31st
? Median position: ?
Score Freq 6.5
Weights: 4.4kg, 7.6kg, 7.7kg

?
Median position: 8.5 Median position: ?
Median position: ? 9th/10th
10.5
Linear Interpolation
Height of tree Freq C.F.
(m)

At GCSE we could find the

median by drawing a suitable
line on a cumulative
frequency graph. How could
we read off this value exactly
using a suitable calculation?
We could find the fraction
of the way along the line
segment using the
frequencies, ? then go this
same fraction along the
class interval.
 Linear Interpolation
Height of tree Freq C.F.
(m)

The 75th item is within the

class interval because 75 is
within the first 100 items
but not the first 55.

Frequency up Item number Frequency by

until this end of this
interval ?
55 ?
75
we’re interested
in.
?
10 interval

0.6m Med 0?
0.65
?
Height at start of m by end of
Height
 Linear Interpolation
Height of tree Freq C.F. What fraction of the way across the
(m) interval are we?

Hence: ?
𝑴𝒆𝒅𝒊𝒂𝒏=𝟎 . 𝟔+ ( 𝟐𝟎
𝟒𝟓?
× 𝟎 . 𝟎𝟓 )
Frequency up
until this Item number we’re Frequency by
interval interested in. end of this
55 75 10 interval
0.6m Med 0
0.65
Height at start of m by end of interval.
Height
interval.
Tip: To quickly get frequency
Tip: I like to put the units to before and after, just look for
avoid getting frequencies the two cumulative
confused with values of the frequencies that surround
variable. the item number.
More Examples

Weight of cat Freq C.F. Time (s) Freq C.F.

(kg)

Median class interval:

?
?
7 ?
10 ?
20
?
10 ?
16 ?
18 12
? Med 14
?
s s
?
3k Med ?
4k Median:
g g
Fraction along interval: (to 3sf)
?
Median: ?

?
What’s different about the intervals here?
Weight of cat to nearest Frequency
kg

There are GAPS between intervals!

What interval does this actually represent?

10 − 12

9.5 −? 12.5
Upper class
Lower class
boundary
boundary
Class width = 3?
Identify the class width
Distance travelled (in m) … Time taken (in seconds) …

Lower class boundary = ? ?

Lower class boundary = 3.5
200
?
Class width = 10
Class width = ?
3
Weight in kg … Speed (in mph) …

Lower class boundary = ? ?

Lower class boundary = 29
30.5
Class width = ? Class width = ?
10 2
Linear Interpolation with gaps
Edexcel S1 Jan 2007
Q4

10
29
72
97
105
111
116
119
120

?
29
?
19.5 Med
?
60 ?
72
29.5
?
𝑀𝑒𝑑𝑖𝑎𝑛=𝟏𝟗.𝟓+ ( 𝟑𝟏
𝟒𝟑
×𝟏𝟎
? )=𝟐𝟔. 𝟕 𝒌𝒈

miles miles
Test Your Understanding

Age of relic (years) Frequency Shark length (cm) Frequency

0-1000 24 17
1001-1500 29 5
1501-1700 12 8
1701-2000 35 10

years
?
3
𝑀𝑒𝑑𝑖𝑎𝑛=100+ ? × 200
5 ( )
Percentiles
The LQ, median and UQ give you 25%, 50% and 75% along the
data respectively.
But we can have any percentage you like!

Item to use for 57th 𝟒𝟑× 𝟎 .𝟓𝟕=𝟐𝟒

? .𝟓𝟏
percentile?

You will always find these for grouped data in an exam, so

never round this position.

Notation:
𝑄
Lower Quartile: 1
? Median: 𝑄 ?2

Upper 𝑄? 3 57th Percentile:𝑃?57

Quartile:
Exercises 2A
Exercises 2A
Exercises 2B
Exercises 2C
Exercises 2C
Exercises 2C
Supplementary Exercise 1
1 Questions should be on a printed
sheet…

𝑴𝒆𝒅𝒊𝒂𝒏=𝟑𝟒 .𝟓+ ( 𝟏𝟔
?
𝟑𝟎 )
× 𝟓 =𝟑𝟕 . 𝟐
2 3

(
𝑴𝒆𝒅𝒊𝒂𝒏=𝟒𝟎 +
𝟐𝟐
𝟕𝟒 ?
×𝟐𝟎 ) ( )
=𝟒𝟓 . 𝟗 𝑴𝒆𝒅𝒊𝒂𝒏=𝟔𝟎 + 𝟏𝟒 ×𝟑𝟎 =𝟕𝟑 . 𝟏𝟐𝟓
𝟑𝟐 ?
Supplementary Exercise 1
4

?
?