Statistics: 17.1 Data

CHAPTER 17: STATISTICS
Chapter 17
Statistics
Statistics is a body of methods used for collecting, organizing, presenting,
analyzing and interpreting numerical data which are used for making better,
informed and wise decisions.
17.1 Data
Data are raw facts or results of observations which have not been processed or
arranged in a particular order. For example, scores of students in a class and ages
of students in a particular school are examples of numerical data.
17.1.1 Frequency Table

Frequency table is used to organize raw data in a tabular form. In order words,
frequency shows the number of times each value occurs.
A set of given data can be arranged or organized into a frequency table, e.g., 8, 8,
8, 8, 8, 9, 10, 10, 10, 10, 10, 10, 11, 12, 12, 20, 21, 25, 25 can be arranged or
organized into a frequency table using Tally system.
Frequency Table
Number Frequency Tally

8 5 ////
9 1 /
10 6 //// /
11 1 /
12 2 //
20 1 /
21 1 /
25 2 //
It should be noted that a tally system is used to record number of times an

observation occurs. To record the fifth observation each time, a stroke is drawn
across the first four strokes.
400
17.1.2 Cumulative Frequency

This is the addition of the preceding frequencies of given observations up to the
last observation.
Find below the cumulative frequency of the values in the frequency table.
Number Frequency Cumulative

Frequency
8 5 5
9 1 5+1=6
10 3 6+3=9
11 1 9 + 1 =10
12 1 10 + 1 = 11
20 1 11 + 1 = 12
21 1 12 + 1 = 13
25 2 13 + 2 = 15
17.1.3 Graphical Representation of Data

Data are represented diagrammatically using the following:
(1) Bar Charts

(2) Histograms
(3) Pie Charts
(4) Cumulative Frequency Curve (Ogive)
17.2.1 Bar Charts

These are rectangular bars with equal width and separated by equal gaps.
17.2.2 Types of Bar Charts

1. Simple Bar Chart
2. Multiple Bar Chart
3. Component Bar Chart
17.2.3 Simple Bar Chart

Each of the bars represents its own frequency with equal gaps separating them.
The table below shows the frequencies of baby girls born into 4 families in a
week.
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Frequency of the babies 8 4 10 6

Family A B C D
Simple Bar Chart showing baby girls born into four families.
12
10
8
Frequency
6
4
2
0
A B C D
Family
2. Multiple Bar Charts show how two or more set of inter-related data are
represented using different bars. The bars are differentiated using different
shades or colours.
3. Component Bar Chart is used to show the dimensions of a whole bar into
component bars.
The table below shows the test scores of 3 students in 3 subjects.
Name of Scores
Student Mathematics Biology English
Language
Ade 10 15 5
Bello 15 20 10
Chris 10 20 5
The information can be used to draw a multiple and component bar charts.
402
Multiple Bar Chart
25
20
Test Scores
15 Maths
Biology
10 Eng. Lang
0
Ade Bello Chris
Students' Names
Component Bar Chart
50
45
40
Test Scores
35
30 Eng. Lang
25 Biology
20 Maths
15
10
5
0
Ade Bello Chris
Students' Names
17.2.4 Histogram
This is a diagrammatic way of representing a frequency distribution by blocks or
rectangles without gaps between them
The table below shows the number of customers attended to by a shop attendant
from Monday to Friday in a particular week.
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Number of customers 8 5 10 15 20
Weekdays Mon Tue Wed Thu Fri
This can be represented in a diagrammatic form using a Histogram as shown.
20
18
16
Number of Customers
14
12
10
8
6
4
2
0
Mon Tue Wed Thur Fri
Weekdays
17.2.5 Pie Chart
When numerical data are represented by sectors of a circle, the angle of each of
the sectors is made to be proportional to the corresponding frequency it
represents.
In other words, Pie Charts are used to illustrate proportions of frequencies which
are converted to degrees (i.e., to form sectors).
To find each sector, divide each of the frequencies by their total and then multiply
by 360 .
404
The monthly expenditure of a staff working with a company in Abuja is given

below:
Food - N5,000
Clothing - N2,000
Saving - N10,000
Rent - N1,000
Total expenditure = N5,000 + N2,000 + N10,000 + N1,000 = N18,000

Angles of the sectors are:
5000
Food   360  100
18000
2000
Clothing   360  40
18000
10000
Saving   360  200
18000
1000
Rent   360  20.
18000
Using a pair of compasses and a pencil with a protractor, you can easily draw the
required Pie Chart as shown below.
Saving
200
40 20
100
Rent
Clothing
Food
17.3 Measures of Central Tendency
405
A measure of central tendency is a method of using a single value to represent or

describe a set of values.
Examples are mean, median and mode.
17.3.1 The Mean

This is also known as an average or arithmetic mean. It is the sum of all the given
values divided by the total number of values. It is denoted by a letter with a bar on
it. For example,
n
x i
sum of values
Mean  x  i 1

n total nuber of values
x is the mean;
x is the value or number;
n is the number of values for which the mean is being calculated;
i is equal to each value of x.
For example, the mean of 10, 20, 5, 15, 10, denoted by

10  20  5  15  10
x
5
60

5
 12
This is applicable to data that are not grouped.
17.3.1A Mean of Grouped Data

This is calculated by obtaining the midpoint of each class interval, multiplied by
each of the frequencies and then divide by the total of the frequencies.
For example, the mean of the students’ scores given in the table below can be
calculated using the procedure earlier given.
Scores 10–12 13–15 16–18 19–21

Frequency 10 8 5 6
Since the scores and their frequencies have been given, the mid value of each
class interval is obtained by dividing the sum of lower and upper limits of each
class by 2. For example, for 10–12, the mid-value
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10  12 22
  11.
2 2
Others are specified in the table below
Class Mid-value Frequency fx

Interval (x) (f)
10–12 11 10 110
13–15 14 8 112
16–18 17 5 85
19–21 20 6 120
f  29 fx  427
427
 M ean score 
29
 43.72
17.3.1B Assumed Mean (Working Mean)

This is used to calculate the mean of grouped or ungrouped data. It minimizes the
degree of work involved in getting the actual mean.
The method of assumed mean can be used to calculate the mean of these
ungrouped data: 10, 12, 15, 25, 30, 40.
Let the assumed mean be A = 15.
Numbers Deviation from the Mean (x – A)

10 10 – 15 = –5
12 12 – 15 = –3
15 15 – 15 = 0
25 25 – 15 = 10
30 30 – 15 = 15
40 40 – 15 = 25
Total 42
Total deviation = 42
The mean = x  assumed mean + mean of deviation
Assumed mean = 15
407
42
Assume mean  15, Mean of deviation  7
6
x  15  7
 22
The same method of assumed mean can also be used to calculate the mean of
grouped data shown below:
Class interval 20–24 25–29 30–34 35–39 40–44 45–49

Frequency 6 5 10 15 20 25
Find the mid-values of the class intervals to get the assumed mean.
Class Frequency Mid- x A f ( x  A)

Interval (f) value (x)
20–24 6 22 –10 –220
25–29 5 27 –5 –135
30–34 10 32 0 0
35–39 15 37 5 185
40–44 20 42 10 420
45–49 25 47 15 705
f  81 f ( x  A) = 955
Note that 32 is used as an assumed mean (i.e., A = 32).

The mean = assumed mean + mean of deviation
955
Mean of deviation   11.79
81
The mean = 32 + 11.79
= 43.79
( x  A)
Note: is used to calculate the assumed mean of ungrouped data while
n
f ( x  A)
is used for grouped data.
f
17/3.2 The Median

This is the value that lies halfway between the highest and the lowest value. In
other words, it is 12 (n  1)th term when n numbers are arranged in ascending or
descending order of magnitude.
Consider a set of values: 2, 5, 1, 4, 8.
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The median can be found by first of all arranging the values in ascending order:
1, 2, 4, 5, 8.
1
M edian  (n  1)th term
2
1
 (5  1)th
2
6
 3rd term
2
 4.
This is applicable to ungrouped data.
To find the median of a set of a grouped data, this formula is used:

(i  c)
Median  L 
f
L  lower limit of the median class;
i  class width of the median class;
f  frequency of the median class;
c N
2 - Cumulative frequency of the next lower class
N = the total number of observations.
We can consider the table below and then find the median.
Class interval 50–60 60–70 70–80 80–90

Frequency 5 10 6 4
Class interval Frequency Cumulative

Frequency
50–60 5 5
60–70 10 5 + 10 = 15
70–80 6 15 + 6 = 21
80–90 4 21 + 4 = 25
N 25
  12.5 th item
2 2
The value lies in the interval 60 –70
(i  c)
Median  L 
f
409
N
L = 60, N = 25, C = 2
, i = 10 and f = 10
10  (12.5  5)
 60 
10
10  (7.5)
 60 
10
75
 60 
10
 60  7.5
 67.5
The Mode
This is the most frequent value. It occurs the greatest number of times in a
distribution. For example, the mode of 10, 8, 8, 8, 12, is 8.
This is because 8 occur 3 times which is the greatest number of times.
If there are two modes, the distribution is said to be bimodal, e.g., 8 and 10 are the
two modes in 8, 10, 8, 2, 10, 12, 9.
But then, if there are three modes, the distribution is said to be tri-modal and
multi-modal for many modes.
The mode of grouped data can be estimated from a histogram by joining the ends
of the rectangular area of the modal class to that of two adjacent classes. The
point of intersection of the two lines drawn is the mode estimate.
Given the data in the table below.
Class interval 1–20 21–40 41–60 61–80 81–100

(scores)
Frequency 7 10 5 4 3
The mode can be found by drawing a histogram and then estimate it.
The modal class is between 21 – 40.
410
The
mode estimate = 28.5
17.5 Measures of Dispersion

A measure of dispersion shows the extent of scatteredness of items around a
measure of central tendency. Examples are: (1) The range (2) Mean deviation
(3) Variance (4) Standard deviation (5) Quartiles.
1. The Range:
This is the difference between the highest and lowest values in a set of data.
Consider 10, 12, 8, 20, 11, 12. The range is 20–8 = 12.
2. Mean Deviation
This is the mean of the absolute deviations of the values from the mean of the
group. The deviation of values from the mean is 0 and that brings about the use of
absolute value of the deviations.
The mean deviation is written as
411
xx
for ungrouped data
n
and
f x  x
for grouped data.
f
x  mean of the given items;
x  value of each item;
n  the number of items;
f  the frequencies of the items.
The mean deviations of the following distributions can be found using any of the
formulae given above.
(a) 10, 20, 8, 5, 15, 12.

(b)
Class interval 1–5 6–10 11–15 16–20 21–25 26–30
Frequency 3 5 6 6 8 2
Solution:
10  20  8  5  15  12
(a) The mean =
6
70
x  11.67.
6
x xx xx
10 –1.67 1.67
20 8.33 8.33
8 –3.67 3.67
5 –6.67 6.67
15 3.33 3.33
12 0.33 0.33
 x  x  24
xx
Mean deviation 
n
24
 4
6
412
Class Frequency Mid- fx xx f xx

Interval (f) value (x)
1–5 3 3 9 12.83 38.49
6–10 5 8 40 7.83 39.15
11–15 6 13 78 2.83 16.98
16–20 6 18 108 2.17 13.02
21–25 8 23 184 7.17 57.36
26–30 2 28 56 12.17 24.34
f  30 fx  475 f x  x
 189.34
fx 475
The mean  x  
f 30
 15.03
f x  x
The mean deviation 
f
189.34

30
 6.31.
3. Variance
This is the mean of the squares of each observation from the mean of a set of data.
f x  x 
2
Variance  .
f
4. Standard Deviation
This is the square root of the variance.
f x  x 
2
Standard deviation  .
f
For example, the variance and standard deviations of :
(a) 2, 3, 5, 6, 8, 9, 10.
413
(b)
Class interval 0–10 10–20 20–30 30–40 40–50
Solution:
Values Frequency x  x  x  x 2
(x) (f)
2 1 –4.14 17.14
3 1 –3.14 9.86
5 1 –1.14 1.30
6 1 –0.14 0.02
8 1 1.86 3.46
9. 1 2.86 8.18
10 1 3.86 14.90
f x  x 
2
f  7
 54.86
fx 2  3  5  6  8  9  10
The mean  
f 7
43
  6.14
7
f x  x 
2
Variance 
f
54.86
  7.84
7
54.867
Standard deviation 
7
 7.84  2.8
5. Quartiles
These are points or values that divide a particular distribution into four parts.
These are:
(a) Lower Quartile (First quartile): This is 14 of the way up the distribution.
It is written as Q1  14 (n)th term.
1
(b) Median (second quartile): This is 2 of the way up the distribution. It is
written as Q2  12 (n)th term.
414
(c) Upper Quartile (third quartile): This is 34 of the way up the distribution.
It is depicted by Q3  34 (n)th term.
(d) Semi-Interquartile Range: This is the half of the difference between the
upper quartile and lower quartile. It is expressed as 12 Q3  Q1  .
(e) Interquartile Range: Is the difference between the upper quartile and
lower quartile  Q3  Q1 .
(f) Percentile: This is the pth percentile i.e., (pth%) of the way up the
distribution. It divides a distribution into hundred equal parts.
17.6 Cumulative Frequency Curve (Ogive)

This is obtained by plotting the cumulative frequencies against the corresponding
upper class boundaries of class intervals.
Note: A construction of cumulative frequency curve of a distribution will help to

find each of the Quartiles and any Percentile.
The table below shows the frequency distribution of marks of 30 students in a

Biology test.
Marks 1–10 11–20 21–30 31–40 41–50 51–60

Frequency 8 2 4 2 4 10
(a) Construct a cumulative frequency table for the distribution.

(b) Construct an ogive curve for the distribution. Use your curve to obtain
(c) (i) Lower quartile, (ii) second quartile, (iii) third quartile,
(iv) interquartile range, (v) semi-interquartile range and (vi) 80th
percentile of the distribution.
Solution:
(a) Cumulative frequency table
Marks Frequency Upper Class Cumulative

Boundary Frequency
1–10 8 10.5 8
11–20 2 20.5 8 + 2 =10
21–30 4 30.5 10 + 4 = 14
31–40 2 40.5 14 + 2 = 16
41–50 4 50.5 16 + 4 = 20
51–60 10 60.5 20 + 10 = 30
415
Cumulative Frequency Curve (Ogive)
75%
50%
25%
(c) (i)
1
Lower quartile  (n)th term
4
1
 (30)th term
4
 7.5th term
Q1  9.5.
(ii)
1
Second quartile  (n)th term
2
1
 (30)th term
2
 15.0th term
Q2  35.5.
416
(iii)
3
Second (upper)quartile  (n)th term
4
3
 (30)th term
4
 22.5th term
Q3  52.5.
(iv)
Interquartile range  Q3  Q1
 52.5  9.5
 43.0.
(v)
Semi - Interquartile Range 
1
Q3  Q1 
2
1
 (43.0)
2
 21.5.
(vi)
80
80th percentile  of 30
100
80
  30
100
 24th term (read the value of the mark at 24 on cumulative frequency axis)
 54.5
17.6 Exercises
1. The table below shows how a company’s Sales Manager spent his 1995
annual salary.
Food - 30%
Rent - 18%
Car maintenance - 25%
Savings - 12%
Taxes - 5%
Others - 10%
417
(a) Represent this information on a Pie Chart;

(b) Find his savings at the end of the year if his annual salary was
N60,000.00.
2. The following data shows the marks of 40 students in a History

examination:
41 52 37 56 63 48 65 46
54 32 51 66 74 23 35 61
58 44 49 53 45 57 56 38
59 28 50 49 67 56 36 45
79 68 43 56 26 47 55 71
(i) Form a grouped frequency table with the class intervals
20 – 29, 30 – 39, 40 – 49, etc.
(ii) Find the mean of the distribution.
3. The table below shows the mark distribution of candidates in an aptitude

test for selection into the public service.
Marks (in %) Frequency (a) Make a cumulative frequency for the

44–46 2 distribution;
47–49 5 (b) Draw the cumulative frequency
50–52 11 curve;
53–55 20 (c) From your graph, estimate the
56–58 26 median mark;
59–61 42 (d) The cut-off mark was 63%. What
62–64 46 percentage of the candidates was
65–67 36 selected?
68–70 9
71–73 3
4. The frequency table shows the marks scored by 32 students in a test.

Marks scored 1 2 3 4 5 6 7 8 9 10
No. of Students 2 3 4 4 4 4 5 3 2 1
Find the:
(a) (i) mean (ii) median (iii) mode of the marks;
(b) percentage of the students who scored at least 8 marks.
4. The table below shows the scores of 2000 candidates in an entrance

examination into a private secondary school.
% Marks 11-20 21-30 31-40 41-50 51-60 61-70 71-80 80-90

No. of Students 68 184 294 402 480 310 164 98
418
(a) Prepare a cumulative frequency table and draw the cumulative

frequency curve for the distribution;
(b) Use your curve to establish the:
(i) cut-off mark, if 300 candidates are to be offered admission;
(ii) probability that a candidate picked at random scored at
least 45%.
6. The table below shows the marks obtained by forty pupils in a

mathematics test.
Marks 0-9 10-19 20-29 30-39 40-49 50-59

No. of Pupils 4 5 6 12 8 5
(a) Draw a histogram for the mark distribution;
(b) Use your histogram to estimate the mode;
(c) Calculate the median of the distribution.
7. The following table shows the frequency distribution of the ages, in years,
of 50 people at a bus stop.
Ages in years 10-19 20-29 30-39 40-49 50-59 60-69

Frequency 6 12 16 9 5 2
Find the:
(a) mean (b) standard deviation of the grouped distribution.
8. The distribution of junior workers in an institution is as follows:

Clerks - 78
Drivers - 36
Typists - 44
Messengers - 52
Others - 30
Represent the above information by a Pie Chart.
9. The table below shows the frequency distribution of marks scored by 30

candidates in an aptitude test.
Marks 4 5 6 7 8 9
No. of Candidates 5 8 5 6 4 2
Find the mean score to the nearest whole number.
10. The table below shows the weekly profit in Naira from a Mini Market.
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Weekly profit (N) 1-10 11-20 21-30 31-40 41-50 51-60

Frequency 6 4 12 11 10 5
(a) Draw the cumulative frequency graph of the data
(b) From your graph, estimate the:
(i) median
(ii) 80th percentile.
(c) What is the modal weekly profit?
11. The following are the lengths (in centimeters) of fifty planks, cut by a
machine in a saw-mill:
33 49 60 58 59 71 42 88 68 91
54 32 81 59 41 55 38 56 86 62
50 69 50 84 77 33 71 42 69 93
61 51 23 76 63 96 26 70 66 80
44 52 46 33 68 39 61 71 48 66
(a) Using class interval 21–30, 31–40, …
(i) construct the frequency table;
(ii) draw the histogram for the distribution.
(b) (i) Identify the modal class;
(ii) Use your histogram to estimate the mode of the distribution.
12. The table shows the expenditure of a company in a certain year.
Items Expenditure in
thousand Naira
Wages and salaries 25
Fuel and power 15
Raw materials 65
Maintenance 5
Miscellaneous 10
(a) Draw a pie chart to illustrate the information.
(b) What percentage of the total expenditure goes on fuel and power?
17.7 Solutions to Past WASSCE and NECO SSCE Questions

1. The data below shows the number of students that represented a
Government Secondary School in Mathematics competition.
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Class No. of students

JS. 1 12
JS. 2 14
JS. 3 24
SS. 1 16
SS. 2 13
SS. 3 11
(a) Represent this information on a Pie chart

(b) Find the probability that a student picked at random is in SS. 1.
(NECO June 2006)
Solution:
Class No. of students Equivalent Degrees

JS. 1 12 12
 360  48
90
JS. 2 14 14
 360  56
90
JS. 3 24 24
 360  96
90
SS. 1 16 16
 360  64
90
SS. 2 13 13
 360  52
90
SS. 3 11 11
 360  44
90
Total 90 360 o
(a)
JS.2 JS.1
o
48
oo
56
48 SS.3
44o
JS.3 o
96
52o
o
64
SS.2
SS.1
Fig. 17.1
421
16 8
(b) Pr(selecting a SS1 student)   or 0.178
90 45
2. The following are the ages of 50 workers in a factory some years back.
71, 79, 46, 35, 25, 28, 56, 82, 52, 68,
68, 64, 93, 95, 78, 43, 58, 72, 57, 60,
50, 98, 62, 63, 70, 73, 53, 44, 86, 69,
72, 68, 88, 51, 32, 59, 72, 73, 46, 85,
40, 55, 52, 61, 96, 67, 82, 72, 48, 59,
(a) Using class intervals of 21 – 30, 31 – 40, 41 – 50, …, draw a

frequency table for the distribution.
(b) Draw the cumulative frequency curve (ogive) and determine
(i) the median (ii) inter-quartile range
(c) If a worker is picked at random, what is the probability that he is more
than 60 years?
(NECO June 2006)
Solution:
(a)
Intervals Tally f cf Upper Boundaries

21 – 30 // 2 2 30.5
31 – 40 /// 3 5 40.5
41 – 50 //// / 6 11 50.5
51 – 60 //// //// / 11 22 60.5
61 – 70 //// //// 9 31 70.5
71 – 80 //// //// 10 41 80.5
81 – 90 //// 5 46 90.5
91 – 100 //// 4 50 100.5
422
(b)
(c)
(i) Median = 63.5
(ii) Q1  52.5, Q3  76.5, Inter-quartile range = 76.5 – 52.5 = 24
9  10  5 28 14
(d) Pr(picking a worker who is more than 60 years)   or 0.56
450 50 25
3. The following table shows the distribution of test scores in a class.
Sores 1 2 3 4 5 7 8 9 10
No. of Pupils 1 1 5 3 k2+1 6 2 3 4
(a) If the mean score of the class is 6, find the:

(i) the value of k;
(ii) median score
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(b) Draw a bar chart for the distribution.

(c) If a pupil is picked at random from the class, what is the probability that
he/she will score less than 6?
(WASSCE June 2006)
Solution:
x 1 2 3 4 5 7 8 9 10
f 1 1 5 3 k2+1 6 2 3 4
fx 1 2 15 12 5k2+5 42 16 27 40
 fx  160  5k ,  f  26  k
2 2
(a) (i)
 fx  x
f
160  5k 2
6
26  k 2
160  5k 2  6(26  k 2 )
160  5k 2  156  6k 2
160  156  6k 2  5k 2
4  k2
2k
k  2
57
(iii) Median  6
2
424
(b)
(c) Pr(selecting a pupil whose score is less than 6)

1  1  5  3  5 15 1
 
30 30 2
4. In a college, the number of absentees recorded over a period of 30 days

was as shown in the frequency distribution table.
Number of absentees 0–4 5–9 10 – 14 15 – 19 20 –

24
Number of days 1 5 10 9 5
Calculate the:
(a) mean;
(b) standard deviation, correct to two decimal places.
(WASSCE June 2007)
425
Solution:
Intervals x f fx fx2
0–4 2 1 2 4
5–9 7 5 35 245
10 – 14 12 10 120 1440
15 – 19 17 9 153 2601
20 – 24 22 5 110 2420
30 420 6710
(a) Mean x    fxf  420  14

 30
 fx   fx 
2 2
(b) Standard deviation (S)   

f f 
 
6710
S  14 2
30
S  223.667  196
S  27.667
S  5.2599
S  5.26 2 dec. places 
5. The table shows the height, in cm, of 80 plants in a garden.
Height (cm) 60 – 64 65 – 69 70 – 74 75 – 80 – 84 85 – 89
79
Frequency 8 13 17 24 11 7
(a) Calculate the mean height, correct to 1 decimal place

(b) Construct a cumulative frequency table
(c) Draw a cumulative frequency curve
(d) Use your curve to estimate the median height, correct to 1 decimal
place.
(WASSCE Nov. 2009)
Solution:
(b) Cumulative frequency table
426
Height (cm) f x fx cf Upper Boundaries

60 – 64 8 62 494 8 64.5
65 – 69 13 67 871 21 69.5
70 – 74 17 72 1224 38 74.5
75 – 79 24 77 1848 62 79.5
80 – 84 11 82 902 73 84.5
85 – 89 7 87 609 80 89.5
80 5950
x 
 fx  5950  74.375
(a) Mean height f 80
 74.4 (1 dec. place)
(b) .
(c) Median height =75.0cm (1 dec. place)
6. The table shows the frequency distribution of marks obtained by 30 students

in a test.
427
Mark 1–5 6 – 10 11 – 15 16 – 20 21 – 25
(a) Draw a histogram of the distribution.

(b) Use your histogram to estimate the mode
(c) If a student is selected at random, what is the probability that he scored
at most 15 marks?
(WASSCE Nov. 2006)
Solution:
Mark Frequency Boundaries

1–5 4 0.5 – 5.5
6 – 10 6 5.5 – 10.5
11 – 15 11 10.5 – 15.5
16 – 20 8 15.5 – 20.5
21 – 25 1 20.5 – 25.5
(a)
0.5 10.5 15.5 20.5 25.5
(a) Mode from graph = 13.55
428
(b) Pr(selecting a student whose score is at most 15 marks)

4  6  11 21 7
    0.7
30 30 10
7. The table shows the distribution of marks obtained by 200 candidates in a

selection test for appointment.
Marks 11 – 20 21 – 30 31 – 40 41 – 50 51 – 60 61 – 70 71 – 80 81 – 90 91 – 100
Number of 9 25 43 49 29 22 10 8 5
Candidates
(a) (i) Construct a cumulative frequency table for the distribution

(ii) Draw a cumulative frequency curve to represent the
information.
(b) Use your curve to find the :
(i) interquartile range;
(ii) minimum pass mark if 5% of the candidates are to be considered
for appointment
(WASSCE Nov. 2006)
Solution:
(a) (i)
Marks f Cf Upper Boundaries
11 – 20 9 9 20.5
21 – 30 25 34 30.5
31 – 40 43 77 40.5
41 – 50 49 126 50.5
51 – 60 29 155 60.5
61 – 70 22 177 70.5
71 – 80 10 187 80.5
(ii)
81 – 90 8 195 90.5
91 – 100 5 200 100.5
429
Q1 Q3
1
(b) (i) Q1   200  50 th from graph = 34.5
4
3
Q3   200  150 th  58.5
4
Interquartile range is 58.5-34.5 = 24.0
(ii) Minimum pass mark = 83.5
8. The table below shows mark scored by a group of students in a test
Marks 1 – 10 11 – 20 21 – 30 31 – 40 41 – 50 51 – 60 61 – 70 71 – 80 81 – 90 91-100
Frequency 4 6 9 12 20 15 7 5 0 2
(a) Construct the cumulative frequency table

(b) Draw the ogive
(c) From your ogive, find the
(i) median
(ii) lower quartile
(d) A student was picked at random from the group. What is the
probability that the student (using ogive):
(i) obtained a distinction grade of 75% and above?
(ii) failed the test if the pass mark is 40%?
(NECO July 2007)
430
Solution:
Cumulative frequency table

Marks Frequency Cf Upper boundaries
1 – 10 4 4 10.5
11 – 20 6 10 20.5
21 – 30 9 19 30.5
31 – 40 12 31 40.5
41 – 50 20 51 50.5
51 – 60 15 66 60.5
61 – 70 7 73 70.5
71 – 80 5 78 80.5
81 – 90 0 78 90.5
91-100 2 80 100.5
(b) .
Q1
1
(c) (i) Median   80  40th  44.5
2
431
1
(ii) Lower quartile (Q1 )   80  20 th  31.5
4
80  75 5 1
(d) (i) Prob. (getting 75% and above)     0.0625
80 80 16
30 3
(ii) Prob. (failing if 40% is pass mark)    0.375
80 8
9. The table below shows how a man spends his income in a month.
Items Amount Spent

N
Food 4,500
House rent 3,000
Provisions 3,500
Electricity 2,000
Transportation 5,000
Others 3,000
(a) Represent the information on a pie chart.

(b) What percentage of his income is spent on transportation?
(WASSCE June 2008)
Solution:
Total amount spent = N(4,500 + 3,000 + 2,500 + 2,000 + 5,000 + ,000)=N20,000

4,500
Food =  360 o  81o
20,000
3,000
House rent =  360o  54o
20,000
2,500
Provisions =  360o  45o
20,000
2,000
Electricity =  360o  36o
20,000
5,000
Transportation=  360o  90o
20,000
3,000
 360 o  54 o
Other = 20,000
 360 o
432
House Rent
Provision 54o
45o 81o Food
Electricity 36o 54o others

Food 90o
Transportation
(b) Percentage of income spent on transportation is

5000
100  25%
20,000
OR
90 o
100  25%
360 o
10. The ages in years, of 50 teachers in a school are given below;
21 37 49 27 49 42 26 33 46 40
50 29 23 24 29 31 36 22 27 38
30 26 42 39 34 23 21 32 41 46
46 31 33 29 28 43 47 40 34 44
26 38 34 49 45 27 25 33 39 40
(a) Form a frequency distribution of the data using the intervals

21 – 25, 26 – 30, 31 – 35, etc.
(b) Draw the histogram of the distribution
(c) Use your histogram to estimate the mode.
(d) Calculate the mean age
(WASSCE June 2008)
433
Solution:
Class Tally Class Mark (x) Frequency (f) F(f x)

interval
21 – 25 //// // 23 7 161
26 – 30 //// //// / 28 11 308
31 – 35 //// //// 33 9 297
36 – 40 //// //// 38 9 342
41 – 45 //// / 43 6 258
46 – 50 //// /// 48 8 384
 f  50  fx  1750
(b)
20.5 25.5 30.5 35.5 40.5 45.5 50.5

(c) From the graph, the mode is 28.8
(d) Mean age 

 fx  1750  35 years
 f 50
434
11.
Class Interval Frequency
30 – 39 5
40 – 49 12
50 – 59 18
60 – 69 24
70 – 79 19
80 – 89 14
90 – 99 8
The above frequency distribution table shows the distribution of Aptitude

test scores of 100 job seekers
(a) Construct a histogram;

(b) Calculate, correct to the nearest degree, the;
(i) mean
(ii) standard deviation
Solution:
Class Mid Frequency Cumulative

Interval value Frequency
(f) cf fx
(x)
30 – 39 34.5 5 5 173.50
40 – 49 44.5 12 17 534,00
50 – 59 54.5 18 35 981.00
60 – 69 64.5 24 59 1548.00
70 – 79 74.5 19 78 1415.50
80 – 89 84.5 14 92 1183.00
90 – 99 94.5 8 100 756.00
 f 100  fx  6590
435
(a)
29.5 39.5 49.5 59.5 69.5 79.5 89.5 99.5
(b) (i) Mean

 fx  6590  65.9  66
 f 100
(ii)
Mid value f xx (x  x)2 f (x  x)2

34.5 5 -31.4 985.96 4929.8
44.5 12 -21.4 457.96 5495.52
54.5 18 -11.4 129.96 2339.28
64.5 24 -1.4 1.96 47.04
74.5 19 8.6 73.96 1405.24
84.5 14 18.6 345.96 4843.44
94.5 8 28.6 817.96 6543.65
 f 100  f ( x  x )  25604
Variance
 f (x  x) 2

25604
 256.04
f 100
436
Standard deviation 
 f ( x  x) 2
 256.04  16.00
f
12. The table shows the number of children per family in a community.
No. of Children 0 1 2 3 4 5
No. of Families 3 5 7 4 3 2
(a) Find the

(i) mode
(ii) third quartile
(iii) probability that a family has at least 2 children.
(b) If a pie chart were to be drawn for the data, what would be the
sectorial angle representing families with one child?
(WASSCE June 2009)
Solution:
No. of Children No. of Families Cumulative frequency
(x) (f) cf
0 3 3
1 5 8
2 7 15
3 4 19
4 3 22
5 2 24
(a) (i) From the table, the mode is 2 children (has the highest frequency)
3
(ii) The third quartile is  24  18th which is 3 children
4
(iii) The probability that a family has at least 2 children is
7  4  3  2 16 2
  or 0.67
24 24 3
5
(b) Sectorial angle representing families with one child is  360 o  75o
24
13. The marks scored by 50 students in a Geography Examination are as follows:
437
60 54 40 67 53 73 37 55 62 43
44 69 39 32 45 58 48 67 39 51
46 59 40 52 61 48 23 60 59 47
65 56 74 47 40 59 68 51 50 50
71 51 26 36 38 70 46 40 51 42
(a) Using class intervals 21 – 30, 31 – 40, …, prepare a frequency

distribution table.
(b) Calculate the mean mark of the distribution.
(c) What percentage of the students scored more than 60%?
(WASSCE June 2009)
Solution:
(a)
Class Tally Frequency (f) Mid value (x) (fx)

Intervals
21 – 30 // 2 25.5 51
31 – 40 //// //// 10 35.5 355
41 – 50 //// //// // 12 45.5 546
51 – 60 //// //// //// 15 55.5 832.5
61 – 70 //// /// 8 65.5 524
71 – 80 /// 3 75.5 226.5
 f  50  fx  2535
(b) Mean =
 fx  2535  50.7
 f 50
(c) Percentage of students who scored more than 60%
8  3 11
  100  22%
50 50
14.
62 54 53 44 46 55 46 56 68 63
59 61 66 54 39 48 47 53 59 57
50 35 40 30 46 44 36 49 54 51
57 56 45 33 38 41 40 45 53 58
51 45 48 34 36 46 43 49 63 52
(a) Using the class intervals of 30 – 34, 35 – 39, 40 – 44, ... Construct the
frequency distribution table.
(b) Calculate the;
(i) mean;
438
(ii) standard deviation

all answers correct to 2 decimal places)
(NECO July, 2009)
Solution:
Class Tally Frequency Class

Interval f Mark fx xx f (x  x)2
s x
30 – 34 /// 3 32 96 -17.1 877.23
35 – 39 //// 5 37 185 -12.1 732.05
40 – 44 //// / 6 42 252 -7.1 302.46
45 – 49 //// //// 12 47 564 -2.1 52.92
//
50 – 54 //// //// 10 52 520 2.9 84.10
55 – 59 //// /// 8 57 456 7.9 499.28
60 – 64 //// 4 62 248 12.9 665.64
65 – 69 // 2 67 134 17.9 640.82
 f  50  fx  2455  f ( x  x ) 2  3854.50
(i) Mean 
 fx  2455  49.1  49.10 (2d . p)
 f 50
 f (x  x
2
(ii) Standard deviation =

f
3854.50

50
 77.09
=8.780
=8.78 (2 d.p)
15. The marks scored by 50 students in a Geography examination are as

follows:
60 54 40 67 53 73 37 55 62 43
44 69 39 32 45 58 48 67 39 51
46 59 40 52 61 48 23 60 59 47
65 58 74 47 40 59 68 51 50 50
71 51 26 36 38 70 46 40 51 42
439
(a) Using a class interval of 21 – 30, 31 – 40, …, prepare a frequency

distribution table.
(b) Draw a histogram to represent the distribution,
(c) Use your histogram to estimate the modal mark
(d) If a student is selected at random, find the probability that he/she
obtains a mark greater than 63.
(WASSCE Nov. 2009)
Solution:
Class Intervals Tally Frequency (f) Mid value (x)

21 – 30 // 2 25.5
31 – 40 //// //// 10 35.5
41 – 50 //// //// // 12 45.5
51 – 60 //// //// //// 15 55.5
61 – 70 //// /// 8 65.5
71 – 80 /// 3 75.5
(b)
20.5 30.5 40.5 50.5 60.5 70.5 80.5
(c) From the graph, the modal mark = 53.5

(d) Prob. of a student scoring a mark greater than 63
440
9
From the graph, the no. of students is 9. Hence, prob. is
50
16. The frequency distribution of the weight of 100 participants in a high jump
competition is as shown below:-
Weight (kg) 20 – 29 30 – 39 40 – 49 50 – 59 60 – 69 70 – 79
Number of
Participant 10 18 22 25 16 9
(a) Construct the cumulative frequency table

(b) Draw the cumulative frequency curve
(c) From the curve, estimate the:
(i) median
(ii) semi – interquartile
(iii) probability that a participant chosen at random weighs at least
60 kg.
(WASSCE June 2010)
Solution:
Weight (kg) Upper Boundary Frequency Cumulative
20 – 29 29.5 10 10
30 – 39 39.5 18 28
40 – 49 49.5 22 50
50 – 59 59.5 25 75
60 – 69 69.5 16 91
70 – 79 79.5 9 100
441
(b)
Q3
Q1
(c) From the graph

(i) the median is 49.5
(ii) Q3 = 59.5, Q1 = 38
Q3  Q1
Semi – interquartile is range
2
59.5  38

2
21.5
  10.75
2
16  9 25 1
(iii) Prob of at least 60 kg. is  
100 100 4
17. The table below shows the distribution of scores, in percentage obtained
by 20 students in a class test.
Scores 20 25 30 35 40 45 50
Number of Students 5 3 1 6 2 1 2
442
(a) Draw a bar chart to illustrate the information.

(b) Find the (i) mode (ii) median of the distribution
(c) Calculate the mean score
(NECO July 2010)
Solution:
(a) .
(b) (i) The mode is the score with the highest no. of students ie. 35
(ii) The median is the middle score when arranged in ascending or
descending order. The mid score falls between 10th and 11th
35  35
students ie.  35
2
(c) The mean
(20  5)  (25  3)  (30 1)  (35  6)  (40  2)  (45 1)  (50  2)

20
100  75  30  210  80  45  100

20
640

20
 32
443
18. The table gives the distribution of marks for 360 candidates who sat for an
examination.
Mark% 0-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89
Number of
Candidates 20 48 60 72 80 40 25 10 5
(a) Draw a cumulative frequency curve for the distribution

(b) Use your graph to estimate the semi-interquartile range
(c) If the minimum mark for distinction is 75%, how many candidates
passed with distinction?
(WASSCE Nov. 2010)
Solution:
Marks Upper Frequency Cumulative

boundary f frequency
cf
0–9 9.5 20 20
10 – 19 19.5 48 68
20 – 29 29.5 60 128
30 – 39 39.5 72 200
40 – 49 49.5 80 280
50 – 59 59.5 40 320
60 – 69 69.5 25 345
70 – 79 79.5 10 355
80 – 89 89.5 5 360
444
(a)
Q3
Q2
Q1
(b) From the graph, Q3 = 47.5 Q1 = 23.5

Q  Q1
Semi intergquartile range = 3
2
47.5  23.5 24
   12
2 2
(c) From the graph the number that passed with distinction is 360 – 350 =10
445

Statistics: 17.1 Data

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CHAPTER 17: STATISTICS

17.1.1 Frequency Table

Number Frequency Tally

It should be noted that a tally system is used to record number of times an

17.1.2 Cumulative Frequency

Number Frequency Cumulative

17.1.3 Graphical Representation of Data

(1) Bar Charts

17.2.1 Bar Charts

17.2.2 Types of Bar Charts

17.2.3 Simple Bar Chart

Frequency of the babies 8 4 10 6

The table below shows the test scores of 3 students in 3 subjects.

Multiple Bar Chart

Component Bar Chart

This can be represented in a diagrammatic form using a Histogram as shown.

The monthly expenditure of a staff working with a company in Abuja is given

Total expenditure = N5,000 + N2,000 + N10,000 + N1,000 = N18,000

17.3 Measures of Central Tendency

A measure of central tendency is a method of using a single value to represent or

17.3.1 The Mean

For example, the mean of 10, 20, 5, 15, 10, denoted by

17.3.1A Mean of Grouped Data

Scores 10–12 13–15 16–18 19–21

Class Mid-value Frequency fx

17.3.1B Assumed Mean (Working Mean)

Let the assumed mean be A = 15.

Numbers Deviation from the Mean (x – A)

Class interval 20–24 25–29 30–34 35–39 40–44 45–49

Class Frequency Mid- x A f ( x  A)

Note that 32 is used as an assumed mean (i.e., A = 32).

17/3.2 The Median

Consider a set of values: 2, 5, 1, 4, 8.

To find the median of a set of a grouped data, this formula is used:

Class interval 50–60 60–70 70–80 80–90

Class interval Frequency Cumulative

Given the data in the table below.

Class interval 1–20 21–40 41–60 61–80 81–100

17.5 Measures of Dispersion

The mean deviation is written as

(a) 10, 20, 8, 5, 15, 12.

Class Frequency Mid- fx xx f xx

For example, the variance and standard deviations of :

17.6 Cumulative Frequency Curve (Ogive)

Note: A construction of cumulative frequency curve of a distribution will help to

The table below shows the frequency distribution of marks of 30 students in a

Marks 1–10 11–20 21–30 31–40 41–50 51–60

(a) Construct a cumulative frequency table for the distribution.

Marks Frequency Upper Class Cumulative

Cumulative Frequency Curve (Ogive)

(a) Represent this information on a Pie Chart;

2. The following data shows the marks of 40 students in a History

3. The table below shows the mark distribution of candidates in an aptitude

Marks (in %) Frequency (a) Make a cumulative frequency for the

4. The frequency table shows the marks scored by 32 students in a test.

4. The table below shows the scores of 2000 candidates in an entrance

% Marks 11-20 21-30 31-40 41-50 51-60 61-70 71-80 80-90

(a) Prepare a cumulative frequency table and draw the cumulative

6. The table below shows the marks obtained by forty pupils in a

Marks 0-9 10-19 20-29 30-39 40-49 50-59

Ages in years 10-19 20-29 30-39 40-49 50-59 60-69

8. The distribution of junior workers in an institution is as follows:

9. The table below shows the frequency distribution of marks scored by 30