CHAPTER 8: STATISTICS III

8.1 Understand the concept of class interval The important concepts: 1. Data obtained from the measurement of certain quantities can be grouped and arranged into several classes. The range of each class is called the class interval. Complete the following class interval. Example: Exercise 8.1.1: Co plete the ta!les !elo". Class interval !1 " #$

Class interval $"% 1$ " 1% &$ " &% !$ " !% (b Class interval $"# (c

(a

Class interval &$ " &1

Example: (a

Exercise 8.1.#:

Statistics

Class interval $.# " $.*

(b

(c

Class interval &.$ " &.%

Class interval $.+$ " $.+(

&. The lo"er li it is the lowest value' whereas the $pper li it is the highest value of the class interval. Example: Class interval of 1 " ( %o"er li it ) 1 Upper li it ) ( !. %o"er !o$ndar& of a class interval 1 ) (lower limit of the class interval ' upper limit of the class interval before it & Exa ple: Class interval of 1 " ( %o"er !o$ndar& )

1+ $ = $.( &

#. Upper !o$ndar& of a class interval 1 ( (upper limit of the class interval ' lower limit of the next class interval &
Statistics &

Exa ple: Class interval of 1 " ( Upper !o$ndar& )

(++ = (.( &

(. Si)e of class interval ) (,pper boundar- * .ower boundarExa ple: Si)e of class interval of 1 " ( ) (.( " $.( )( Example: Complete the following tables. Class interval #1 " +$ +1 " *$ *1 " 1$$ 1$1 " 1&$ .ower limit #1 +1 *1 1$1 ,pper limit +$ *$ 1$$ 1&$ .ower boundar#$.( +$.( *$.( 1$$.( ,pper boundar+$.( *$.( 1$$.( 1&$.( /i0e of class interval &$ &$ &$ &$

Class interval $.# " $.* $.% " 1.! 1.# " 1.* 1.% " &.!

.ower limit $.# $.% 1.# 1.%

,pper limit $.* 1.! 1.* &.!

.ower boundar$.!( $.*( 1.!( 1.*(

,pper boundar$.*( 1.!( 1.*( &.!(

/i0e of class interval $.( $.( $.( $.(

Statistics

Exercise 8.1.+: Co plete the follo"in, ta!les. Class interval !"% 1$ " 1+ 11 " &! &# " !$ a .ower limit ,pper limit .ower boundar,pper boundar/i0e of class interval

Class interval #"* % " 1! 1# " 1* 1% " &!

.ower limit

,pper limit

.ower boundar-

,pper boundar-

/i0e of class interval

c Class interval 1$ " 1+ 11 " &! &# " !$ !1 " !1 .ower limit ,pper limit .ower boundar,pper boundar/i0e of class interval

d Class interval 1.$ " #.%

Statistics #

.ower limit

,pper limit

.ower boundar-

,pper boundar-

/i0e of class interval

(.$ " *.% %.$ " 1&.% 1!.$ " 1+.% e Class interval &.$ " &.% !.$ " !.% #.$ " #.% (.$ " (.% Example: 2n a 3athematics test' the mar4s scored b- #$ students from 5orm # 6eta are as follows: 1* 1( *+ *( %* (1 *% *$ +& *1 %( %# (# #( %$ %! 1! %1 1+ %1 +* 1* +1 1! *& +1 (( 1( *% +! #( *! #% (+ +1 +1 *$ 1* (* #$ .ower limit ,pper limit .ower boundar,pper boundar/i0e of class interval

7iven the number of classes required is +' determine the class interval. /olution: The highest value ) %* The lowest value ) #$ The range ) %* " #$ ) (* The si0e of class interval )
;ange ) the highest value of the data " the lowest value of the data

(* 1$ + The suggested class interval table is shown below:

3ar4 scored Exercise 8.1.-: a

#$ 8 #%

($ 8 (%

+$ 8 +%

1$ 81%

*$ 8 *%

%$ 8 %%

The collections of donations for the Tsunami victims from !$ classes in /39 /ri :hmad are as follows. (+ %& (i (ii 1* %! % $ * ( (( *! +1 %! *% *& +& %# 1* %! 1# (# (! *1 *# %& (* +! %1 #( *+ 1* 1! +1

7iven the number of classes required is (' determine the class interval. 7iven the number of classes required is *' determine the class interval.
(

Statistics

The following are the number of coconuts collected b- a farmer in <une. #1 #( +* (! +! (* +$ #! +1 +( (1 (1 (+ #1 (# ($ (1 ++ +& +( (* (# ($ (& #$ +$ ## (! (+ #&

Determine the class interval' given the number of classes required is +.

Example: Construct a frequenc- table for the following set of data. (+ &* #! !( /olution : Class interval &1 " !& !! " !* !% " ## #( " ($ (1 " (+ Total Tall- 3ar4s ## !1 !* (1 !! !& !1 #+ &% ($ #* !# !+ #$ ## (& #1 &1 #& !+
Do not obtain the frequenc- b- counting the number of data in the given table. ,se the tallmar4s.

5requenc( 1 # ( ! &#

Exercise 8.1..: Constr$ct fre/$enc& ta!les for the follo"in, sets of data. (a 1$$ 1$# 1!$ 1&% 11( 11+ 1!$ 1&+ 11% 1$1 111 1&+ 1$( 1$! 11* 111 1$1 1&( 11( 1&% 1$( 1$* 1&( 1$% 1&( 1$# 11# 1&% 1&* 11+

Statistics

(b

!1( !#% !$%

!#( !!+ !!!

!($ !!! !1+

!$1 !&+ !#*

!$* !1% !$!

!1( !#& !1+

!#$ !&& !#1

!!$ !&* !&1

!&1 !11 !!*

!1* !#1 !$#

Class interval 1$$ " 1$(

Tall- 3ar4s

5requenc-

Total

!$

1.$! &.$! 1.&1 1.%% (c

&.$# 1.#1 1.!1 &.$&

1.%* 1.(+ 1.+& &.$1

1.+1 1.*$ 1.1( 1.!#

1.*# 1.1! 1.*+ 1.%&

Sol$tion: (a
Statistics 1

(b Class interval !$$ " !$% Tall- 3ar4s 5requenc-

Total (c Class interval 1.$$ " 1.1# Tall- 3ar4s 5requenc-

Total

8.# Understand and $se the concept of 1.

ode and

ean of ,ro$ped data

&. !.

Example:

/um of the values of (midpoint frequenc- of all the classes /um of frequencies of all the classes fx or x = >ote that midpoints f
are also 4nown as class mar4s.

3odal class is the class with the highest frequenc-. 1 ( .ower class limit = ,pper class limit 3idpoint of class ) & 3ean )

5ind the modal class and the midpoint in the following tables.
Statistics *

Class interval &$ " &! &# " &1 &* " !1 !& " !( !+ " !% #$ " #! ## " #1 3odal class is !& " !( Exercise 8.#.1: 0ind the (a Class interval 11 " &1 && " &+ &1 " !1 !& " !+ !1 " #1 #& " #+ #1 " (1 3odal class is ????????????? (b Class interval 1$.( " 1$.% 11.$ " 11.# 11.( " 11.% 1&.$ " 1&.# 1&.( " 1&.% 3odal class is ????????????? (c Class interval 1&1 " 1&# 1&( " 1&* 1&% " 1!& 1!! " 1!+ 1!1 " 1#$ 3odal class is ?????????????

5requenc& ( 1 % * + !

3idpoint &1.( &(.( &%.( !!.( !1.( #1.( #(.(

odal class and the

idpoints in the follo"in, ta!les.

5requenc$ & 1$ 1( 1+ ! 1

3idpoint

5requenc1& 1( 11 &$ 1!

3idpoint

5requenc&$ !( !! &* 1*

3idpoint

Statistics

Example: Calculate the mean from the frequenc- table below. Class interval $"% 1$ " 1% &$ " &% !$ " !% 3ean ) 5requenc( 1 % 1$ 3idpoint #.( 1#.( &#.( !#.(

(#.( ( + (1#.( 1 + (&#.( % + (!#.( 1$ ( + 1 + % + 1$ +*%.( ) !1 ) && .&

Exercise 8.#.#: Calc$late the a Class interval 1& " 1( 1+ " 1% &$ " &! &# " &1 3ean ) ) ) (b Class interval 1.1 " 1.# 1.( " 1.* 1.% " *.& *. ! " *.+ 3ean ) )

eans fro

the fre/$enc& ta!les !elo".

5requenc# + 1 !

3idpoint 1!.(

5requenc1$ &$ &$ (

3idpoint 1.$&(

Statistics

1$

) c Class interval #( " #% ($ " (# (( " (% +$ 8 +# +( 8 +% 3ean ) ) ) 5requenc( * % 1$ # 3idpoint #1 (&

8.+ Represent and interpret data in histo,ra s "ith class intervals of the sa e si)e to solve pro!le s i. ii. iii. Draw a histogram based on the frequenc- table. 2nterpret information from the given histogram. /olve problems involving the histogram.

Examples: 1. Draw a histogram for each of the following frequenc- tables. a .ength (cm &$ " &# &( " &% !$ " !# !( " !% #$ " ## #( " #% 5requenc# * + * ( 1

b .ength (cm &$ " &% !$ " !% #$ " #% ($ " (% +$ " +% 1$ " 1% 5requenc( 1( &$ &( !$ 1$

Statistics

11

&. The histogram shows the results of an

ob@ective test in a certain examination.
frequenc-

5requenc-

:nswer a
5requenc5.5 10.5 15.5 20.5 25.5 30.5 35.5 40.5 45.5

1%.( &%.( !%.( #%.( (%.( +%.( 1%.(

mar4s

.ength (cm

&.

a 3odal class ) 1+ " &$ (with the highest frequenc-. b Total number of students ) 1( = !$ = (( = #$ = ($ = !$ = 1( ) &!(. c >umber of students who passed the test ) #$ = ($ = !$ = 1( ) 1!(.

.ength (cm

a /tate the modal class. b Aow man- students too4 this testB c 2f the passing mar4 is &$' how manstudents passed the testB d /tate the two class intervals that have the same frequenc-. d The two class intervals are: 11 " 1( and !1 " !(' or + " 1$ and !+ " #$.

Statistics

1&

Exercise 8.+: 1. The histogram shows the number of boo4s read b- students in /39 Cutra in a -ear.
5requenc-

9.5

19.5 29.5 39.5 49.5 59.5 69.5 >umber of boo4s read

a b c

/tate the modal class. /tudents who read more than ($ boo4s received an award. 5ind the number of students who received the award. 5ind the mean number of boo4s read b- each student.

8.- Represent and interpret data in fre/$enc& pol&,ons to solve pro!le s. i. Draw a frequenc- pol-gon based on a. a histogram. b. a frequenc- table. ii 2nterpret information from a given frequenc- pol-gon. iii /olving problems involving frequenc- pol-gons. Examples 1. Draw a frequenc- pol-gon based on the given histogram. .ength 1$81# 1(81% &$8&# &(8&% !$8!# 3idpoint 1& 11 && &1 !& 5requenc # + 1& * & Frequency
5requenc-

7 34.5
Statistics

12 17 22 27 32 37 9.5 3idpoint 14.5 19.5 24.5 Length 29.5 (cm) Length (cm)

Aistogram

1!

5requenc- Col-gon

&. Draw a frequenc- pol-gon for the given frequenc- table. .ength(cm 5requenc:nswer: .ength (cm 5requenc3idpoint (81 $ + *81$ 1+ % 1181! &$ 1& 1#81+ * 1( 1181% 1& 1* &$8&& 1+ &1 &!8&( $ &# *81$ 1+ 1181! &$ 1#81+ * 1181% 1& &$8&& 1+

Frequency

Length (cm) Exercise 8.-: Frequency 1. The frequenc- pol-gon shows the ages of the members of a club. 5ind the (a total number of members in this club. (b the modal class. (c the mean age. (d the percentage of the members who are above &! -ears old.

Age
Statistics 1#

8.. Understand the concept of c$ $lative fre/$enc& The Cumulative 5requenc- is the sum of the frequencies of all the values of data or class intervals before it. Example: Construct the cumulative frequenc- table for the following data: .ength (cm &"+ 1 " 11 1& "1+ 11 " &1 /olution: .ength (cm &"+ 1 " 11 1& " 1+ 11 " &1 Exercise 8..: 1. a Time (min * " 11 11 " 1! 1# " 1+ 11 " 1% &$ " && b Deight (4g 1"& !"# ("+ 1"* 5requenc1$ 1( * + 5requenc& # * 1$ 1& Construct the cumulative frequenc- tables for the following: 5requenc+ 1$ 1( # Cumulative frequenc+ + = 1$ ) 1+ + = 1$ = 1( ) &1 + = 1$ = 1( = # ) &( 5requenc+ 1$ 1( #

Statistics

1(

8.1 Understand and $se the concept of The important concepts are :

eas$res of dispersion to solve pro!le s.

a2 Ran,e (i ;ange of the ungrouped data is the measure of dispersion which refers to the difference between the highest value and the lowest value of the data. (ii ;ange for the grouped data is the measure of dispersion which refers to the difference between the midpoint of the last class and the midpoint of the first class. b 3edian 3edian of a set of data is the value in the middle of the set after the data has been arranged in numerical ascendingEdescending order.

c2 0irst 3$artile 4312 5irst quartile is the value of data such that one8quarter of the set of data have values less than or equal to it. d2 Third 3$artile Third quartile is the value of data such that three8quarter of the set of data have values less than or equal to it. e2 Inter5/$artile Ran,e 2nter8quartile range is the difference between the third quartile and the first quartile. Example: 1. 5ind the range of the following sets of data. 1&' 1#' 1(' 1!' 1*' 11' 1$ /olution: ;ange ) 1* 8 1$ )* &. Determine the range of the following sets of data. 3ar4s scored 5requenc#$ 8 #% # ($ 8(% ( +$ 8 +% 1 1$ 81% 1$

/olution: ;ange ) 1#.( 8 ##.( ) !$

!.
Statistics

: ph-sical education teacher has recorded the time ta4en b- #$ students for the #$$ m
1+

event during a sports practice. Time (seconds ($ 8 +#

+( 8 1%

*$ 8 %#

%( 8 1$% 1

11$ 8 1&# &

>o. of students ! 1$ 1* Construct a cumulative frequenc- table and draw an ogive. /olution: Time (seconds !( 8 #% ($ 8 +# +( 8 1% *$ 8 %# %( 8 1$% 11$ 8 1&# 5requenc$ ! 1$ 1* 1 & Cumulative frequenc$ ! 1! !1 !* #$ ,pper 6oundar#%.( +#.( 1%.( %#.( 1$%.( 1&#.(

:n ogive is also 4nown as a cumulative frequenc- curve

#. 5rom the ogive' determine a b c d the median' the first quartile' the third quartile' the inter8quartile range.

/olution: a The median occurs at (F of the total number of students i.e. at ( F x #$ students The median occurs at the &$th student. 3edian ) *(.( (read from the ogive The 5irst Guartile occurs at (H of the total number of students i.e. at (H x #$ students The 5irst Guartile occurs at the 1$th student. 5irst Guartile ) 1+.( (read from the graph The Third Guartile occurs at (I of the total number of students i.e. at (I x #$ students The Third Guartile occurs at the !$th student. Third quartile ) %! (read from the graph

The interquartile range ) third quartile " first quartile ) %! 8 1+.( ) 1+.( Exercise 8.1:
Statistics 11

1. The data in the table shows the heights of a group of students in cm. 1(( 11+ 1+$ 111 1*1 a b c 11! 1+( 11+ 11# 11& 1+1 1(! 1+1 11% 1+# 11! 1+% 11( 1+% 1(1 1++ 1+& 11# 1(( 1+* 1++ 1+$ 1(+ 111 111 11# 1(1 11& 1(1 1+% 11* 1+! 1+# 11% 1(#

Construct a cumulative frequenc- table beginning with 1#( " 1#%. 6- using & cm to ( cm on the x8axis and & cm to ( students on the -8 axis' plot an ogive. 5rom the ogive ' determine i the median ii the interquartile range

&. The data below shows the duration' in minutes' ta4en to solve mathematical problems ba group of !( college students. !$ 1& # 1$ &( &$ 1+ &$ * ! &# 1( 1& 11 1$ 1$ 1& * &$ 1! 1* 1( % 1# ( !$ 1% &$ 1! ( # &$ 1* &# &( a b c Construct a cumulative frequenc- table using 1 " (' + " 1$ andJ. Clot an ogive using & cm to ( minutes on the x8axis and & cm to ( students on the -8axis. /tate the (i median' (ii interquartile range.

8.6 3$estions 7ased on the Exa inations 0or at

1. (a The table shows the speed' in 4m h81' of (+ cars on a road. /peed ( 4m h81 5requenc3idpoint (1 " (( & (+ " +$ + +1 " +( 1* ++ " 1$ 1( 11 " 1( % 1+ " *$ ( *1 " *( 1 (i 5ind the midpoints of the class intervals. (ii Calculate the mean speed of the cars.

(b Complete the table given in the answer space below.

Statistics 1*

(c For this part of question, use the graph paper. 6- using a scale of & cm to ( 4m h81 on the x axis and & cm to ( cars on the -8axis' draw an ogive for the data. Aence' find (i the median (ii the inter8quartile range. /olution: (a (i and (b Speed 48 #+ " ($ (1 " (( (+ " +$ +1 " +( ++ " 1$ 11 " 1( 1+ " *$ *1 " *( h51 2 0re/$enc& $ & + 1* 1( % ( 1 9idpoint #* (! (* +! +* 1! 1* *! Upper 7o$ndar& ($.( ((.( +$.( +(.( 1$.( 1(.( *$.( *(.( C$ $lative 0re/$enc& $ & * &+ #1 ($ (( (+

(ii 3ean ) ((! & + ((* + + (+! 1* + (+* 1( + (1! % + (1* ( + (*! 1 (+ !1!* ) (+ ) ++.1( 4m h81. (c
60 55 50 Cumulative fre ue!"# 45 40 35 30 25 20 15 10 5 0 50.5 55.5 60.5 65.5 70.5 75.5 80.5 85.5 90.5 Speed (km /h)

5rom the ogive' 5irst quartile ) +&.( 3edian ) ++.( Third Guartile ) 11.$

(a (b
Statistics

3edian ) ++.( 4m h81 2nterquartile range ) 11.$ " +&.( ) *.( 4m h81
1%

STATISTICS * Paper #

&. The data above shows the poc4et mone-' in ;3' per wee4 of a group of #$ students. 1$ 1* # * 1%
(a

1! 1+ 1# 1$ 1(

1* 1* 1& 1+ 11

1 1$ + 11 1&

1% 1( % 1! 1#

( 1% &$ 11 11

&1 &$ &$ % 1+

&1 * 1( 11 11

6ased on the data' complete the table below. Coc4et mone- (;3 1"! #"+ 5requenc$ 3idpoint

(b

6ased on the table' (i state the modal class' (ii calculate the mean' of the data. For this part of the question, use the graph paper. 6- using a scale of & cm to ;3 ! on the x8axis and & cm to 1 student on the -8axis' draw a histogram and a frequenc- pol-gon on the same graph paper.

(c

!. (a

Score 0re/$enc&

1$ #

11 1

1& !

1! x

1# (

1( *

The table above shows the scores of a group of pla-ers in the game. (i 7iven the median is 1&.(' find the value of x. (ii 7iven the mode is 1(' find the maximum value of x.

(b #% (! #* (1 +# #( ($ +! +# +( #1 +1 +& +$ #1 ++ +( #( (& #+ ++ +1 +1 (* (& +& +! +1 #+ ($ +* +* (+ (% (# #! +( #! #1 #& #+ ## ## #! +$

The data shows the mass' in 4g' of a group of students.

Statistics &$

(i

6ased on the data' complete the frequenc- table below. 3ass (4g #1 " ## 5requenc-

+( " +* (ii For this part of question, use the graph paper. (a (b 6- using a scale of & cm to # 4g on the x8axis and &cm to 1 student on the y8axis' draw a histogram for the data. /tate one information obtained from the histogram.

#. The histogram shows the donations from a group of #$ students to a school fund.
14 12 10

Frequency

8 6 4 2 0

0.5 0.5 4.54.5 32.5

8.5 8.5

12.5 16.5 16.5 20.5 20.5 24.5 24.528.528.5 12.5

Donation (RM)

(a (b

6ased on the histogram' state the modal class of the data. Complete the frequenc- table below. 5requenc$ & Cumulative frequenc,pper boundar-

Donation (;3 $ 1"#

Statistics

&1

(c

For this part of question, use a graph paper. (i (ii 6- using a scale of & cm to ;3# on the x8axis and & cm to ( students on the -8axis' draw an ogive for the data. 5rom the ogive' find the inter quartile range.

(. The ogive shows the scores of a group of #* students in a 3athematics test.

60

50

Cumulative fre ue!"#

40

30

20

10

0 64.5

69.5

74.5

79.5

84.5

89.5

94.5

99.5

S"$re

(a 6ased on the ogive' calculate the percentage of students who scored more than *$. (b Complete the table below. /core +$ " +# +( " +% Cumulative frequenc$ 5requenc3idpoint

(c Calculate the mean of the data. (d For this part of question, use the graph paper. 6- using a scale of & cm to ( scores on the x8axis and & cm to & students on the -8 axis' draw a frequenc- pol-gon for the data.

Statistics

&&

+. The frequenc- table above shows the masses' in 4g' of watermelons in a lorr-. 3ass (4g 1.( " 1.% &.$ " &.# &.( " &.% !.$ " !.# !.( " !.% #.$ " #.# #.( " #.% (.$ " (.# (a 5rom the table' state (i the si0e of the class interval' (ii the midpoint of the modal class. (b (i 6ased on the information' complete the table below. 1.#( $ (.#( &$$ 5requenc# 1$ &+ *# ($ 1( * !

,pper boundarCumulative 5requenc(ii (iii

For this part of question, use a graph paper. 6- using a scale of & cm to $.( 4g on the x8axis and &cm to &$ watermelons on the -8axis' draw an ogive for the data. 5rom the ogive' a state the median of the data' b find the number of watermelons with the weight less than !.* 4g.

1. The cumulative frequenc- table shows the mar4s of a group of #$ students in a test.
3ar4 Cumulative frequenc+$ " +# 1 +( " +% 11 1$ " 1# 11 1( " 1% &+ *$ " *# !# *( " *% !1 %$ " %# #$

(a (b

6ased on the information' complete the table in the answer corner. 5ind (i the si0e of the class interval' (ii the modal class of the data' (iii the midpoint of the modal class. Calculate the mean of the data. For this part of question, use the graph paper. 6- using a scale of & cm to ( mar4s on the x8axis and & cm to 1 student on the -8xis' draw a histogram for the data.

(c (d

Statistics

&!

*. The data shows the mar4s of a group of #$ students in a 3athematics test.

11 !! (! *! #&
(a

&$ +1 ++ &% +%

## (& 1& (( #!

#* &1 !* #+ ##

#1 !+ #( (% (*

!1 !1 #% +! 1*

1$ (( ($ +$ #$

(+ (+ ($ #* !*

,sing the data and a class interval of 1$ mar4s' complete the table below. 9ar8 1 " 1$ 0re/$enc& C$ $lative fre/$enc& Upper !o$ndar&

*1 8 %$ (b For this part of question, use a graph paper. 6- using a scale of & cm to 1$ mar4s on the x8axis and & cm to ( students on the -8axis' draw an ogive for the data. (c 5rom -our ogive' (i find the interquartile range' (ii find the median' hence' explain briefl- the meaning of the median.

%. The data shows the ages of a group of #$ wor4ers in a factor-.

!* !+ &+ !1 #$ (a (b #1 (1 !1 &1 !( !& !1 && #+ &( !% &1 !+ #1 &1 !& ## !& !( ($ ($ !$ !! !( !1 !1 #% !# !# !! !* &* #! !1 #(

5ind the range of the data. 6ased on the data and b- using a class interval of ( -ears' complete the table below.

Statistics

&#

A,es 4&ears2 &1 " &( &+ " !$

0re/$enc&

9idpoint

(c

5rom the table' (i state the modal class' (ii calculate the mean' of the data. For this part of question, use a graph paper. 6- using a scale of & cm to ( -ears on the x8axis and & cm to & wor4ers on the -8axis' draw a frequenc- pol-gon for the data.

(d

1$. The frequenc- pol-gon shows the dail- incomes' in ;3' of &* wor4ers.
12 10 8 6 4 2 0 18 23 28 33 38 43 48

&re ue!"#

%ail# i!"$me

(a

6ased on the frequenc- pol-gon' complete the table below. :ail& inco e 4R92 1+ " &$ 9idpoint 1* Upper !o$ndar& &$.( 0re/$enc& $ C$ $lative fre/$enc& $

Statistics

&(

(b

6ased on the table' (i state the modal class' (ii calculate the mean' of the data.

(c

For this part of question, use a graph paper. (i (iii 6- using a scale & cm to ;3( on the x8axis and & cm to # wor4ers on the -8axis' draw an ogive for the data. 5rom the ogive' find the number of wor4ers whose dail- income is more than ;3!*.

8.8 PAST ;EAR SP9 3UESTI<=S 1. SP9 =ov #>>+ The data below shows the donations' in ;3' of #$ families to their childrenKs school welfare fund. #$ &! &1 !$ &$ (a &# &* !( !# !& 11 !! #( !1 &% !$ !! &1 !1 &+ && !% !* #$ !& &+ !# && !& && !( !% &1 1# !* 1% &* !( &* ##

,sing the data above and a class interval of ;3(' complete the following table. L# mar4sM :onation 4R92 0re/$enc& C$ $lative 0re/$enc& 11 " 1( 1+ " &$

(b

(c

For this part of question, use a graph paper. 6- using a scale of & cm to ;3( on the x8axis and & cm to ( families on the -8axis' draw an ogive based on the data. L+ mar4sM 5rom -our ogive in (b ' (i find the third quartile' (ii hence' explain briefl- the meaning of the third quartile. L& mar4sM
&+

Statistics

#. SP9 ?$l& #>>The data in Diagram 1 shows the number of durian trees planted b- ## farmers. (& ++ &( #! !! (# +* (* #* ++ #* !+ && (! +! 1& !# (! +& +* #& !# #! (# (1 #+ (& +& (1 (& (+ #$ (1 +( (% 1! +( 1( #% !* #1 (& (* +!

:ia,ra

(a (i 6ased on the data in Diagram 1 and b- using a class interval of 1$' complete Table ! provided in the answer space. (ii Aence' state the modal class. Answer : Class 2nterval 11 " &$ &1 " !$ ,pper 6oundar&$.( 5requenc$ Cumulative 5requenc$ L+mar4sM

(b For this part of the question, use the graph paper on page 41 . 6- using a scale of & cm to 1$ trees on the x8axis and & cm to ( farmers on the -8axis' draw an ogive for the data. L#mar4sM (c 6ased on the ogive in (b ' :hmad concludes that ($N of the farmers planted less than (& durian trees. Determine whether the conclusion is correct or not and give a reason. L&mar4sM +. SP9 =ov #>>The data below shows the masses' in 4g' of suitcases for a group of tourists. Each tourist has one suitcase. &1 &% &1 &%
Statistics

1$ 1* &( 1%

&& && 1+ !!

&* 1! 1% &(

&1 &$ 1+ &!

&1

1# &1 &# &#

&% &# &+ &+

&( &1 &1 !1

(a

6ased on the data above and b- using a class interval of !' complete the table below. L# mar4sM Class Interval 1$ " 1& 1! " 1( 0re/$enc& 9idpoint

(b (c

6ased on the table in (a ' calculate the estimated mean mass of the suitcases. L! mar4sM For this part of the question, use a graph paper. 6- using a scale of & cm to ! 4g on the x8axis and & cm to 1 suitcase on the -8axis' draw the histogram for the data. L! mar4sM /tate one information obtained based on the histogram in (c . L& mar4sM

(d

-. SP9 ?$l& #>>. Diagram % is a frequenc- pol-gon which represents the heights' in cm' for a group of *$ pupils.
30 25 )um*er $f +upil, 20 15 10 5 0 115 120 125 130 135 140 145 150 'ei(ht (i! "m)

Diagram %

(a (i 6ased on the information from the frequenc- pol-gon' complete Table & in the answer space. (iv Aence' calculate the mean height' in cm' of the pupils. 7ive -our answer correct to & decimal places.
Statistics &*

L+ mar4sM

:nswer: Aeight (in cm 11* " 1&& 1&! " 1&1 1&* " 1!& 1!! " 1!1 1!* " 1#& 1#! " 1#1 ,pper 6oundar1&&.( 3idpoint 1&$ 5requenc& Cumulative 5requenc&

(b) For this part of the question, use the graph paper on page 45. cur#e ru"e.

ou !ay use a f"exib"e

6- using a scale of & cm to a height of ( cm on the hori0ontal axis and & cm to 1$ pupils on the vertical axis' draw an ogive for the data. L( mar4sM (c 7ive one information that can be obtained from the ogive in (b . L1 mar4M .. SP9 =ov #>>. The data in Diagram shows the mar4s for an English .anguage monthl- test for #& pupils. (1 &( #+ !! #& &( &$ !& !* !( !# #1 #( !1 &* #& &+ !1 !1 #1 !1 &% !( #* &+ &1 !% !* #! ## #$ !+ &! !1 &* !# !$ !* !% &! && (#

(a ,sing data in diagram and a class interval of ( mar4s' complete Table in the answer space. L#mar4sM 3ar4s &$ " &# &( " &% 3idpoint && 5requenc-

Statistics

&%

(b 6ased on -our table in (a ' (i state the modal class' (ii calculate the mean mar4 for the English .anguage monthl- test and give -our answer correct to decimal places. L#mar4sM (c For this part of the question, use the graph paper pro#i$e$ . 6- using a scale of &cm to ( mar4s on the hori0ontal axis and & cm to 1 pupil on the vertical axis' draw a histogram for the data. L#mar4sM

1. SP9 ?$l& #>>1 Table ! shows the distribution of age for a group of #$ tourists who visited a museum in a particular da-. :ge(Oear 5requenc&$ " &# & &( " &% + !$ " !# % !( " !% 1$ #$ " ## 1 #( " #% # ($ " (# &

Ta!le + (a 6ased on the distribution of age in Table !' complete Table # in the answer space. L&mar4sM Answer: :ge (Oear &$ " &# &( " &% !$ " !# !( " !% #$ " ## #( " #% ($ 8 (# 3idpoint && &1 !& !1 #& #1 (& ,pper 6oundarCumulative 5requenc-

Ta!le (b Calculate the estimated mean age of the tourists. (c For this part of the question, use the graph paper . 6- using the scale of & cm to ( -ears on the hori0ontal axis and & cm to ( tourists on the vertical axis' draw an ogive for the data in table !. L(mar4sM (d 5rom -our ogive constructed in (c '
Statistics !$

L!mar4sM

(i find the first quartile' (ii state one piece of information about the first quartile

L&mar4sM

6. SP9 =ov #>>1 The data in Diagram 1 show the donations' in ;3' collected b- #$ pupils.

#% && &1 !# #$
(a

&+ !$ &# !# !1

!* !! !& &( #*

!% !% #$ !# &(

#1 #( #! #+ #1

#( #! #$ &! !$

#( !% !* !( &%

#! !1 !( !1 &*

Diagram 1 6ased on the data in Diagram 1 and b- using a class interval of (' complete Table & in the answer space. (! mar4s

Answer: Class Interval &1 " &( &+ " !$ 9idpoint 0re/$enc&

Table & (b (c) (d 6ased on Table & in (a ' calculate the estimated mean of the donation collected b- a pupil (! mar4s For this part of the question, use the graph paper pro#i$e$. 6- using a scale of & cm to ;3( on the hori0ontal axis and & cm to 1 pupil on the vertical axis' draw a frequenc- pol-gon for the data. (( mar4s 6ased on the frequenc- pol-gon in (c ' state one piece of information about the donations. (1 mar4

Statistics

!1

8. SP9 ?$n #>>6@ =o 1. Diagram * shows the mass' in 4g' of newspapers collected over the period of #$ da-s. 1% *# 1& *! (a *! 1# ++ (* +# (1 1* +1 +% 1+ (( 1( 1* (* 1! +# Diagram * 6ased on the data in Diagram *' complete Table & in the answer space. 1$ 1+ (* +! 1( (+ (1 1# 1% *$ 1( +( +( (& +$ 1( L# mar4sM (b Aence' calculate the estimated mean of the masses of the newspapers collected. L! mar4sM (c 5or this part of the question' use the graph paper provided. 6- using the scale of & cm to ( 4g on the hori0ontal axis and & cm to 1 da- on the vertical axis' draw a histogram for the data. L# mar4sM (d 6ased on -our histogram in 1((c ' give one information about the modal class of the data. L1 mar4M Answer: 3ass (4g (& " (+ (1 " +1 5requenc3idpoint *( (% 1! (%

A.

SP9 =ov #>>6@ =o 11

Table & shows the frequenc- distribution of the mass' in 4g' of a group of *$ students. 3ass (4g 5requenc!$ " !# ( !( " !% * #$ " ## 11 #( " #% &1 ($ " (# && (( " (% 1$ +$ " +# ! Table & (a (i /tate the modal class (ii Calculate the estimated mean of the mass of the group of students. L# mar4sM
Statistics !&

(b 6ased on Table &' complete Table ! in the answer space to show the cumulative frequencdistribution of the masses. L! mar4sM (c For this part of the question, use the graph paper pro#i$e$. 6- using the scale of & cm to ( 4g on the hori0ontal axis and & cm to 1$ students on the vertical axis' draw an ogive for the data. L# mar4sM (d &(N of all the students in the group have a mass of less than p 4g. These students will be supplied with nutritional food. ,sing the ogive -ou had drawn in 1+(c ' find the value of p. L1 mar4M :nswer: (a (i (ii (b ,pper 6oundar- (4g &%.( !#.( Cumulative frequenc$

Table !

1>. SP9 ?$n #>>8@ =o 1Data in Diagram 1# shows the number of boo4s read b- #$ students in a reading programme in a particular class. 1* 1& 1( 11 1% 1# 1% 11 % 1( 11 11 ( 1# &$ 1+ 1! 1( 11 1* % 1& + 1$ 1# Diagram 1# 11 &1 && 1( * 1& 1 &# 1$ 1& &! 1# 1% 1! 1+

(a 6ased on the data in Diagram 1# and b- using the class interval of !' complete Table 1# in the answer space. L! mar4sM (b 6ased on Table 1# in 1#(a ' calculate the estimated mean of the boo4s read b- a student.
Statistics !!

L! mar4sM (c 6- using the scale of & cm to ! boo4s on the hori0ontal axis and & cm to one student on the vertical axis' draw the frequenc- pol-gon for this data. L( mar4sM (d 6ased on the frequenc- pol-gon in 1#(c ' give one information about this reading programme. L1 mar4M Answer: (a Class interval 5requenc3idpoint ("1 + * " 1$

Table 1# (b (c (d 11. SP9 =ov #>>8@ =o 1-. The data below shows the pa-ment' in ;3' b- #$ drivers at a toll booth. !* !& &1 &# !$ !# &( #& 1* &! #1 !& !+ &+ !1 &( &1 !$ !( #* 1% #& !! #1 !% !& &! !1 && !# &* 1* #! !* #1 #& #+ &( !! &1 L! mar4sM (b 6ased on Table 1# in 1#(a ' calculate the estimated mean of the toll paid b- a driver. L! mar4sM (c For this part of the question, use the graph paper pro#i$e$. 6- using the scale of & cm to ;3( on the hori0ontal axis and & cm to 1 driver on the vertical axis' draw a frequenc- pol-gon for the data. L( mar4sM (d 6ased on the frequenc- pol-gon in 1#(c ' state the number of drivers who paid more than ;3!# for the toll. L1 mar4M
Statistics !#

(a 6ased on the data' complete Table 1# in the answer space.

:nswer: a Class 2nterval 1( " 1% 3idpoint 11 5requenc-

b d

Statistics

!(

A=SBERS
Chapter 8 : Statistics III Exercise 8.1.1: a class interval !18#$ #18($ (18+$ +181$ 118*$ Exercise 8.1.# Class interval &.$ " &.% !.$ " !.% #.$ " #.% (.$ " (.% +.$ " +.% b class interval $8# (8% 1$81# 1(81% c class interval &$8&1 &&8&! &#8&( &+8&1 &*8&%

Class interval $.+$ " $.+( $.++ " $.11 $.1& " $.11 $.1* " $.*! $.*# " $.*% Class interval $.# " $.* $.% " 1.! 1.# " 1.* 1.% " &.! &.# " &.* (a (b (c

Exercise 8.1.+ : (a Class interval !"% 1$ " 1+ 11 " &! &# " !$ (b Class interval
Statistics

.ower limit ! 1$ 11 &# .ower limit

,pper limit % 1+ &! !$ ,pper limit

!+

.ower boundar&.( %.( 1+.( &!.( .ower boundar-

,pper boundar%.( 1+.( &!.( !$.( ,pper boundar-

/i0e of the class interval 1 1 1 1 /i0e of the class interval

#"* % " 1! 1# " 1* 1% " &! (c Class interval 1$ " 1+ 11 " &! &# " !$ !1 " !1 (d Class interval 1.$ " #.% (.$ " *.% %.$ " 1&.% 1!.$ " 1+.% (e Class interval &.$ " &.% !.$ " !.% #.$ " #.% (.$ " (.% Exercise 8.1.- :

# % 1# 1% .ower limit 1$ 11 &# !1 .ower limit 1.$ (.$ %.$ 1!.$ .ower limit &.$ !.$ #.$ (.$

* 1! 1* &! ,pper limit 1+ &! !$ !1 ,pper limit #.% *.% 1&.% 1+.% ,pper limit &.% !.% #.% (.%

!.( *.( 1!.( 1*.( .ower boundar%.( 1+.( &!.( !$.( .ower boundar$.%( #.%( *.%( 1&.%( .ower boundar1.%( &.%( !.%( #.%(

*.( 1!.( 1*.( &!.( ,pper boundar1+.( &!.( !$.( !1.( ,pper boundar#.%( *.%( 1&.%( 1+.%( ,pper boundar&.%( !.%( #.%( (.%(

( ( ( ( /i0e of the class interval 1 1 1 1 /i0e of the class interval # # # # /i0e of the class interval 1 1 1 1

(a The highest value is %# The lowest value is #( The range is %# " #( ) #% (i Donations collected (ii
Donations collected (b >umber of coconut Exercise 8.1.. : ## 8($

#( 8 (#
(1 8 (1 #$ 8 ## (* 8 +# #( 8 #%

(( 8 +#
+( 8 11 ($ 8 (#

+( 8 1#
1& 8 1*

1( 8 *#
1% 8 *( +( 8 +% *+ 8 %&

*( 8 %#
%! 8 %%

(( 8 (%

+$ 8 +#

(a Class interval 1$$ 81$( 1$+ 8 111 11& 8 111 11* 8 1&!
Statistics !1

5requenc1 # + &

1&# 8 1&% 1!$ 8 1!( Total (b Class interval !$$ " !$% !1$ " !1% !&$ " !&% !!$ " !!% !#$ " !#% !($ " !(% Total (c Class interval 1.$$ " 1.1# 1.1( " 1.&% 1.!$ " 1.## 1.#( " 1.(% 1.+$ " 1.1# 1.1( " 1.*% 1.%$ " &.$# Total Exercise 8.#.1 : (a 3odal class : !1 " #1 (b 3odal class : 1&.$ " 1&.# (c 3odal class : 1&( " 1&* Exercise 8.#.# : Class interval 1& " 1( 1+ " 1% &$ " &! &# " &1 a 3ean ) 5requenc# + 1 !

% & !$ 5requenc( 1 ( ( 1 1 !$ 5requenc1 1 & & ! # 1 &$

3idpoint 1!.( 11.( &1.( &(.(

(1!.( # + (11.( + + (&1.( 1 + (&(.( ! # ++ +1 +!

) )
!*+ &$ 1%.!

b Class interval 1.1 " 1.# 1.( " 1.* 1.% " *.& *.! " *.+
Statistics

5requenc1$ &$ &$ (

!*

3idpoint 1.&( 1.+( *.$( *.#(

3ean )

(1.&( 1$ + (1.+( &$ + (*.$( &$ + (*.#( ( 1$ + &$ + &$ + ( #&*.1( ) (( ) 1.1%(
3idpoint #1 (& (1 +& +1

c Class interval 5requenc#( 8 #% ( ($ " (# * (( 8 (% % +$ 8 +# 1$ +( 8 +% # ( #1 ( + ((& * + ((1 % + (+& 1$ + (+1 # 3ean ) ( + * + % + 1$ + # ) ) &$(& !+ (1.$

Exercise 8.+: 1a 3odal class ) &$ " &% b /tudent who received the award ) !$ =&$ ) ($ c Class interval 5requenc- 3idpoints 1$ " 1% +$ 1#.( &$ " &% 1&$ &#.( !$ " !% *$ !#.( #$ " #% 1$$ ##.( ($ " (% !$ (#.( +$ 8 +% &$ +#.( 3ean )

(+$ 1#.( + (1&$ &#.( + (!$ (#.( + ( &$ +#.( +$ + 1&$ + *$ + 1$$ + !$ + &$ 1!%#( ) #1$ ) !#.$1 ) !#

Exercise 8.-: 1.a Total number of members ) # = 1+ = !+ = &# ) *$ &$ + &( b ,pper boundar) ) &&.( & 1( + &( .ower boundar) ) 11.( & ,pper limit ) && .ower limit ) 1* 3odal class ) 1* " &&
Statistics !%

c mean age

(# 1$ + (1+ 1( + (!+ &$ + (&# &( *$ ) &$ &# 1$$ d percentage of members who are above &! -ears old ) *$
) ) !$N

Exercise 8..: 1 a &' +' 1#' &#' !+' #$ b 1$' &(' !!' !% Exercise 8.1: 1a Aeight (cm 1#( 8 1#% 1($ 8 1(# 1(( 8 1(% 1+$ 8 1+# 1+( 8 1+% 11$ 8 11# 11( 8 11% 1*$ 8 1*# frequenc$ ! ( + % 1$ + 1 ,pper boundar1#%.( 1(#.( 1(%.( 1+#.( 1+%.( 11#.( 11%.( 1*#.( Cumulative frequenc$ ! * 1# &! !! !% #$

c i ii & a

median ) 1+* interquartile range ) 11! " 1+1.( ) 11.( Duration (mm frequenc#$

,pper boundar-

Cumulative frequenc-

Statistics

18( + 8 1$ 11 8 1( 1+ 8 &$ &1 8 &( &+ 8 !$

( + * 1$ # &

(.( 1$.( 1(.( &$.( &(.( !$.(

( 11 1% &% !! !(

c i median ) 1( iiP interquartile range ) 1%.&( " *.( ) 1$.1(

8.6 Exa ination 0or at 3$estions &. (a Coc4et mone-(;3 1"! #"+ 1"% 1$ " 1& 1! " 1( 1+ " 1* 1% " &1 5requenc$ ! ( * 1 % * 3idpoint & ( * 11 1# 11 &$

(b (i 3odal class ) 1+ " 1* (( ! + (* ( + (11 * + (1# 1 + (11 % + ( &$ * (ii 3ean ) $+!+(+*+1+%+* )
((# #$

) ;3 1!.*( (iii
Statistics #1

10 9 8 7

&re ue!"#

6 5 4 3 2 1 0 3.5 3.5 6.5 12.5 6.5 9.5 9.5 15.5 21.5 12.5 18.5 15.5 +$"ket m $!e#

!. (a

(i (ii

x ) ( #= 1 =! " ( ( = * ) 1# " 1! ) 1 3aximum value of x ) 1

(b

(i
3ass (4g #1 " ## #( " #* #% " (& (! " (+ (1 " +$ +1 " +# +( " +* 5requenc1 * ( ! ( * %

(ii

10 9 8 7 6 5 4 3 2 1 0 40.5 44.5 48.8 52.5 56.5 60.5 64.5 68.5 -a,,(k()

44 .5 52 .5 60 .5 68 .5

(iii The modal class of the data is +( " +* 4g.

Statistics

&re ue!"#

#&

#. (a 3odal class ) % " 1& (b Donation (;3 $ 1"# ("* % " 1& 1! " 1+ 11 " &$ &1 " &# &( " &* (c (i
40 35 Cumulative fre ue!"# 30 25 20 15 10 5 0 0.5 4.5 8.5 9. 12.5 16.5 16.5 20.5 24.5 28.5 &ir,t /hird uartile

5requenc$ & ( 1& * ( ! 1

Cumulative frequenc$ & 1 1% &1 !& !( !+

,pper boundar$.( #.( *.( 1&.( 1+.( &$.( &#.( &*.(

%$!ati$! (.-)

(ii 2nterquartile range ) 1+.( " %.! ) ;3 1.&$

(. (a The percentage of students who scored more than *$ #* 1% ) x 1$$N #* &% ) x 1$$N #* ) +$.#& N

Statistics

#!

(b /core +$ " +# +( " +% 1$ " 1# 1( " 1% *$ " *# *( " *% %$ " %# %( " %% (c 3ean ) Cumulative frequenc$ & 1 11 !# #! #1 #* 5requenc$ & ( 1$ 11 % # 1 3idpoint +& +1 1& 11 *& *1 %& %1

(+1 & + (1& ( + (11 1$ + (*& 11 + (*1 % + (%& # + (%1 1 $ + & + ( + 1$ + 11 + % + # + 1 !%$+ ) #*
) *1.!1(

(d
18 16 14 12

&re ue!"#

10 8 6 4 2 0 62 67 72 77 82 87 92 97 102

S"$re

+. (a (i /i0e of class interval (ii 3odal class

) 1.%( " 1.#( ) $.( 4g ) !.$ " !.# !.$ + !.# & ) !.&

3idpoint of the modal class )

Statistics

##

(b (i ,pper boundar1.#( 1.%( &.#( &.%( !.#( !.%( #.#( #.%( (.#( (ii
220 200 180 164 160 Cummulative fre ue!"# 140 120 100 80 60 40 20 0 1.45 3.40 1.95 2.45 2.95 3.45 -edia!

Cumulative frequenc$ # 1# #$ 1&# 11# 1*% 1%1 &$$

3.95

4.45

4.95

5.45

-a,, (k()

(iii (a 3edian ) !.#$ 4g (b The number of watermelons with the weight less than !.* 4g ) &$$ " 1+# ) !+.

Statistics

#(

1. (a Cumulative frequenc(( " (% $ +$ " +# 1 +( " +% 11 1$ " 1# 11 1( " 1% &+ *$ " *# !# *( " *% !1 %$ 8 %# #$ (i /i0e of class interval ) (%.( " (#.( ) ( mar4s (ii 3odal class ) 1( " 1% (iii 3idpoint of the modal class 3ar4 5requenc$ 1 # + % * ! ! 3idpoint (1 +& +1 1& 11 *& *1 %&

(b

1( + 1% & ) 11 (+& 1 + (+1 # + (1& + + (11 % + (*& * + (*1 ! + (%& ! (c 3ean ) $+ 1+ #+ ++%+*+ !+ ! !$&$ ) #$

) 1(.( mar4s (d
10 9 8 7

&re ue!"#

6 5 4 3 2 1 0 54.5 54.5 59.5 59.5 64.5 64.5 69.5 69.5 74.5 74.5 79.5 79.5 84.5 84.5 89.5 89.5 94.5 94.5

-ark

Statistics

#+

*. (a 3ar4 1 " 1$ 11 " &$ &1 " !$ !1 " #$ #1 " ($ (1 " +$ +1 " 1$ 11 " *$ *1 " %$ (b
45 40 35 Cumulative fre ue!"# /hird uartile 30 25 20 15 49.5 59.5 10 5 &ir,t uartile -edia!

5requenc$ 1 & 1 1& % ( ! 1

Cumulative frequenc$ 1 ! 1$ && !1 !+ !% #$

,pper boundar1$.( &$.( !$.( #$.( ($.( +$.( 1$.( *$.( %$.(

0 10.5 20.5 30.5 40.5 50.5 60.5 70.5 80.5 90.5 -ark

(c (i 2nterquartile range ) (%.( " #$.( ) 1%.$ mar4s (ii 3edian ) #%.( mar4s The median means &$ of the students scored less than #%.( mar4s.

Statistics

#1

%. (a ;ange ) (1 " && ) &% -ears. (b :ges (-ears &1 " &( &+ " !$ !1 " !( !+ " #$ #1 " #( #+ " ($ (1 " (( 5requenc& + 1( 1 ( # 1 3idpoint &! &* !! !* #! #* (!

(c (i 3odal class ) !1 " !( (&! & + ( &* + + (!! 1( + (!* 1 + (#! ( + (#* # + ((! 1 (ii 3ean ) & + + + 1( + 1 + ( + # + 1 1#!( ) #$ ) !(.*1( -ears (d
16 14 12 10 8 6 4 2 0 18 23 28 33 38 43 48 53 58 0(e (#ear,)

Statistics

&re ue!"#

#*

1$. (a Dailincome(;3 1+ " &$ &1 " &( &+ " !$ !1 " !( !+ " #$ #1 " #( (b 3idpoint 1* &! &* !! !* #! ,pper boundar&$.( &(.( !$.( !(.( #$.( #(.( 5requenc$ # 1$ * # & Cumulative frequenc$ # 1# && &+ &*

(i 3odal class ) &+ " !$ (ii 3ean )

( &! # + ( &* 1$ + (!! * + (!* # + (#! & $ + # + 1$ + * + # + & *1# ) &*

) ;3 !1.&1

(c (i
28 24

Cumulative fre ue!"#

20 16 12 8 4 0 20.5

25.5

30.5

35.5

40.5

45.5

%ail# i!"$me (.-)

(ii The number of wor4ers whose dail- income is more than ;3 !* ) &* " &# )#

8.8 SP9 PAST ;EAR 3UESTI<=S

Statistics #%

1. SP9 #>>+ (a Donation (;3 11 " 1( 1+ " &$ &1 " &( &+ " !$ !1 " !( !+ " #$ #1 " #( (b
45 40 35 Cumulative fre ue!"# 30 25 20 15 10 5 0 10.5 15.5 20.5 25.5 30.5 35.5 40.5 45.5 %$!ati$! (.-)

5requenc1 ! + 1$ 11 1 &

Cumulative frequenc1 # 1$ &$ !1 !* #$

(c (i !( (ii !$ families donated ;3 !( or less +. 4SP9 #>>-2 (a Class interval 1$ " 1& 1! " 1( 1+ " 1* 1% " &1 && " &# &( " &1 &* " !$ !1 8 !! (b 3ean ) 5requenc1 & ! ( + % # & 3idpoint 11 1# 11 &$ &! &+ &% !&

Statistics

($

(11 1 + (1# & + (11 ! + (&$ ( + (&! + + (&+ % + (&% # + (!& & 1+ & + ! + ( + + + % + # + & 1#& ) !&
) &!.1% (c
10 9 8 7 &re ue!"# 6 5 4 3 2 1 0
9.5 12.5 15.5 12.5 18.5 21.5 18.5 24.5 27.5

24.5

30.5

33.5 30.5

-a,, (k()

(d The modal class for the mass of suitcases is &( " &1 1. 4SP9 #>>1? (a :ge ( Oear &$ " &# &( " &% !$ " !# !( 8!% #$ 8 ## #( " #% ($ 8 (# (b 3ean )

3idpoint && &1 !& !1 #& #1 (&

,pper boundar&#.( &%.( !#.( !%.( ##.( #%.( (#.(

Cumulative frequenc& * 11 &1 !# !* #$

(& && + (+ &1 + (% !& + (1$ !1 + (1 #& + (# #1 + (& (& #$

## + 1+& + &** + !1$ + &%# + 1** + 1$# #$ 1#($ ) #$

) !+.&( .. SP9 #>>.=

Statistics (1

(a 3ar4s &$ " &# &( " &% !$ " !# !( " !% #$ " ## #( " #% ($ " (# 3idpoint && &1 !& !1 #& #1 (& 5requenc( 1 * 1$ + # &

(b (i 3odal class ) !( " !% (( && + (1 &1 + (* !& + (1$ !1 + (+ #& + ( # #1 + (& ( (ii 3ean ) ( + 1 + * + 1$ + + + # + & 1#+% ) #& ) !#.%* ( & d.p (c
11 10 9 8 7 &re ue!"# 6 5 4 3 2 1 0 19.5 24.5 29.5 34.5 39.5 44.5 49.5 54.5 19.5 24.5 29.5 34.5 39.5 44.5 49.5 54.5 -ark

Statistics

(&

1. =ove !er #>>1

a Class 2nterval &1 " &( &+ " !$ !1 " !( !+ " #$ #1 " #( #+ " ($ b mean ) 3idpoint &! &* !! !* #! #* 5requenc( + * 1$ 1 #

&! ( + &* + + !! * + !* 1$ + #! 1 + #* # #$ 1#&$ ) #$

) !(.(

:n- correct information that can be obtained from the frequenc- pol-gon' eg. # students donated more than ;3#*.

Statistics

(!

8. SP9 ?$ne #>>6 a 3ass (4g (& " (+ (1 " +1 +& " ++ +1 " 11 1& " 1+ 11 " *1 5requenc! * + ! 11 ( !+ 3idpoint (#.( (%.( +#.( +%.( 1#.( 1%.( 5req x midpoint 1+!.( #1+ !*1 &$*.( *1%.( !%1.( &#(&

ii.

3ean )

sum of (frequenc- midpoint sum of data &#(& = !+ = +*.11

6etween 1& " 1+ 4g of newspapers was collected over the most number of da-s (11 da-s

Statistics

(#

A. SP9 =ov #>>6 a i 3odal class is ($ " (# 4g ii 3ass (4g !$ " !# !( " !% #$ " ## #( " #% ($ " (# (( " (% +$ " +#

3idpoint !& !1 #& #1 (& (1 +&

5requenc ( * 11 &1 && 1$ ! *$

3idpoint x frequenc1+$ &%+ #+& %*1 11## (1$ 1*+ !*$(

!*$( 3ean ) *$ = #1.(+ =

6oundaries &%.( !#.( !%.( ##.( #%.( (#.( (%.( +#.( 5requenc $ ( * 11 &1 && 1$ ! Cumulative frequenc$ ( 1! &# #( +1 11 *$

d at &(N' &$ of the students have a mass of less than p ( -+ 8, 1>. SP9 ?$ne #>>8 31Statistics ((

a Class interval ("1 * " 1$ 11 " 1! 1# " 1+ 11 " 1% &$ " && &! " &( 5requenc! ( % 1$ * ! & #$ 3idpoint + % 1& 1( 1* &1 &# 5req x midpoint 1* #( 1$* 1($ 1## +! #* (1+

mean = = 1#.#

(1+ #$

d The modal class for the number of boo4s read b- these students is 1# " 1+ boo4s.

Statistics

(+

11. SP9 =ov #>>8 31a Class 2nterval 1( " 1% &$ " &# &( " &% !$ " !# !( " !% #$ " ## #( " #% 3idpoint 11 && &1 !& !1 #& #1 5requenc! ( 1 % 1 + ! #$ 3idpoint x frequenc(1 11$ 1*% &** &(% &(& 1#1 1&%$

3ean )

1&%$ #$ ) !&.&(

d The number of drivers who paid more than ;3!# for the toll )1=+=! ) 1+

Statistics

(1