MATHEMATICS | LEVEL1

STATISTICS

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1. DATA DISPLAY.

i. The bar chart shows the number of children playing various games on a given day.

a) Which game had the least number of players?

b) What was the total number of children playing all the games?
c) How many more footballers were there than tennis players?

ii. The pie chart illustrates the values of various goods sold by a certain shop. If the total value
of the sales was $24 000, find the sales value of:

a) Toys
b) Grass seed
c) Records
d) Food

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iii. Calculate the angles on a pie chart corresponding to quantities A, B, C, D and E given in the
tables.
a)
Quantity A B C D E

Number 3 5 3 7 0

b)
Quantity A B C D E

Mass 10 g 15 g 34 g 8g 5g

c)
Quantity A B C D E

Length 7 11 9 14 11

2. BACK-TO-BACK STEM PLOTS.

i. The marks scored by 25 students in a history test are as follows.

62 45 53 76 60 45 33 64 53 36
71 42 26 48 62 66 29 37 21 74
48 56 52 68 62

a) Draw a stem-and-leaf diagram to display this data.

b) What was the median score for the students?
c) Write down the range of the scores.

ii. Here is a stem-and-leaf diagram showing the times taken by a group of amateur athletes to
run 100 metres, measured to the nearest tenth of a second.

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a) How many athletes’ scores were recorded?
b) What was the median time taken?
c) What was the range of the times recorded?
d) What was the modal time?

3. FREQUENCY POLYGONS.

i. Draw a frequency polygon for the distribution of masses of children drawn in the diagram.

ii. In a supermarket survey, shoppers were asked two questions as they left:
a) How much have you just spent?
b) How far away do you live?

The results were separated into two groups: shoppers who lived less than 2 miles
from the supermarket and shoppers who lived further away. The frequency
polygons show how much shoppers in each group had spent.
Decide which polygon, P or Q, is most likely to represent shoppers who lived less
than 2 miles from the supermarket. Give your reasons.

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4. HISTOGRAMS.
i. The length of 20 copper nails were measured. The results are shown in the frequency table.
Length 𝑙 (in mm) Frequency Frequency density (f.d.)

0 ≤ 𝐿 < 20 5 5 ÷ 20 = 0.25

20 ≤ 𝐿 < 25 5

25 ≤ 𝐿 < 30 7

30 ≤ 𝐿 < 40 3

Calculate the frequency densities and draw the histogram as started above.

ii. The masses of thirty students in a class are measured.

Draw a histogram to represent this data.
Mass (kg) Frequency

30 − 40 5

40 − 45 7

45 − 50 10

50 − 55 5

55 − 70 3

Note that the masses do not start a zero. This can be shown on the graph as follows:

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iii. Another common notation is used here for the masses of plums picked in an orchard, shown
in the table below.
Mass (g) 20 − 30 − 40 − 60 − 80 −

Frequency 11 18 7 5 0

The notation 20 − means 20 g ≤ mass < 30 g.

Draw a histogram with class boundaries at 20, 30, 40, 60, 80.

5. MEAN, MEDIAN AND MODE.

i. Find the mean, median and mode of the following sets of numbers:
a) 7, 21, 2, 17, 3, 13, 7, 4, 9, 7, 9
b) 12, 1, 10, 1, 9, 3, 4, 9, 7, 9

ii. Find the mean, median and mode of the following sets of numbers:
a) 3, 3, 5, 7, 8, 8, 8, 9, 11, 12, 12
b) 7, 3, 4, 10, 1, 2, 1, 3, 4, 11, 10, 4

iii. Find:
a) The mean of 3, 7, 8, 10 and 𝑥 is 6. Find 𝑥.
b) The mean of 3, 3, 7, 8, 10, 𝑥 and 𝑥 is 7. Find 𝑥.

iv. A group of 50 people were asked how many books they had read in the previous year; the
results are shown in the frequency table below. Calculate the mean number of books read per
person.
Number of books 0 1 2 3 4 5 6 7 8

Frequency 5 5 6 9 11 7 4 2 1

v. One hundred golfers play a certain hole and their scores are summarized below.
Score 2 3 4 5 6 7 8

Number of players 2 7 24 31 18 11 7

Find:
a) The mean score
b) The median score.

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6. DATA IN GROUPS.

i. The table gives the number of words in each sentence of a page in a book.
a) Copy and complete the table.
b) Work out an estimate for the mean number of words in a sentence.

Number of words Frequency Midpoint 𝑥 𝑓𝑥

1−5 6 3 18

6 − 10 5 8 40

11 − 15 4

16 − 20 2

21 − 25 3

totals 20 −

ii. The results of 24 students in a test are given in the table.

Mark Frequency

85 − 99 4

70 − 84 7

55 − 69 8

40 − 54 5

a) Find the midpoint of each group of marks and calculate an estimate of the mean mark.
b) Explain why your answer is an estimate.

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iii. The histogram shows the heights of the 60 athletes in the Indian athletics team.

a) Calculate an estimate for the mean height of the 60 athletes.

b) Explain why your answer is an estimate for the mean height.
c) What is the model class for the heights of these athletes?

7. SCATTER GRAPHS.

i. The following data gives the marks of 11 students in a French test and in a German test.
French 15 36 36 22 23 27 43 22 43 40 26

German 6 28 35 18 28 28 37 9 41 45 17

a) Estimate the German mark of a student who got 30 in French.

b) Estimate the French mark of a student who got 45 in German.

8. BOX-AND-WHISKER PLOTS.

i. Illustrate each set of data using a box plot, and state the median and interquartile range.
a) 9 18 1 8 10 8 6 4
b) 9 3 4 12 7 12 10
c) 14 8 11 8 21 7 19 25 5

ii. A group of 10 students take a test that is marked out of 20. Here are their scores.
9 9 1 4 14 20 3 15 12 6
a) Illustrate these scores using a box-and-whisker plot.
b) Calculate the interquartile range of the scores.

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9. CUMULATIVE FREQUENCY.

i. Figure 1 shows the cumulative frequency curve for the marks of 60 students in an
examination.

From the graph, estimate:

a) The median mark
b) The mark at the lower quartile and the upper quartile
c) The interquartile range
d) The pass mark if two-thirds of the students passed
e) The number of students achieving less than 40 marks.

ii. Illustrate each set of data with a box-and-whisker plot.

a) The median
b) The interquartile range.

Mass (kg) Frequency

1−5 4
6 − 10 7
11 − 15 11
16 − 20 18
21 − 25 22
26 − 30 10
31 − 35 5
36 − 40 3

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iii. In an experiment, 50 people were asked to guess the mass of a bunch of flowers in grams.
The guesses were as flows.

47 39 21 30 42 35 44 36 19 52
23 32 66 29 5 40 33 11 44 22
27 58 38 37 48 63 23 40 53 24
47 22 44 33 13 59 33 49 57 30
17 45 38 33 25 40 51 56 28 64

Construct a frequency table using intervals 0 − 9, 10 − 19, 20 − 29, etc. Estimate:

a) The median mass
b) The interquartile range
c) The number of people who guessed a mass within 10 grams of the median.

iv. The children in two schools took the same test in mathematics and their results are shown.

School A School B
Median mark = 52% median mark = 51.8%
IQR = 7.2 IQR = 11.2

Note:
IQR is shorthand for interquartile
range.

What can you say about these two sets of results?

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10. COMPARING DATA SETS.

i. Between finishing their dinner and going to bed, Zac and Lucy had 4 hours. These pie
charts show how they spent their time.

a) Which one of them spent the most time reading?

b) How many minutes did Zac spend doing his homework?
c) How many more minutes did Zac spend watching TV than Lucy?

ii. Two classes take a maths test and the scores from each class are recorded. Here are
two box-and-whisker plots illustrating the data.

a) Write down the median for each class.

b) Work out the interquartile range for each class.
c) On average, which class did better in the test? Give a reason for your answer.
d) Which class was more consistent? Give a reason for your answer.

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1. DATA DISPLAY.

i. a) Squash
b) 160
c) 10

ii. a) $3000
b) $4000
c) $6000
d) $11 000

iii. a) 𝐴 60°; 𝐵 100°; 𝐶 60°; 𝐷 140°; 𝐸 0°

b) 𝐴 50°; 𝐵 75°; 𝐶 170°; 𝐷 40°; 𝐸 25°
c) 𝐴 48.5°; 𝐵 76.2°; 𝐶 62.3°; 𝐷 96.9°; 𝐸 76.2°

2. BACK-TO-BACK STEM PLOTS.

i. a)

b) 53
c) 55

ii. a) 12
b) 14.35
c) 2.8
d) 15.2

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3. FREQUENCY POLYGONS.
i.

ii. P – spend smaller amounts because probably visit more often since live closer.

4. HISTOGRAMS.
i. 1, 1.4, 0.3
ii. 0.5, 1.4, 2, 1, 0.2
iii. 0.55, 1.8, 0.7, 0.25

5. MEAN, MEDIAN AND MODE.

i. a) mean = 9; median = 7; mode = 7.
b) mean = 6.5; median = 8; mode = 9.

ii. a) mean = 7.82; median = 8; mode = 8.

b) mean = 5; median = 4; mode = 4.

iii. a) 2
b) 9

iv. 3.38

v. a) 5.17
b) 5

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6. DATA IN GROUPS.

i. a)
Number of words Frequency Midpoint 𝑥 𝑓𝑥

1−5 6 3 18

6 − 10 5 8 40

11 − 15 4 13 52

16 − 20 2 18 36

21 − 25 3 23 69

totals 20 − 215

b) 10.75

ii. a) 68.25
b) The raw data is unavailable and an assumption has been made using the
midpoint of each interval.

iii. a) 181 cm
b) The raw data is unavailable and an assumption has been made using the
midpoint of each interval.
c) 180 − 90 cm

7. SCATTER GRAPHS.
a) about 26
b) about 46

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8. BOX-AND-WHISKER PLOTS.

i. a)

b)

c)

ii. a)

b) Interquartile range = 8

9. CUMULATIVE FREQUENCY.
i. a) 47
b) 30, 63
c) 33
d) 37
e) 23

ii. a) 20 kg
b) 10.5 kg

iii. a) 36.5 g
b) 20 g
c) 25

iv. Average marks are very similar but school B had a much larger spread of marks.

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10. COMPARING DATA SETS.

i. a) Lucy
b) 20
c) 22

ii. a) Median: Class 1 = 42, Class 2 = 36

b) IQR: Class 1 = 14, Class 2 = 10
c) On average, class 1 did better, because they have a higher median.
d) Class 2 was more consistent, because their interquartile range was smaller.

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