Maths Module 3 - Statistics SB

Maths Module 3:
Statistics
Student’s Book
Maths Module 3: Statistics
Contents
1. Collecting and Recording Data - Page 2
- Statistical enquiry - Types of data

- Sampling - Tables
2. Analysing Data - Page 7
- Mean, mode and median - Range and interquartile range

- Averages from grouped data - Scatter diagrams
3. Presenting Data - Page 19
- Pie Charts - Bar graphs

- Histograms - Cumulative frequency diagrams
4. Probability - Page 33
- Finding probabilities - More than one event

- Tree diagrams - Independent and dependent events
Glossary - Page 41 Assessment - Page 42
Maths Module 3 : Data Handlling - page 1

1. Collecting Data
1.1 Qualitative and quantitative data
Data can be either qualitative or quantitative
Qualitative data is described using words. Quantitative data consists of numbers.
Quantitative data can be either discrete or continuous
Discrete data takes only certain values. Continuous data can take any value
For example, shoes can be bought in these sizes: For example you foot could be 18 cm long or
21 cm long. But it could also be any value in
6 6 1/2 7 7 1/2 8 8 1/2 9 between, such as 19.573 cm or 20.12134 cm.
The above values are discrete. There are no Continuous data cannot be measured exactly.
values between them. They are separate. The accuracy of the measurement depends on
the accuracy of the measuring device.
Discrete data has an exact value
Example - Ma Thandar works as a dressmaker. She makes a wedding dress for her friend.
Write down two variables associated with the dress that are:
a) qualitative b) discrete c) continuous
a) The colour of the dress is qualitative. We use words to describe colour.

b) The number of buttons is discrete. It is described by whole numbers.
c) The length of a dress is continuous. A measurement in centimetres or inches can take any value.
Practice
i. In the following questions circle whether the data is discrete or continuous:
a) Shoe Size Discrete Continuous
b) Number of children in a school Discrete Continuous
c) The length of someone's arm Discrete Continuous
d) Number of songs on a CD Discrete Continuous
e) The temperature today Discrete Continuous
f) The number of teeth in your mouth Discrete Continuous
ii. Make a list of all the characteristics you could use to describe a person - hair colour, sex, age etc.
Catagorise your list as discrete or continuous.
iii. For each type of data below, write down whether it is qualitative or quantitative
a) The names of students in a class f) The amount of rainfall in a day in Chin state
b) The heights of students in a class g) The gender of school teachers in Mandalay
c) The most popular football team in Asia h) The number of people who die from malaria
d) The number of children in a family each year in Myanmar
e) The native countries of migrants in Thailandi) The weight of rice bought in a month by a
family in Yangon
iv. For each type of quantitative data given above, state whether it is discrete or continuous.
v. Give an example of a qualitative and quantitative measure associated with

a) A motorbike b) A herd of elephants c) A person from Northern Myanmar

1.2 Sampling
To collect data we need to do a survey. Who we survey depends on the population we want to
collect data from.
If we want to collect data from everybody in the population then we need to do a census.
Often it is not possible to do a census so we take a sample of the population. Taking a sample
involves choosing part of the population and collecting data only from that part.
Example - Would a census or a sample be used to investigate:

a) People’s opinions of Barack Obama in America which has a population of around 300,000,000.
b) People’s opinions of Barack Obama in Smalltown which has a population of 105.
a) The population in this investigation is everybody who is American. It would take too long to
survey everybody so a sample would be chosen.
b) The population in this investigation is everybody who lives in Smalltown. As this population is
quite small (105 people) then a census could be taken.
Practice
For each survey in the list below
Identify the population being surveyed
State whether a census or a sample would be used
a) The names of students in a class e) The nationalities of migrants in Thailand

b) The heights of students in a class f) The gender of school teachers in Mandalay
c) The number of children in families in a small g) The number of people who die from malaria
village each year in Myanmar
d) The number of children in families in China
1.3 Primary and secondary data

Data that we collect ourselves is called primary data. Primary data can be collected by using
questionnaires, interviews, experiments and observations.
Data that already exists is called secondary data. We can use it but it was collected by another
person or organisation. The place we find the data is called the source. Secondary data can found by
searching the internet, reading reports or looking at government or United Nations statistics.
Practice
i. State whether you would collect primary or secondary data for the research given below. Explain
your answers.
a) A survey of student attendance at school d) A survey about local people’s opinions of

b) A report about daily sales in your local the United Nations
teashop e) A report comparing levels of poverty in Afri-
c) A report about tourist places in Myanmar can countries
ii. Explain one possible source of secondary data for questions c) and e) above

iii. Complete the table below to catagorise the statements as advantages or disadvantages of pri-
mary and secondary data
Cheap to collect Expensive to collect
Takes a long time to collect The data may be inaccurate
You know how it was collected Easy to collect
Data may be old Can choose who to collect data from
Data Advantages Disadvantages

Secondary
Primary
iv. If you have access to the internet use it to find the following secondary data. Give two sources for
each answer.
a) The member countries of the European Union d) The ten most recent Presidents of America
b) The five largest countries in the world by e) Five of the rights listed in the Universal
Population Declaration of Human Rights
c) The five poorest countries in the world
1.4 Methods for collecting primary data
There are a variety of different ways to collect data once the sample has been chosen. These include:
Questionnaires Observations
• We write a set of questions and give them to • We collect the data we need by going and
people to answer. watching what is happening.
• The questions can ask for facts or opinions. • For example we could observe the number
of people going to a shop in one day.
Interviews
• We prepare a set of questions to ask people Experiments
and record what they say. • Useful for collecting scientific data.
• Each interview can involve just one person • Experiments are used to test if an idea is true
or a group of people. or not.
In this section we will focus on questionnaires.
Example - Design a short questionnaire to survey the kind of music people in Smalltown like.
Are you (tick the correct response):

Male Female
What age are you?
Under 17 17-20 21-30 0ver 30
What kind of music do you like the most?
Rock Metal Traditional None
The example above shows a good questionnaire because:

• The questions are short • The language is simple
• The questions are easy to answer • It is clear how to answer the questions

Practice
i. Look at the 3 questions below, for each one
a) Give at least one reason why it is not a good question
b) Suggest a way to improve the question
How old are you?

Young Middle aged Old
How tall are you?

Under 1 metre Between 1 and 2 metres Over 2 metres
Do you agree that the teachers in your school are amazing?

Yes No
ii. Write a questionnaire of no more than 5 questions to survey student’s expectations and
ambitions when they finish school.
1.5 Recording data in tables

Once we have completed a survey by questioning, interviewing or observing, we need a way of
recording the data so we can analyse the results. The easiest way to do this is by using tables. Tables
give us a way to understand what data means.
Example - The table below shows the days of the

week on which some students were born. Each person is recorded by a single line in
the tally column.
Day Tally Frequency
Monday Groups of 5 are recorded using .
Tuesday
The total number of students born on each
Wednesday
day is shown in the frequency column.
Thursday
Friday The completed table is a frequency
Saturday distribution.
Sunday
TOTAL
Think
The table in the example is not complete. Read the questions and write your answers in the table:
a) How many students were born on Wednesday?

b) On which day were the most students born?
c) On which two days were the same number of students born?
d) What is the total number of students surveyed?
The data in the table above is discrete. For continuous data, the data is organised in groups. The
groups are called class intervals.

Example - The table below shows population
data for the United Kingdom in 1999. The data is grouped in equal class intervals of 10
years.
Ages Frequency
Think
0-9 3,890,782 Answer the questions about the data:
10 - 19 4,088,469
20 - 29 4,172,971 a) Which class interval has the largest
population?
30 - 39 5,042,082 b) Which class interval has the smallest
40 - 49 4,818,389 population?
50 - 59 3,454,277 c) How many people were aged between 10
and 29 in the United Kingdom in 1999?
60 - 69 2,374,917 d) Why do you think the final class interval is
70 - 79 1,777,692 different to the others?
80 - 89 744,780
90+ 126,935
Practice
i. A class of students was asked what job they would like to do when they graduate from school.
The answers to the survey are shown below:
Teacher Doctor Translator
Doctor Teacher Teacher
Doctor Musician Soldier
Musician Translator Translator
Soldier Teacher Musician
Nurse Teacher Nurse
Teacher Doctor Doctor
Soldier Nurse Teacher
a) Draw a frequency table for the data c) Which job was the most popular?
b) How many students were surveyed? d) Why is it useful to show this data in a table?
ii. The ages in years of 40 people are shown below
27 34 54 57 3 12
15 19 29 30 33 47
35 20 29 28 9 11
26 42 50 26 10 7
33 49 21 18 1 25
24 34 19 20 27 37
43 56 37 14
Use the data to complete the table below

Age Tally Frequency
0-9
10 - 19
20 - 29
TOTAL
a) What is the width in years of each class interval?

b) How many people are in the interval 30 - 39?
c) How many people are less than 20 years old?
2. Analysing Data
2.1 Mean, mode and median
In this section we will learn about three different methods for calculating averages of data. These
methods are called mean, mode and median. Knowing these averages helps to understand the data.
Example - The table below shows the population of 7 Asian countries. The populations are given
to the nearest million. Calculate
a) The mean b) The median c) The mode
Country Population
(millions)
Malaysia 26
Vietnam 84
Bangladesh 147
South Korea 48
Phillipines 86
Thailand 63
Myanmar 48
a) We calculate the mean by adding all the populations and dividing by the number of countries
26 + 84 + 147 + 48 + 86 + 63 + 48 502
mean = = = 72
7 7
To the nearest million the mean population of the 7 countries is 72,000,000.
b) To find the median we put the populations in order: 26, 48, 48, 63, 84, 86, 147. The median is
the middle value. In this example the middle value is the 4th value. So, median = 63,000,000.
c) The modal population is the population which occurs the most often. Here, mode = 48,000,000.
Think
Look at the example above and complete the sentences using the words in the box:
middle sum median mode divided most
The mean of a set of data is the _____________ of all the values _______________ by the total number
of values.
The _______________ is the _______________ value when the data is arranged in order of size.
The ______________ of a set of data is the value which occurs the _____________ often.

Practice
i. Ten students got the following marks out of 40 in their English exam:
37 34 34 34 29 27 27 10 4 28
Calculate:
a) the mode b) the median c) the mean
ii. The table below shows the population of the capital cities of the 7 Asian countries on the previous
page. Calculate:
a) the mode b) the median c) the mean
City Population
Kuala Lumpur 1,145,000
Hanoi 3,083,000
Dakar 3,839,000
Seoul 10,231,217
Manila 1,581,082
Bangkok 5,882,000
Yangon 4,082,000
iii. The graph below shows the ten countries in the world with the highest number of migrants from
other countries.
a) Circle the correct migrant population of France
6,471 647,100 6,471,000 64,710,000
b) Circle the correct migrant population of Russia
twelve million and eighty thousand one million two hundred thousand eight hundred
twelve million and eighty
iv. Use the graph above to calculate the mean

There is also a formula for finding the mean:
Σ means 'the sum of.....'. x is each data value.
It is pronounced 'sigma'.
mean = Σx n is the total number

of data values.
n
Think
The total of a set of 12 numbers is 36. Calculate the mean.
In this example Σx = _____? n = _____?

Once we know Σx and n we can calculate the mean. In this example mean Σx/n = _____?
2.2 Choosing an appropriate average

The mode is useful when we want to know the most common value for the data, e.g.
- Which job is the most common choice for graduating students?
- Which day of the week is the most common birthday?
The mean and median are useful when we want to give a typical value for the data. However, the
mean is influenced if one value in the data is a lot bigger or smaller than the other values.
Example - The table below shows the population of 8 Asian countries. The populations are given
to the nearest million.
a) Calculate i) the mean and ii) the median

b) Explain why we would not use the mean in this example
Country Population
(millions)
Malaysia 26
Vietnam 84
Bangladesh 147
South Korea 48
Phillipines 86
Thailand 63
Myanmar 48
China 1313
a) i) The mean is
26 + 84 + 147 + 48 + 86 + 63 + 48 + 1313 1815

mean = = = 227
8 8
To the nearest million the mean population of the 8 countries is 227,000,000.

ii) 26, 48, 48, 63, 84, 86, 147, 1313. The median is the middle value. In this example there are an
even number of data values so the median is the mean of the middle two data values:
63 + 84 147
median = = = 73.5 = 74
2 2
The median population is 74,000,000.
b) In the example on page 9 the mean population was 72,000,000. In this example we added
China to the data. China has a very large population. The mean has increased to 227,000,000. This
number is much higher than 7 of the countries’ populations, so we would not use the mean in this
example. It would be better to use the median value.
2.3 The quartiles

The median divides a set of data into two. It is the value half way into the data. We can also divide
data into four quarters. When the data is arranged from the smallest to the largest:
- The lower quartile is the value one quarter of the way into the data.
- The upper quartile is the value three quarters of the way into the data
Example - 15 people were asked ‘How many cousins do you have?’. The data is given below in
order from smallest to largest. Find:
a) The lower quartile b) The median c) The upper quartile
Number of
0 2 4 5 7 8 10 12 12 12 13 14 14 15 16
cousins
a) The lower quartile is the 4th value. The lower quartile is 5.

b) The median is the 8th value. The median is 12.
c) The upper quartile is the 12th value. The upper quartile is 14.
Think
In the example above n = 15. Use this information to match the words on the left with the correct
formula on the right.
⎛ n + 1 ⎞ th Value
Lower quartile ⎜ 2 ⎟
⎝ ⎠
3(n + 1 )
Median th Value
4
⎛ n + 1⎞
Upper quartile ⎜ ⎟ th Value
⎝ 4 ⎠

Example - The table below shows the life expectancy of people in South America. Calculate:
a) The median b) The lower quartile c) The upper quartile
Country Argentina Bolivia Brazil Chile Colombia Ecuador

Life expectancy 75.5 71.1 71.1 76.8 71.1 71.9
F. Guiana Guyana Surinam Paraguay Peru Uruguay Venezuala

76.7 63.1 69.2 74.4 70.9 75.9 73.8
Before answering any of the questions we need to arrange the numbers from smallest to largest.
63.1 69.2 70.9 71.1 71.1 71.1 71.9 73.8 74.4 75.5 75.9 76.7 76.8
13 + 1
a) The median is the = 7 th value . The median is 71.9 years.
2
13 + 1 1
b) The lower quartile is the =3
th value . The lower quartile is halfway between the 3rd
4 2
value and the 4th value, (70.9 + 71.1)/2 = 71 years.
3(13 + 1) 1
c) The upper quartile is the th value . The upper quartile is halfway between the
= 10
4 2
10th and 11th value, (75.5 + 75.9)/2 = 75.7 years.
Practice
Below is the table from page 10 showing capital city populations of 7 Asian countries.
Calculate: a) The lower quartile b) The upper quartile
City Population
Kuala Lumpur 1,145,000
Hanoi 3,083,000
Dakar 3,839,000
Seoul 10,231,217
Manila 1,581,082
Bangkok 5,882,000
Yangon 4,082,000

2.4 The range and interquartile range
The range of a set of data is the difference between the highest and the lowest value.
Range = highest value - lowest value
The interquartile range is the difference between the upper and lower quartiles.
Interquartile range = upper quartile - lower quartile
Practice
i. Use the table in the example on the previous page to find the range and the interquartile range for
the life expectancies of people in South America.
ii. Use the data for the practice question on the previous page to calculate the range and interquar-
tile range of the popultations.
2.5 Averages from frequency distributions

In this section we will learn how to find averages from frequency distributions.
Example - 107 families were surveyed to find out how many children were in the family. The
results are given in the table. Find:
Number of Frequency (f)
a) The mode b) The median c) The mean children (x)
0 23
a) The mode is the value which occurs most often. In a 1 30
frequency table this is the item of data with the highest 2 28
frequency. For this data the mode is 1 child. There are 3 17
more families with 1 child than any other number. 4 9
Total (Σf) 107
b) The median is the middle value of the data.
∑ f +1
The median = th value . Here Σf = 107, so the median = (107 + 1)/2 = 54 th value.
2
If we look at the table we see that:
Families 1 -23 have 0 children
Families 24 - 53 have 1 child
Families 54 - 82 have 2 children
The 54th value lies in the catagory of families with 2 children. The median is 2 children.
c) The mean is the total number of children divided by the total number of families. The total
number of children is found by multiplying the number of children by the frequency for each
value. So the mean is
0 × 23 + 1 × 30 + 2 × 28 + 3 × 17 + 4 × 9 196
mean = = = 1.83
107 107

There is also a formula for finding the mean of a frequency distribution:
Σ means 'the sum of.....'.
It is pronounced 'sigma'. x is each data value.
mean = Σfx f is the frequency for

each data value.
Σf
Example - Use the formula to calculate the mean for the table in the previous example.
To do this we add a column by calculating the values fx:
Number of Frequency (f) fx
children (x)
0 23 0
1 30 30
2 28 56
3 17 51
4 9 36
Σf = 107 Σf x = 173
When we have the values for Σf and Σfx we can calculate the mean = Σfx/ Σf = 173/107 = 1.62
Practice
i. The table below shows the number of goals scored per game in 31 matches.
Number of goals 0 1 2 3 4 5 6 7
Frequency 4 11 8 6 1 0 0 1
a) Use the table above to complete the one below
Number of Frequency fx
goals (___) (___)
0
1
2
3
4
5
6
7
Σf = ______ Σf x = _____
b) Use the formula to calculate the mean of the data
ii. The table below shows the results of a survey into the number of people in different house-
holds. Use the method in the example to find the mean of the data.
Number of people 2 3 4 5 6 7 8 9
Frequency 4 11 8 6 3 2 0 2

2.6 Range and interquartile range
Example - Use the table from the previous example to find
Number of Frequency (f)
a) The range b) The interquartile range children (x)
0 23
a) Range = highest value - lowest value = 4 - 0 = 4 1 30
2 28
n +1 107 + 1 108 3 17
b) Lower quartile is the = =
= 27 th value 4 9
4 4 4 Total (Σf) 107
The 27th value is in the catagory of families with 1 child.
The lower quartile is 1 child.
3(n + 1) 3(107 + 1) 324

Upper quartile is = =
= 81st value
4 4 4
The 81st value is in the catagory of families with 2 children. The upper quartile is 2 children.
The interquartile range = upper quartile - lower quartile = 2 - 1 = 1 child.
Practice
Use the method in the example to calculate the lower and upper quartiles of the data in ques-
tions i) and ii) on the previous page.
2.7 Averages from grouped data

Example - The completed table from exercise ii on page 7 is shown below. Calculate:
a) the mean b) the median c) the mode
Age Frequency (f) Middle value (x) fx

0-9 4 4.5 18 The values in the third
column are the middle
10 - 19 8 14.5 116
values of the class intervals.
20 - 29 12 24.5 294
30 - 39 8 34.5 276 For example (0 + 9)/2 = 4.5
40 - 49 4 44.5 178
50 - 59 4 55.5 222 We need these values to
Total (Σf) 40 Total (Σfx) 1104 calculate the mean
a) The formula for calculating the mean is
sum of (middle values x frequencies) ∑ fx 1104

= = = 27.6
sum of frequencies ∑f 40

b) There were 40 people so the median is given by the (40 + 1)/2 = 20.5 th value. This values lies
in the class interval 20 - 29 years. We cannot give an exact value for the median.
c) We do not find the mode for grouped data. We find the modal class. The modal class is the class
interval with the highest frequency. In this example the modal class is 20 - 29 years.
Note that we only use the modal class if the class intervals are the same.
Practice
i. The table below shows the time taken by a class of students to complete their maths homework
Time taken (minutes) 0-9 10-19 20-29 30-39 40-49

Number of students (f) 2 4 12 5 2
a) Use the table above to complete this table:
Age Frequency (f) Middle value (x) fx

0-9 4.5 9
10 - 19 4
20 - 29 294
30 - 39 5
40 - 49 44.5
Total (Σf) Total (Σfx)
b) Find the mean for the data using the method in the example.
ii. For each table below
Draw a new table similar to the one in the example
Find the mean of the data
a)
Class 1-5 6-10 11-15 16-20
Frequency 2 9 3 1
b)
Class 10- 20- 30- 40- 50-59
Frequency 8 11 13 9 7
c)
Class 10-12 12-14 14-16 16-18 18-20

2.8 Scatter diagrams
We can use scatter diagrams to show if two sets of data are related.
Example - Kyi Phyu wanted to know if there was a relationship between the number of cold
drinks sold and the average daily temperature. To do this she did a survey for 13 days. The results
of the survey were:
Average Temperature (oC) 13 14 21 22 16 18 13 20 21 18 15 16 14
Cold drinks sold 5 9 51 48 20 30 15 32 42 37 23 25 14
We can plot each point (13,5), (14,9) etc. on a graph*. This graph is called scatter diagram or
scatter graph.
Comparison of average daily temparature and number of cold drink sold
Number of cold
drinks sold
Average daily temperature (oC)
The graph shows that there may be a relationship between the number of ice-creams sold and the
average daily temperature - As the temperature increases the number of drinks sold increases.
*For a guide to drawing graphs, see appendix A.
Practice
i. In the example above, why do you think more drinks are sold as the temperature increases?
ii. While driving to visit her sister, Chandra wrote down the distance remaining every 10 minutes. The
scatter diagram below shows the results. Is there a relationship between the time she has been driv-
ing and the distance remaining?
Relationship between travelling time and remaining distance
Distance remaining
Travelling time

iii. Every Monday for 11 weeks, Aung Mon recorded the temperature in oF and the rainfall in mm. The
results were:
Temperature (oF) 74 70 63 68 65 64 60 51 54 56 50
Rainfall (mm) 1 0 2 7 5 1 8 2 7 4 6
a) Use the table to complete the scatter diagram below
b) Use the scatter diagram to say if there is a relationship between the temperature and rainfall.
Comparison of daily temperature and amount of rainfall
These examples show that scatter diagrams can be used to show if there is a relationship between two
sets of data. A relationship between two sets of data is called a correlation.
Positive Correlation Negative Correlation No Correlation
When the values in two When the values in one When there is no
sets of data increase or data set decrease as the relationship between
decrease at the same values in the other set the two sets of values,
time the relationship is increase the relationship there is no correlation.
called a positive is called a negative
correlation. correlation.
Think
i. Look at the example and question i. on the previous page and complete the sentences
There is a ________________ correlation between the average daily temperature and the number
of cold drinks sold, because as the temperature __________________ the number of cold drinks sold
______________.
There is a ________________ correlation betwen the time spent driving and the distance remaining,
because as the time ____________________ the distance remaining _________________.

Practice
i. The table below shows the number of hours of sunshine and the maximum temperature in nine
British towns on one day.
Hours of sunshine 13.5 15 10 11.5 12 15 12 11 14

Maximum temperature (oC) 15 20 12 14 13 19 16 14 17
a) Complete the scatter diagram below by plotting the points and giving it a title
b) Use the scatter diagram to complete the sentence below:
There is a ________________ correlation between the hours of sunshine and the maximum tempera-
ture, because as the hours ____________________ the temperature _________________.
Number of hours of
sunshine
Maximum temperature (oC)

ii. Min Tin wanted to answer this question:
'Is there a relationship between the area of a country and its population?'
To answer the questions he searched the internet to find the area and population of 10 countries.
The results are shown below:
Area (000s) 250 184 292 387 435 211 169 146 262 95
Population 31 17 16 79 75 61 27 127 47 61
(millions)
a) Draw a scatter diagram of the data

b) Comment on the relationship between area and population of a country

3. Presenting Data
3.1 Introduction
Diagrams are often used to present data. There are many different kinds of diagrams. In this chapter
we will learn about 4 different types:
• Pie charts, bar graphs and cumulative frequency graphs for presenting discrete data.
• Histograms and cumulative frequency graphs for continuous data.
Subjects studied
120
100
Year 1
Year 2
Number of students
80
60
40
20
Science Arts Languages
Think
Look at the diagrams shown. You may have seen diagrams similar to this before.
a) Make a list of the places where you have seen diagrams for presenting data either at home, at
school or in your community. Think about what these diagrams were presenting.
b) Why do you think people use diagrams to present data?

3.2 Pie Charts
Pie charts are mostly used when the data can be organised into categories, such as different colours
or types of transport.
Example - Some students did a survey of the types of vehicles passing in front of Mae La camp in
one hour. They recorded the results in a table. Draw a pie chart of the data.
Type of vehicle Number of vehicles

Cars 140
Motorbikes 70
Vans 55
Buses 5
Total vehicles 270
A pie chart is a circular diagram so we need to represent each part of the data as a proportion of
360 degrees. Look at the table to see how we do this:
Type of vehicle Number of vehicles Calculation Degrees of circle

Cars 140 (140/270)*360 187
Motorbikes 70 (70/270)*360 93
Vans 55 (55/270)*360 73
Buses 5 (5/270)*360 7
We then need to use a protractor and a compass to draw the pie chart:
Types of vehicles passing in front of Mae La camp

Practice
i. The following day the students did another survey of the types of vehicles passing Mae La.
a) Complete the table of their survey:
Type of vehicle Number of vehicles Calculation Degrees of circle

Cars 110 (110/240)*360
Motorbikes 80
Vans 40
Buses 10
b) Use a protractor to complete the pie chart of the data:
ii. The table shows the grades achieved by 30 students in their final exams. Draw a pie chart of the
data.
Grade A B C D E
iii. The pie chart below shows how a group of scholarship students in America travel to university. Use
the chart to answer the questions.
a) What is the most popular method of transport?
b) What fraction of the students travel by car?
c) Six students travel by car. What is the total number of

students?
d) How many students travel by taxi?
e) How many students cycle?

3.3 Bar Graphs
Example - A farmer wanted to know the effects of using fertiliser on his crop of peas. He set up
two pieces of land of equal size and planted many peas in both. He used fertiliser on one piece of
land but not the other. All the other factors were the same.
At harvest time he selected 150 pea pods from each piece of land and counted the number of peas
in each pod. The results were:
Without fertiliser
4656564649536854686567465286565554446756
7556485375364756575767547555665675868676
6376833447656457377677466567634663767686
666476653867686766684486626573
With fertiliser
6 7 7 4 9 5 5 5 8 9 8 9 7 7 5 8 7 6 6 7 9 7 7 7 8 9 3 7 4 8 5 10 8 6 7 6 7 5 6 8
7 9 4 4 9 6 8 5 8 7 7 4 7 8 10 6 10 7 7 7 9 7 7 8 6 8 6 8 7 4 8 6 8 7 3 8 7 6 9 7
6976839576879784877766863858767496668478
9 7 7 4 7 5 7 4 7 6 4 6 7 7 6 7 8 7 6 6 7 8 6 7 10 5 10 4 7 7
In this form the data is not much use as we cannot compare the two sets. Before we make a bar
chart we represent the data in a tally chart. For the 'without fertiliser' data we have:
Number of
peas in a pod Tally Frequency
1 0
2 2
3 11
4 19
5 29
6 51
7 25
8 12
9 1
If we plot the number of peas in

a pod on the horizontal axis and
the frequency on the vertical axis
then we can draw the bar graph, as
shown.
The data is discrete so the bars in

the chart do not touch.

Practice
i.
a) All graphs should have a title. What title would you give to the graph in the previous example?
b) What is the modal value for the data set in the example?
ii. Look at the table below, showing the number of goals scored in 31 matches.
Number of goals 0 1 2 3 4 5 6 7
Frequency 4 11 8 6 1 0 0 1
Draw a bar graph to represent the data. Remember to label the axes and give the graph a title.
iii. A class of 20 students was asked 'How many pets live in your house?' The following data was
collected:
0 1 2 2 1 3 4 3 1 2 0 0 1 0 2 1 0 1 0 1
a) Is this data discrete or continuous. Why?
b) Draw a frequency table for the data.
c) Use the frequency table to draw a bar graph Remember to label the axes and give the graph a
title.
d) Look at the graph and answer the questions:
What percentage of the households had no pets?

What percentage of the households had 3 or more pets?
iv. All the households in a small village were asked 'How many people live in your household?'. A bar
graph of the results is shown below.
a) How many households gave data in the survey?
b) How many households had only one or two occupants?
c) What percentage of households had five or more occupants?

v. Look back at the example at the beginning of section 3.3. For the 'with fertiliser' data:
a) Organise the data in a tally-frequency table.
b) Draw a column graph of the data.
c) What evidence is there that fertiliser increases the number of peas in a pod?
3.4 Multiple bar graphs

We can display two sets of data side by side on a bar graph. This kind of bar graph is called a
multiple bar graph.
Example - The multiple bar graph below shows how many students studied which subjects in
different year groups.
Subjects studied
120
100
Year 1
Year 2
Number of students
80
60
40
20
Science Arts Languages

Subject
Think
Look at the bar graph and answer these questions (approximate answers are acceptable):
a) What do the first columns for each subject show?
b) How many students studied Arts in year 1?
c) How many year 2 students studied Science?
d) How many language students were there in total?
e) Which subjects were the most popular in year 2?
f) How many students were there in year 1 and year 2?

Practice
i. PTJMC has a lot of visitors from different continents. The bar chart below shows the number of visi-
tors from Asia, Europe and North America over a period of 3 months.
Use the bar graph to complete the statements

a) The darkest columns represent the number of visitors in _______________________.
b) The school had the most visitors from Europe in ________________________.
c) The school had the fewest visitors from Asia in ____________________.
d) The school had _________ visitors from Asia in September.
e) The school had __________ visitors from America during the three months shown.
f) The month with the most visitors was ______________.
g) The total number of visitors for the 3 months was _________________.
ii. Mae Tao clinic records all the child patients it treats in one day. The table shows the numbers for
last Saturday. M means male, F means female. Use the table to answer the questions below. Work in
pairs.
Age Sex Age Sex Age Sex Age Sex

M/F M/F M/F M/F
1 F 3 M 5 M 2 F
3 M 2 M 3 M 5 M
1 M 2 F 1 F 3 M
3 M 1 F 2 M 1 M
4 F 1 F 5 M 2 M
3 M 4 F 2 M 2 M
1 F 1 F 5 M 2 F
5 F 5 F 3 M 2 F
a) Draw two frequency tables - one for males, one for females which shows the frequencies by age.
b) Use the tables to draw a multiple bar graph to compare children by ages and sex.
c) Write five fill in the blank statements about the bar graph similar to those in question i. When you
have finished swap your statements with another pair and answer their statements.

3.5 Histograms
We use bar charts when we are presenting discrete data. To present continuous data we organise the
data into class intevals and draw a histogram. In a histogram the bars are connected to show that the
data is continuous. If the bars are the same width then the frequency is given by the height of the bar.
The diagram is an example of a histogram.
Example - The people of Verti village are very tall. A sample of 30 people in the village were
measured. The results are shown below in centimetres.
244.6 245.1 248 248.8 250 251.1 251.2 253.9 254.5 254.6 255.9 257
260.6 262.8 262.9 263.1 263.2 264.3 164.4 265.0 265.5 265.6 266.5
267.4 269.7 270.5 270.7 272.9 275.6 277 5
a) Group the data into class intervals b) Draw a histogram of the data
a) The lowest value in the set is 244.6. The highest is 277.5. This gives a range of about 35. So we
can use a group width of 5 to get 8 groups.
Height in cm (d) Tally Frequency

240 ≤ d < 245 | 1
245 ≤ d < 250 ||| 3
250 ≤ d < 255 | 6
255 ≤ d < 260 || 2
260 ≤ d < 265 || 7
265 ≤ d < 270 | 6
270 ≤ d < 275 ||| 3
275 ≤ d < 280 | 2
b) We can draw the histogram using this table, by putting the frequency on the vertical axis and the
heights on the horizontal axis.

Heights of people in Verti village
Practice
i. The histogram in the example needs a title. Write one.
ii. The table below shows the heights of a squad of basketball players. Draw a histogram to represent
the data. Remember to label the axes and give the graph a title.
Height (cm) Frequency

170 ≤ H < 175 1
175 ≤ H < 180 8
180 ≤ H < 185 9
185 ≤ H < 190 11
190 ≤ H < 195 9
195 ≤ H < 200 3
200 ≤ H < 205 3
iii. The numbers below show the weights of 17 parcels sent from resettled people in America to their
friends and families in Umphiem Mai camp.
1.2 kg 1.8 kg 250 g 2.34 kg 2.99 kg 750 g 3.4 kg 3.85 kg 4.6 kg

2.12 kg 1.11 kg 1.67 kg 4.9 kg 4.12 kg 2.31 kg 1.75 kg 4.23 kg
a) Explain why this data is continuous.

b) Complete the grouped frequency table below. Each class intervals has size 1 kg.
Weight (kg) (W) Frequency

0≤W<1 2
1≤W<2
2 ≤ W ___ 4
c) Draw a histogram of the data. Label the axes and give the graph a title.
iv. In Oompa Loompa land, the people are very short, the heights of the 30 shortest people in Oom-
pa Loompa land are:
115.7 122.1 110.2 129.7 130.5 122.9 133.5 113.7 120.7 115.2 125.9 126.2 128.0
134.7 131.1 118.3 112.5 128.3 132.3 133.5 133.6 119.7 123.4 124.1 134.0 130.2
134.4 126.8 129.1
a) Group the data into class intervals with width of 5 cm and create a frequency table
b) Draw a histogram of the data
3.6 Cumulative frequency
The cumulative frequency is the total frequency up to a particular upper class boundary.
Example - The number of points scored in 40 games played between 2 people was recorded in a
table. Use the table to draw a cumulative frequency table.
Number of points Frequency

0 - 10 2
11 - 20 5
21 - 30 9
31 - 40 12
41 - 50 8
51 - 60 4
The number of points scored is discrete so the upper class boundaries are 10, 20, 30, .......
Number of points Cumulative Frequency

0 - 10 2
0 - 20 2+5=7
0 - 30 2 + 5 + 9 = 16
0 - 40 2 + 5 + 9 + 12 = 28
0 - 50 2 + 5 + 9 + 12 + 8 = 36
0 - 60 2 + 5 + 9 + 12 + 8 + 4 = 40
Example - The length of 50 books was recorded in a table. Use the table to draw a cumulative
frequency table.
Length (cm) 0-8 9 - 13 14 - 18 19 - 23 24 - 28 29 - 33

Frequency 5 10 16 9 7 3
The length is continuous data so the upper class boundaries are 8.5, 13.5, 18.5, ...........
Length (cm) Cumulative Frequency

0 ≤ l < 8.5 5
0 ≤ l < 13.5 15
0 ≤ l < 18.5 31
0 ≤ l < 23.5 40
0 ≤ l < 28.5 47
0 ≤ l < 33.5 50

Practice
Draw a cumulative frequency table for each table below
a) b)
Time listening to the Frequency Number of students in Frequency
radio (hours) the class
0-3 3 0-5 8
4-7 5 6 - 10 7
8 - 11 8 11 - 15 9
12 - 15 3 16 - 20 7
16 - 18 1 21 - 25 9
c) d)
Age of mother at birth Frequency Daily temperature (oC) Frequency
of baby (years) -10 ≤ t < 0 12
16 - 20 3 86
0 ≤ t < 10
21 - 25 6
10 ≤ t < 20 185
26 - 30 17
20 ≤ t < 30 79
31 - 35 26 3
30 ≤ t < 40
36 - 40 11
41 - 50 2
3.7 Cumulative frequency graphs

You can display data in a cumulative frequency graph by plotting the cumulative frequency against
the upper class boundary for each class interval.
Example - The number of people queuing to receive rice rations in Umphiem Mai was recorded at
10 minute intervals for one hour. The table shows the frequency distribution.
Draw the cumulative frequency diagram for the data.
Number in queue 0-9 10 - 19 20 - 29 30 - 39 40 - 49 50 - 59

Frequency 8 14 26 16 12 4
The draw the cumulative frequency graph you must first draw a cumulative frequency table. The
numbers of people are discrete, so the upper class boundaries are 9, 19, 29, 39, ......
Number of points Cumulative Frequency

0≤m≤9 8
0 ≤ m ≤ 19 22
0 ≤ m ≤ 29 48
0 ≤ m ≤ 39 64
0 ≤ m ≤ 49 76
0 ≤ m ≤ 59 80
We draw the cumulative frequency graph by plotting (9,8), (19,22), (29, 48), ........

Number of people against points scored in a game
Note that the points are connected

using straight lines because the
data is discrete.
The cumulative frequency is al-

ways plotted on the vertical axis
Practice
Draw a cumulative frequency graph for each table in the practice section on the previous page.
3.8 Spread from cumulative frequency graphs

A cumulative frequency graph can be used to estimate the median, the upper quartile and the lower
quartile of a distribution. The graphs below demonstrate how to do this.
Estimating the median - To estimate the median from a cumulative frequency graph we find the
n/2 th value in the distribution.
Estimating the quartiles - The lower quartile is the n/4 th value in the distribution. The upper quar-
tile is the 3n/4 th value in the distribution.

The interquartile range - The interquartile range = upper quartile - lower quartile.
Example - The table gives information about the time (in seconds) between planes landing at an
airport. Find an estimate for:
a) Median b) The lower and upper quartiles c) The interquartile range
First we need the cumulative frequency table and the graph.
Time taken between planes landing at an airport Time (seconds) Frequency

60 ≤ t < 100 5
100 ≤ t < 140 14
140 ≤ t < 180 10
180 ≤ t < 220 9
220 ≤ t < 260 7
260 ≤ t < 300 3
Time (seconds) Cumulative

Frequency
60 ≤ t < 100 5
60 ≤ t < 140 19
60 ≤ t < 180 29
60 ≤ t < 220 38
60 ≤ t < 260 45
60 ≤ t < 300 48
We can read the estimates from the graph
a) The median is the 48/2 th value = 24th value = 160 seconds

b) The lower quartile is the 48/4 th value = 12th value = 120 seconds
The upper quartile is the 3(48)/4 th value = 36th value = 212 seconds
c) The interquartile range is upper quartile - lower quartile = 212

Practice
i. For tables 1) and 2) d) Find an estimate for the lower and upper
a) Draw a cumulative frequency table quartiles
b) Draw a cumulative frequency graph e) FInd an estimate the interquartile range
c) Find an estimate for the median
1) 2)
Number of particles Frequency Age of company Frequency
employee (years)
0 - 50 10 16 < a ≤ 20 6
51 - 100 16 21 < a ≤ 25 9
101 - 150 13 26 < a ≤ 30 14
151 - 200 11 31 < a ≤ 35 4
201 - 250 7 36 < a ≤ 40 2
251 - 300 3 41 < a ≤ 45 1
ii. The table gives information about the body temperatures of a random sample of people. Find:
a) The median b) The interquartile range
c) The number of people with a body temperature of less than 37 oC
Body temperature (oC) Frequency

< 36.0 8
< 36.3 23
< 36.6 44
< 36.9 78
< 37.2 101
< 37.5 115
< 37.8 120

4. Probability
4.1 Finding probabilities
Probability is about calculating or estimating what might happen in the future. The probability of
something happening, an event, is expressed as a number between 0 and 1.
If an event is impossible its probability is 0. If an event is certain its probability is 1.
We often use words such as impossible, certain, likely, unlikely to describe probabilities.
Practice
i. Complete the table below by thinking of events that are either impossible, certain or in between.
An example is given for each case.
Impossible In between Certain

A man will get pregnant I will eat chocolate today This lesson will end
ii. Seven counters numbered 1 to 7 are placed in a bag. One counter is taken out and you have to
guess whether the next counter will be higher or lower.
In each case below use one of the words certain, likely, unlikely, impossible to complete the sen-
tence.
a) If the first counter taken is 7, then the probability that the second 7
counter is lower than 7 is _______________.
b) If the second counter taken is 1, then the probability that the third 1
counter is lower than 2 is _______________.
c) If the third counter taken is 6, then the probability that the fourth 6
counter is greater than or equal to 5 is _______________.
If we want to be more accurate than using words, we can calculate probabilities using the formula:
P(event) = the number of ways the event can occur
the total number of possible outcomes
P(event) means the probability of an event. The answer can be written as a fraction, decimal or a
percentage.

Example - A normal dice is numbered 1 to 6. If we throw the dice:
a) What is the total number of possible outcomes?

b) What is the chance of throwing a 6?
c) What is the chance of throwing an odd number?
a) The possible outcomes are 1,2,3,4,5,6. So, the total number of possible outcomes is 6.
b) There is only one 6 on a dice so the number of ways of throwing a six is 1. Using the formula
gives: the number of ways the event can occur 1
P(throwing a six) = =
the total number of possible outcomes 6
c) There are 3 ways of getting an odd number - 1, 3, 5. Using the formula gives:
the number of ways the event can occur 3
P(throwing an odd number) = =
Practice
i. A normal dice is rolled. What is the probability of throwing:
a) 5? b) an even number? c) a multiple of 3? d) not 6?
ii. Five strawberry, two orange and three blackcurrant flavoured sweets are placed in a box. A sweet
is taken from the box. Find the probability that the sweet is:
a) blackcurrant flavoured b) not orange flavoured
iii. A normal pack of cards contains 52 cards. There are 4 suits - hearts, spades, diamonds and clubs.
The hearts and diamonds are red. The spades and clubs are black. Each suit contains 13 cards - an
ace, a king, a queen and a jack and nine cards labelled 2 to 10. This is shown in the table:
Black Spades King Queen Jack 10 9 8 7 6 5 4 3 2 Ace

Clubs King Queen Jack 10 9 8 7 6 5 4 3 2 Ace
Red Diamonds King Queen Jack 10 9 8 7 6 5 4 3 2 Ace
Hearts King Queen Jack 10 9 8 7 6 5 4 3 2 Ace
Use the table to answer the questions. If you take a card from a pack what is the probability that:
a) The card will be red? b) The card will be black?
c) The card will be a heart? d) The card will be a jack?
e) The card will be a black king?
iv. Some students play a game with the spinner shown.
a) How many outcomes are there? (Hint: the number of

outcomes is not the same as the number os squares.)
b) Which colour should I choose if I want to win?
c) Use probability to explain your answers to b).

v. Complete the table below to show the probability of the different events in fractions, decimals
and percentages. An example is given for you.
Event Probability
Fraction Decimal Percentage
A newborn baby is a boy 1/2 0.5 50 %
Rolling a dice and getting an even number
Spinning the spinner in iv. and getting blue
Pulling a red card from a pack of cards
4.2 More than one event

In section 4.1 we only considered single event probabilities. Sometimes we would like to know the
outcome of more than one event.
Example - A card is draw from a normal pack of cards. What is the probability that the card is a
'king' or a 'ten'?
There are 4 kings in a pack of 52, so P(King) = 4/52. There are also 4 tens so P(Ten) = 4/52
To find P(King or 10) we add the two probabilities; P(King or 10) = 4/52 + 4/52 = 8/52.
Note: In this example choosing a king and choosing a ten cannot happen at the same time. We say
they are mutually exclusive. For two mutually exclusive events A, B: P(A or B) = P(A) + P(B).
Example - There are 5 red, 3 green and 2 yellow counters in a bag. A counter is taken from the
bag. Calculate the probability that the counter will be:
a) red b) green c) yellow d) red or green e) not yellow
a) P(red) = 5/10 because there are 5 red counters and 10 counters in total
b) P(green) = 3/10 c) P(yellow) = 2/10
d) The two events are mutually exclusive so

P(red or green) = P(red) + P(green) = 5/10 + 3/10 = 8/10
e) The probability of getting red, green or yellow is 1 because it is a certain event:

P(red) + P(green) + P(yellow) = 1
So, P(red or green) = 1 - P(yellow).
Now, P(red or green) is the same as P(not yellow) so:

P(not yellow) = 1 - P(yellow) = 1 - 2/10 = 8/10
Think
Look at the previous example:
a) Explain why P(green) = 3/10
b) Explain why the events P(green) and P(red) are mutually exclusive
c) Explain why the event P(red or green) is the same as P(not yellow)
d) Explain why the equation P(not yellow) = 1 - P(yellow) is true
Practice
A card is taken from a normal pack of cards. Find the probability that:
a) The card is an ace or a ten b) The card is black or red

c) The card is an ace or a ten or a nine d) The card is a black king or a red jack
If there is more than one object used to generate outcomes then we can draw a table to map out all
the possible outcomes. The table is called the sample space.
Example - Two normal dice are rolled and the numbers shown added together. Cal-
culate the probability that the sum will be:
a) 10 b) a multiple of 5 c) not 7
The sample space can be drawn like this:
+ 1 2 3 4 5 6
1 2 3 4 5 6 7
2 3 4 5 6 7 8
3 4 5 6 7 8 9
4 5 6 7 8 9 10
5 6 7 8 9 10 11
6 7 8 9 10 11 12
The table tells us that the the total number of possible outcomes is 36 because the total number of
squares is 36.
a) We can see in the table that there are 3 ways to make 10 from rolling 2 dice: 6 and 4, 5 and 5, 4
and 6. Using the formula we have
the number of ways the event can occur 3
P(10) = =
b) The only numbers in the table that are a multiple of 5 are 5 and 10. There are 4 ways to make 5
so P(5) = 4/36. We know that the probability of making 10 is P(10) = 3/36. So,
P(multiple of 5) = P(5) + P(10) = 4/36 + 3/36 = 7/36
c) The table shows that there are 6 ways to make 7 when rolling two dice, so P(7) = 6/36.
P(not 7) = 1 - P(7) = 1 - 6/36 = 30/36
Practice
i. The sample space shows the outcomes of the sex of
twins. The top is the outcomes for the first twin. The side is
the outcomes for the second twin.
G means girl, B means boy.
a) How many outcomes are there?
b) There is one outcome both twins will be girls. Shown by

GG. Complete the statement:
P(2 girls) = 0._____
c) P(2 boys) =
d) P(1 girl and 1 boy) =

e) Complete the sentence:
A woman is more likely to have ____________________ than ____________________ or _________________.
f) What is the probability that a woman will have twins of the same sex?
ii. A game is played using the two spinners shown. In one 'turn' a player spins
both spinners. The sum of the two numbers is the score for that 'turn'. The
score shown is 9. 1 5
a) Complete the table showing all possible scores for one 'turn'
+ 1 3 5 7 7 3
2 5 7
4 5
6 9 11 2 4
8 9 13
b) Write the probability that a player will score 11 in one 'turn'. 6 8

c) Write the probability that a player will score more than 10.
d) Write the probability that a player will score a prime number.
e) Write the probability that a player will score a multiple of 3.
4.3 Tree diagrams
Example - A british one pound coin has two

sides - head and tail. If we flip the coin there are
two possible outcomes - head or tail.
The outcome of flipping coin can be represent-

ed on a tree diagram. The one here shows the
outcomes of flipping a coin twice.
The dots show the event of flipping a coin.
If we follow the line along the top then we see

that the first flip is a head (H) and the second
flip is also a head (H).
The outcome is HH, 2 heads.

Practice
i. Look at the tree diagram in the example and answer the questions.
a) How many possible outcomes are there of flipping a coin twice?
b) What is the probability of getting two heads? Write the answer as a fraction.
c) What is the probability of getting two tails? Write the answer as a fraction.
d) What is the probability of getting one head and one tail? Write the answer as a fraction.
ii. Draw a sample space to show the possible outcomes of flipping a coin twice.
iii. Draw a probability tree to show the possible outcomes of the sex of twins.
iv. The probability tree to the right shows all the

possible outcomes of flipping a coin three times.
a) Complete the tree by filling in the missing spaces.
b) How many possible outcomes of flipping a coin

three times are there?
c) How many ways can I get three heads?
d) What is the probability of getting three heads?
e) What is the probability of getting two tails and

one head?
f) What is the probability of getting one tail and two

heads?
g) What is the probability of getting one head with

one flip of a coin?
h) What is the probability of getting two heads with

two flips of a coin?
i) What is the probability of getting three heads with

three flips of a coin?
j) Look at your answers to g, h and i. Can you see a

pattern? What do you think is the probability of get-
ting four heads with fours flips of a coin?

4.4 Dependent and Independent events
Imagine a bag contains eight balls. Five are red and three are not red. If we take out two balls:
What is the probability that both balls will be red?
The answer to this question depends on whether we replace the first ball or not.
If we replace the first ball the number of balls the second time will be the same as the first time. The
outcome of choosing the second ball does not depend on the outcome of the first pick.
The two events are independent.
If we do not replace the first ball then the number of balls on the second pick will be different. The
second pick depends on the result of the first pick.
The two events are dependent.
The two tree diagrams below show the probability of getting two reds for the two situations:
Independent events - first ball is replaced before Dependent events - first ball is not replaced
the second one is picked. before the second one is picked.
The probability of getting two red balls is: The probability of getting two red balls is:
P(red) x P(red) = P(red and red) = P(red) x P(red) = P(red and red) =
5 5 25 5 4 20 5
× = × = =
8 8 64 8 7 56 14

Practice
i. Look back at the example on the previous page. What is the probability of making two picks and
getting no reds if:
a) The balls are replaced after every pick b) The balls are not replaced after they are
picked
ii. Imagine a bag containing 10 balls. Six balls are red and four are green. A ball is taken from the
bag. A second ball is taken without replacing the first.
a) Draw a tree diagram to show all the possible outcomes of these events.
b) Calculate the probability that both balls will be red.
iii. The Mae Ra Mu Junior college cat has a litter of kittens: five female and two male. The school de-
cides to give the kittens to people in the community. People come and choose the cats at random.
Draw a tree diagram and use it to calculate the probability that the first three kittens chosen will be:
a) all male b) all female c) will include two male kittens

Glossary of Keywords
Here is a list of Mathematical words from this module. The section where the word appears is given
in brackets. Find the words and what they mean - your teacher will test your memory soon!
Qualitative (1.1) Diagrams (3.1)
Quantitative (1.1) Pie charts (3.1)
Discrete (1.1) Bar graph (3.1)
Continuous (1.1) Histogram (3.1)
Variable (1.1) Cumulative frequency (3.1)
Survey (1.2) Cumulative frequency graph (3.1)
Population (1.2) Multiple bar graph (3.4)
Census (1.2)
Sample (1.2) Probability (4.1)
Primary data (1.3) Event (4.1)
Secondary data (1.3) Impossible (4.1)
Source (1.3) Certain (4.1)
Questionnaire (1.4) Likely (4.1)
Interview (1.4) Unlikely (4.1)
Observation (1.4) Sample space (4.2)
Experiment (1.4) Tree diagrams (4.3)
Table (1.5) Dependent event (4.4)
Tally (1.5) Independent event (4.4)
Frequency (1.5)
Frequency distribution (1.5)
Class interval (1.5)
Average (2.1)
Mean (2.1)
Mode (2.1)
Median (2.1)
Quartiles (2.3)
Lower quartile (2.3)
Upper quartile (2.3)
Life expectancy (2.3)
Range (2.4)
Interquartile range (2.4)
Scatter diagram (2.8)
Correlation (2.8)
Positive correlation (2.8)
Negative correlation (2.8)

Assessment
This assessment is written to test your understanding of the module. Review the work you have done
before taking the test. Good luck!
Part 1 - Vocabulary
These questions test your knowledge of the keywords from this module. Complete the gaps in each
sentence by using the words in the box. Be careful, there are 20 words but only 15 questions!
discrete continuous secondary certain probability
mode scatter diagram median independent
a) Data which can take any value is called _____________________ data
b) If we write a report using data we found on the internet then this data is called
___________________ data
c) The _____________________ is the middle value of a data set when the data is arranged in order
d) The value which occurs most often in a data set is the ___________________
e) We can see if two sets of data are related by drawing a ____________________
f) The relationship between two sets of data is called a ____________________
g) Pie charts are used to present ___________________ data
h) If an event is impossible then the ____________________ is 0
i) If an event is __________________ then the probability is 1
j) If the outcome of an event is not affected by previous events then these events are
____________________

Part 2 - Mathematics
These questions test your understanding of the Mathematics in this module. Try to answer all the
questions. Write your calculations and answers on separate paper.
1. 100 people were asked where they would most like to live. The results are shown in the bar chart.
a) How many people said they would like to live in Australia?
b) How many people said they would like to live in America?
c) Five out of the 100 people said France. How many people said the UK?
d) Complete the bar chart.
2. Below are some probability values

0.75 1 0.5 0 0.25
Match the values with the words in the table
Word Probability
Impossible
Likely
Certain
Unlikely
Even chance
3. Chit Aung went fishing six times. The number of fish he caught was:
3 5 6 8 11 x
a) The range of the number of fish caught is 10. Work out x, the largest number
b) Find the median number of fish caught
c) Find the mean number of fish caught
d) Do these data have a mode? Give a reason for your answer.
4. Kyaw Kyaw is a teacher. The table shows the cumulative frequency of the number of hours extra
he has worked each week for the past 60 weeks.
Number of hours Cumulative Frequency

less than 1 2
less than 2 7
less than 3 10
less than 4 22
less than 5 41
less than 6 58
less than 7 60

Draw a cumulative frequency polygon using the axes below
5. A six-sided dice is rolled. The dice has the numbers 1, 2, 3, 4, 5, 6 on its faces.
a) Find the probability that the dice shows a 4
b) Find the probability that the dice shows an even number
c) A second fair six-sided dice is also rolled. This dice has numbers 0, 1, 2, 3, 4, 5 on its faces.
The numbers obtained from the two dice are multiplied to give a score.
Complete the table to show all the possible scores
1 2 3 4 5 6
0 0
1 3
2 4
3 3
4 24
5 20
d) Explain why the probability of getting 15 or more is 1/4.
6. The table shows the number of people in 12 households and the number of letters sent to each
household in a month.
Number in household 1 2 2 3 3 3 4 5 5 5 7 8
Number of letters 8 3 9 7 6 10 3 9 8 11 4 7

a) Complete the scatter diagram below using the data
b) Explain if there is a correlation between the two sets of data.
7. The table shows the number of schools by type of school in a city in the UK.
Type of school Number Angle on Pie Chart
Primary 63
Comprehensive 45 120
Grammar 48
Others
Total 135 360
a) Complete the table

b) Use the table to complete the pie chart below

8. The table shows length of time people in an office have been doing their current jobs in 3 compa-
nies.
Less than 6 6 to 12 Longer than 12
months (%) months (%) months (%)
Yadana Inc. 75 23 2
Shwe Taw 68 18 14
Taungyi Ltd. 80 17 3
Complete the bar graph shown below. Label the axes and give the graph a title.
9. The table below shows the length of time people waited in a health clinic to see a doctor.
Time, t (minutes) Frequency

0 < t ≤ 20 6
20 < t ≤ 40 18
40 < t ≤ 60 30
60 < t ≤ 80 9
80 < t ≤ 100 12
a) Use the table to calculate the mean value of the data

Time Frequency (f) Middle value (x) fx
0 < t ≤ 20 6
20 < t ≤ 40 18
40 < t ≤ 60 30
60 < t ≤ 80 9
80 < t ≤ 100 12
Total (Σf) Total (Σfx)
b) Draw a histogram of the data using the diagram on the next page

10. The table below shows the distance travelled by 160 people to return to their villages.
Distance, m, (miles) Frequency

0<m≤5 10
5<m≤8 29
8 < m ≤ 12 29
12 < m ≤ 16 44
16 < m ≤ 21 27
21 < m ≤ 30 21
a) Draw a cumulative frequency polygon of the data using the grid below
b) Use your graph to estimate the median distance
c) Use your graph to find the interquartile range of the data

11. The probability that a villager reaches the top of a mountain on a dry day is 4/5. On a rainy day
the probability is 1/10. The probability that it will rain is 1/4.
a) Complete the tree diagram
b) Find the probability that a climber makes it to the top of the mountain on a rainy day
c) Find the probability that a climber makes it to the top of the mountain on a randomly chosen
day.

12. The bar chart shows the number of goals scored by position by Yadanarbon FC.
Use the bar chart to draw a pie chart of the data. Use the diagram given.

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Maths Module 3:

1. Collecting and Recording Data - Page 2

- Statistical enquiry - Types of data

2. Analysing Data - Page 7

- Mean, mode and median - Range and interquartile range

3. Presenting Data - Page 19

- Pie Charts - Bar graphs

- Finding probabilities - More than one event

Glossary - Page 41 Assessment - Page 42

Maths Module 3 : Data Handlling - page 1

a) The colour of the dress is qualitative. We use words to describe colour.

v. Give an example of a qualitative and quantitative measure associated with

Maths Module 3 : Data Handlling - page 2

Example - Would a census or a sample be used to investigate:

a) The names of students in a class e) The nationalities of migrants in Thailand

1.3 Primary and secondary data

a) A survey of student attendance at school d) A survey about local people’s opinions of

Maths Module 3 : Data Handlling - page 3

Data Advantages Disadvantages

1.4 Methods for collecting primary data

In this section we will focus on questionnaires.

Are you (tick the correct response):

The example above shows a good questionnaire because:

Maths Module 3 : Data Handlling - page 4

How old are you?

How tall are you?

Do you agree that the teachers in your school are amazing?

1.5 Recording data in tables

Example - The table below shows the days of the

a) How many students were born on Wednesday?

Maths Module 3 : Data Handlling - page 5

ii. The ages in years of 40 people are shown below

Use the data to complete the table below

a) What is the width in years of each class interval?

a) The mean b) The median c) The mode

middle sum median mode divided most

Maths Module 3 : Data Handlling - page 7

6,471 647,100 6,471,000 64,710,000

b) Circle the correct migrant population of Russia

twelve million and eighty

iv. Use the graph above to calculate the mean

Maths Module 3 : Data Handlling - page 8

mean = Σx n is the total number

In this example Σx = _____? n = _____?

2.2 Choosing an appropriate average

a) Calculate i) the mean and ii) the median

26 + 84 + 147 + 48 + 86 + 63 + 48 + 1313 1815

Maths Module 3 : Data Handlling - page 9

2.3 The quartiles

a) The lower quartile b) The median c) The upper quartile

a) The lower quartile is the 4th value. The lower quartile is 5.

Maths Module 3 : Data Handlling - page 10

a) The median b) The lower quartile c) The upper quartile

Country Argentina Bolivia Brazil Chile Colombia Ecuador

F. Guiana Guyana Surinam Paraguay Peru Uruguay Venezuala

Calculate: a) The lower quartile b) The upper quartile

Maths Module 3 : Data Handlling - page 11

Range = highest value - lowest value

Interquartile range = upper quartile - lower quartile

In this example Σx = _? n = _?